RTI for Grades 4-12: Strategies for Success

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RTI for Grades 4-12 Strategies for Success

• Dr. Denise P. Gibbs, Director,
• Alabama Scottish Rite Foundation Learning Centers
• gibbsdenise_at_aol.com

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This presentation is being provided today at no
cost by the Alabama Scottish Rite Foundation. The
philanthropy of the Alabama Scottish Rite
Foundation began in the 1950s in Alabama and
continues today. The mission of the Alabama
Scottish Rite Foundation is to provide help to
Alabama Schools as they work with students who
struggle in reading -particularly those students
with dyslexia.
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Tiers of Instruction and Intervention
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Grades 4-12 Tiers

• Intervention Team
• Weekly progress monitoring
• Monthly progress monitoring data review
• Continue, discontinue, or intensify intervention
• Monthly progress reports to parents

Tier IIIIntensiveIntervention 60 minutes
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Tier IIDifferentiated strategic teaching
embedded in all content classes small
group-intentional groupings
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80
Tier ICore instruction - Strategic teaching
embedded in all content classes whole and small
group
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Differentiated Strategy Instruction

• Intentionally grouping students
• Homogeneous groups on orange day
• Teacher can work with tier 2 students
• Heterogeneous groups on blue day
• Peer mentors
• Teacher can work with all groups

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Research-based strategy instruction
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Research indicates that 3-4 strategies taught
across all content areas is best! (Torgesen, 2007)
But after you get the ball rolling, you will want
to have an extensive repertoire of strategies for
different types of content and to accomplish
different purposes!
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Strategy instruction in ALL content areas
including MATH

• Actively engage students in small group
  activities related to content information
  included in texts and other media.
• Engagement strategies
• Vocabulary strategies
• Comprehension strategies
• Outcome will be to increase students ability to
  use and learn from texts and other media.

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Engagement Strategies(Rozzell Scearce, 2009)

• Tier 1 2 strategies to get students to be
  active participants in classes
• Turn to Your Partner
• Three-way Interview
• Numbered Heads Together
• Jigsaw Modified

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Cooperative and Partnered Learning Tools(Rozzell
Scearce, 2009)

• Turn to Your Partner
• Give students 3-5 minutes to complete this
  activity
• Make 3 connections from the text to the world
• List 3 key points from the text
• Make as many predictions as possible from the
  title of the text
• 3-Step Interview
• Form random pairs
• Students answer what do you already know about
  or what are two big ideas from or other
  questions
• Students listen to and summarize their partners
  response
• Put two pairs together and students introduce
  their partner and share their partners response
  this is my partner Carol and she said that...

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Cooperative and Partnered Learning Tools(Rozzell
Scearce, 2009)

• Numbered Heads Together
• Organize students in groups of 4 and have
  students number off 1-4 putting their number at
  the top of their paper.
• Have students determine one group response to the
  discussion question Of the four countries we
  have been studying, which would you prefer to
  live in and why?
• Each student writes down the groups response on
  their paper.
• Students then join the 1, 2, 3, or 4 group and
  share their original groups response.

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Cooperative and Partnered Learning Tools(Rozzell
Scearce, 2009)

• Jigsaw Modified
• Divide text into 4 segments and have 4 students
  in each group (Home team)
• Students number off 1-4 and then regroup by those
  numbers (expert team).
• 1s discuss segment 1, 2s discuss segment 2,
  etc.
• Home team group reconstitutes and each segment is
  then discussed
• Design an assessment to see how well the groups
  acquired the information from the various sections

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Reading Comprehension

• Two primary causes of reading comprehension
  problems
• Vocabulary/language limits
• Words in context
• Complex sentence structures
• passive reading
• Get to the end vs make meaning

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Reading Comprehension Vocabulary

• Tier 1 2 vocabulary strategies
• Vocabulary rubric
• Frayer model
• Concept map
• Vocabulary Tree
• Vocabulary Visual Word Association (VVWA)

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Concept Definition Mapping
What is it like?
What is it?

• What is it? What broader category does it fit
  into?
• What is it like? What are the essential
  characteristics? What qualities does it possess
  that make it different from other things in the
  same category?
• What are some examples of it?

Category
The Word
What are some examples?
Adapted from Schwartz Raphael, 1985
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Frayer Model

• Assign concept or word.
• Explain the attributes of the Frayer model being
  used.
• Model an easy word with the class first.
• Have students pair up to complete activity.
• Have students share completed model.

Definition Characteristics
Examples Non-examples
WORD
D.A. Frayer, W.C. Frederick, and H.G. Klausmeier,
1969
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Semantic Feature Analysis

• Select a category of study.
• Create a matrix along the left side, list key
  vocabulary terms/concepts. Across the top choose
  features that the words might share.
• Student place an X in the box if the feature
  applies to the vocabulary word.
• Students explain their rationale for their Xs.
  
• As the unit progresses terms and features can be
  added to the matrix.

Polygons Opposite Sides Parallel Equilateral Equiangular 4-sided 3-sided
square X X X X
rectangle X X X
triangle X
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Semantic Mapping

• Write the subject of the lesson in the middle of
  a transparency or on the board.
• Ask students to think of as many words as
  possible that relate to the term.
• Have students write the words. On their own, or
  in small groups they are to group the words in
  categories by mapping or webbing.
• Students share their maps and discuss with their
  groupings with the class.

Disaster Phenomenon
Factors That Affect Our Weather
Hurricanes Tornadoes Blizzards Cyclones Hailstorms

Jet stream Cold front High pressure El Nino
Measurement
Weather
Terms
Tools
Forecasters
Isobars Millibars Centigrade Temperature
Relative humidity
Barometer Thermometer Hydrometer
Meteorologist National Weather service
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Synonym Web

• Choose a word that has many synonyms, e.g.
  said.
• Place the word in the center of a chart of piece
  of paper.
• Have students brainstorm as many synonyms for the
  word as possible. Encourage them to use
  dictionaries and thesauruses.
• Create a web with all the words they come up
  with.

shouted
yelled
responded
exclaimed
whispered
Said
spoke
murmured
slurred
mumbled
replied
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Linear Arrays

• Linear Arrays are visual representations of
  degrees between two related words.

icy
tepid
hot
boiling
cool
idle
eager
motivated
ambivalent
lazy
transparent
translucent
opaque
cloudy
obscure
Janet Allen, Words, Words, Words, 1999
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Scales (Beers, 2003)

• Likert Scales
• Not everyone can be a hero only people with
  very special talents can be heroes.
• Strongly disagree / disagree / agree / strongly
  agree
• Semantic differential scales
• Roger is
• Honest....dishonest
• Students scale it independently or with a
  partner and then defend their decision in small
  group discussions.

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Visual Vocabulary Word Association (VVWA)

• Marzanos Six steps
• Introduce the term authentically
• Have student restate the meaning in their own
  words
• Use / create visuals
• Get to a deeper understanding (associations,
  connections, etc)
• Vocabulary discussions
• Word play
• Vocabulary Visual Word Association (VVWA)

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Vocabulary Tree (Beers, 2003)

• 1. Choose a root word you want for students to
  study and have them write it in the root of the
  tree.
• 2. Under the root, students write its definition.
• 3. In the trunk of the tree, students write a key
  word that you provide that uses that root.
• 4. Under the word, students write the definition
  of the word.
• 5. Then in the branches of the trunk, students
  write as many other words as they find that use
  that root.
• 6. Students define the word and copy a sentence
  that uses it. This could be a sentence they
  heard, one they read, or one they said
  themselves.
• 7. In the twigs of the branch, they record where
  they heard or found the sentence.

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• Some word root sources
• http//www.espindle.org/roots.html
• http//www.virtualsalt.com/roots.htm
• http//www.betterendings.org/homeschool/Words/Root
  20Words.htm
• http//www.prefixsuffix.com/

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Visual Vocabulary Word Association (VVWA)

• Marzanos Six steps
• Introduce the term authentically
• Have student restate the meaning in their own
  words
• Use / create visuals
• Get to a deeper understanding (associations,
  connections, etc)
• Vocabulary discussions
• Word play
• Vocabulary Visual Word Association (VVWA)

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Academic Vocabulary Lists

• http//sde.state.ok.us/curriculum/BAV/pdf/BAV.pdf
• http//www.state.tn.us/education/ci/doc/VOCABULARY
  .pdf

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Comprehension Instruction

• Monitoring comprehension (promoting
  metacognition)
• Using graphic and semantic organizers
• e.g., teaching the use of a Venn diagram to
  compare and contrast 2 characters from a story
• Main Idea
• Summarizing
• Text Structure

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Two Kinds of Organizational Text Structure

• Narrative
• Information (Expository)

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Reading Comprehension Active Reading Strategies

• Before strategies
• Set the stage
• Assess and build content knowledge
• During strategies
• Metacognition
• Support and monitor comprehension
• After strategies
• Review, organize
• Evaluate, extend, and transfer content knowledge

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• ABC Graffiti (Rozzelle Searce, 2009)
• Present the topic of the brainstorm to the
  students.
• Students list all the letters of the alphabet
  down a sheet of paper, leaving room beside each
  letter to write out the rest of a word or phrase.
• Students work individually thinking of as many
  words as they can that are associated with the
  topic and write the words beside the appropriate
  letters.
• After a few minutes, let the students pair up or
  work in small groups to fill in blank letters
  they have not yet completed.
• Allow students to share with the entire class
  possible terms for the different letters of the
  alphabet.

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• Cornell Note-Taking (Allen, 2004)
• Provide Cornell Note-Taking form or folded paper
• Read text and model for students the notes you
  would take while reading that text
• Develop questions that the notes would answer
• Use notes and questions to summarize the main
  ideas in 2-3 sentences.

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• Say Something (aka Turn Talk)
• Choose a text for the students to read and have
  them work in pairs.
• Designate a stopping point for reading.
• Have students read to the stopping point and then
  say something about the text to their partners.
• Repeat steps 2 and 3 until they finish reading
  the text.

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• 3-2-1
• After reading a portion of text, viewing a
  portion of a video, or listening to a portion of
  a lecture students working alone, with a
  partner, or in small groups fill out a 3-2-1
  chart (foldable works well for this!).
• 3 Important Details
• 2 Connections
• 1 Question I Still Have
• Students repeat the procedure until the entire
  content has been completed.
• Students can use the important details from their
  3-2-1 charts to summarize the entire lesson.

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• Save the Last Word for Me (Beers, 2003)
• After reading, students complete index cards with
  the following information
  
  
  
• Side 1 Each student selects an idea, phrase,
  quote, concept, fact, etc., from the text that
  evokes a response. It can be something new,
  something that confirms previous ideas, or
  something with which he/she disagrees. Each
  student writes his/her selection on side 1 and
  indicates the page number where it can be found
  in the text.
• Side 2 Each student writes his/her reaction to
  what he/she wrote on side 1.

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Save the Last Word for Me (continued)

• Students gather in small groups to discuss their
  information.
• Students discuss using the following procedure A
  student reads side 1 of his/her card each
  student in the group responds to the information
  shared. The student who authored the card gets
  the last word by sharing side 2 of his/her card.
  The process is repeated until everyone in the
  group has shared

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Somebody Wanted But So - SWBS (Beers, 2003)

• Somebody main characters
• Wanted events, main ideas, details
• But conflict
• So resolutions
• Somebody Cinderella
• Wanted to go to the ball
• But she didnt have the right clothes
• So her FGM fixed her up

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Graphic Organizers
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Free Graphic Organizers

• http//www.readingquest.org/strat/home.html
• http//wrhs.pasco.k12.fl.us/wordpop/WordPOP
• http//go.solution-tree.com/literacy/

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3-D Graphic Organizers

• Also known as Foldables
• http//www.dinah.com/manipulatives.php
• http//foldables.wikispaces.com/Foldables
• http//pages.sbcglobal.net/cdefreese/foldables/

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Content Literacy Strategy Resources

• Power Tools for Adolescent Literacy (2009) by Jan
  Rozzelle Carol Scearce
• Strategies for engaging students
• Comprehension strategies (before, during, and
  after)
• Vocabulary strategies
• Strategic learning
• Website with free downloadables
• Go.solutions-tree.com/literacy

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Content Literacy Strategy Resources

• Inside Words Tools for Teaching Academic
  Vocabulary Grades 4-12 (2007) by Janet Allen
• 22 vocabulary strategies with examples for use in
  secondary content classes
• Includes a CD with graphic organizers.

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Content Literacy Strategy Resources

• Tools for Teaching Content Literacy (2004) by
  Janet Allen
• 15 before, during, and after strategies for use
  in secondary content classes (with examples)

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Content Literacy Strategy Resources

• More Tools for Teaching Content Literacy (2008)
  by Janet Allen
• More than 20 additional strategies with graphic
  organizers for easy implementation.

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Content Literacy Strategy Resources

• Teaching Reading in Middle School (2000) by Laura
  Robb
• Strategies designed to engage students and
  enhance their comprehension and enjoyment of
  reading.

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Strategic Teaching Resources

• Teaching Reading in Social Studies, Science, and
  Math (2003) by Laura Robb
• Concrete examples of how to use various before,
  during, after, and vocabulary strategies in
  content area classes.

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Strategic Teaching Resources

• When Kids Cant Read What teachers can do.
  (2003) by Kylene Beers
• Strategies for before, during, and after reading
  vocabulary fluency and automaticity and word
  recognition.

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• THANK YOU!
• gibbsdenise_at_aol.com
• RTI for Middle and High School Structures and
  Strategies for Literacy Success (2009)
• www.LRP.com