RTI for Grades 4-12: RTI for Grades 4-12: Strategies for Strategies for

SuccessSuccess

Dr. Denise P. Gibbs, Director,Dr. Denise P. Gibbs, Director,Alabama Scottish Rite Foundation Alabama Scottish Rite Foundation

Learning CentersLearning Centersgibbsdenise@aol.comgibbsdenise@aol.com

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 1950’s 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.

Tiers of Instruction and Intervention

Grades 4-12 Tiers

Tier 3Intensive

Intervention 60 minutes

Tier IIDifferentiated strategic

teaching embedded in all content classes – small

group-intentional groupings

Tier ICore instruction - Strategic teaching embedded in all content classes –

whole and small group

Tier IIIIntensive

Intervention 60 minutes

80%

15%

5%

Intervention TeamWeekly progress monitoring Monthly progress monitoring data reviewContinue, discontinue, or intensify interventionMonthly progress reports to parents

PlusSpecial Education

Differentiated Strategy Instruction

Intentionally grouping studentsHomogeneous groups on “orange

day”Teacher can work with tier 2 students

Heterogeneous groups on “blue day”Peer mentorsTeacher can work with all groups

Research-based strategy instruction

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!

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 strategiesVocabulary strategiesComprehension strategies

Outcome will be to increase students’ ability to use and learn from texts and other media.

Engagement Strategies(Rozzell & Scearce, 2009)

Tier 1 & 2 strategies to get students to be active participants in classesTurn to Your PartnerThree-way InterviewNumbered Heads TogetherJigsaw Modified

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 partner’s response Put two pairs together and students introduce their

partner and share their partner’s response “this is my partner Carol and she said that...”

Numbered Heads TogetherOrganize 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 group’s response on their paper.

Students then join the 1, 2, 3, or 4 group and share their original group’s response.

Cooperative and Partnered Learning Tools(Rozzell & Scearce, 2009)

Cooperative and Partnered Learning Tools

(Rozzell & Scearce, 2009)

Jigsaw ModifiedDivide 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).1’s discuss segment 1, 2’s discuss segment 2,

etc.Home team group reconstitutes and each

segment is then discussedDesign an assessment to see how well the

groups acquired the information from the various sections

Reading Comprehension

Two primary causes of reading comprehension problemsVocabulary/language limits

Words in contextComplex sentence structures

“passive reading” “Get to the end” vs “make meaning”

Reading Comprehension: Vocabulary

Tier 1 & 2 vocabulary strategiesVocabulary rubricFrayer modelConcept mapVocabulary TreeVocabulary Visual Word

Association (VVWA)

Concept Definition Mapping

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?

What is it? What is it like?

The Word

What are some examples?

Adapted from Schwartz & Raphael, 1985

Category

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

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 “X’s”. 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

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.

Weather

Forecasters

MeteorologistNational Weather service

Measurement

ToolsTerms

BarometerThermometerHydrometer

IsobarsMillibarsCentigradeTemperature Relative humidity

Disaster Phenomenon Hurricanes

TornadoesBlizzardsCyclonesHailstorms

Factors That Affect Our Weather

Jet streamCold frontHigh pressureEl Nino

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.

Said

shouted

whispered

spoke

yelled

exclaimed

murmured

mumbled

slurredreplied

responded

Linear Arrays

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

icy cool tepid

hot boiling

eager motivated

ambivalent idle lazy

transparent translucent opaque

cloudy obscure

Janet Allen, Words, Words, Words, 1999

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.

Visual Vocabulary Word Association (VVWA)

Marzano’s 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)

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.

Some word root sourceshttp://www.espindle.org/roots.htmlhttp://www.virtualsalt.com/roots.htmhttp://www.betterendings.org/homeschool/

Words/Root%20Words.htmhttp://www.prefixsuffix.com/

Visual Vocabulary Word Association (VVWA)

Marzano’s 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)

Academic Vocabulary Lists

http://sde.state.ok.us/curriculum/BAV/pdf/BAV.pdf

http://www.state.tn.us/education/ci/doc/VOCABULARY.pdf

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

Two Kinds of Organizational Text Structure:

Narrative Information (Expository)

Reading Comprehension: Active Reading Strategies

Before strategiesSet the stageAssess and build content knowledge

During strategiesMetacognitionSupport and monitor comprehension

After strategiesReview, organizeEvaluate, extend, and transfer content

knowledge

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.

Cornell Note-Taking (Allen, 2004)Provide Cornell Note-Taking form or

folded paperRead 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.

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.

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.

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.

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

Somebody Wanted But So - SWBS (Beers, 2003)

Somebody = main characters Wanted = events, main ideas, details But = conflict So = resolutions

Somebody = CinderellaWanted = to go to the ballBut = she didn’t have the right clothesSo = her FGM fixed her up

Graphic Organizers

Free Graphic Organizers

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

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/

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

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.

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)

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.

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.

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.

Strategic Teaching Resources When Kids Can’t

Read: What teachers can do. (2003) by Kylene Beers

Strategies for before, during, and after reading; vocabulary; fluency and automaticity; and word recognition.

THANK YOU!

gibbsdenise@aol.com

RTI for Middle and High School: Structures and Strategies for

Literacy Success (2009)www.LRP.com