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Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
Strategies for strategic  teaching in comprehension that integrate composition and support  response to instruction (r.t.i.)
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Strategies for strategic teaching in comprehension that integrate composition and support response to instruction (r.t.i.)

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Powerpoint from a presentation that models how to create a strategic lesson plan that promotes RtI, all learners.

Powerpoint from a presentation that models how to create a strategic lesson plan that promotes RtI, all learners.

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  • October 11, 2010 Professional Development In-service
  • This should be centered around sate and national standards (this is where you COS, Compendium, & AHSGE Standards come into play,
  • Let’s see how many of you all are able to identify students that have multiple intelligences?
    Look at the Handout #2 in your packet containing 8 scenarios. Choose the multiple intelligence that most identifies the student in each scenario. You have 5 minutes.
  • Resource- Scholastic ____________
  • Teachers should be engaged in their own lesson, if it bores you
    It will bore students
    *Rationale = Correlate positively with student recalls at primary level they are disruptive; middle and high school students find then refreshing
    **Gifted students are trapped in a conflict of expectations- peers pressure less; teacher demand perfection
    Learn through audio and visual presentation most prefer hands on tactile and active learning
    Underachieving student prefers hands on activities though they may underachieve and are unable to learn auditorily and visually


    *Supervision: A Collaborative Approach to instructional improvement by Kenneth T. Henson (resource)
  • Transcript

    • 1. Presented by: Dr. Shonterrius Lawson-Fountain English 7 Instructor Rutledge Middle School, R.M.W.P. Teacher Consultant/Leadership Team Member Strategies for Strategic Teaching in Comprehension that Integrate Composition and Support Response to Instruction (R.T.I.)
    • 2. Icebreaker “Why Read for Twenty Minutes”
    • 3. Objective The purpose of this workshop is 1. to provide instructors with valuable resources designed to encourage and enable then to effectively teach students in accordance with Response to Instruction modules. 2. to encourage strategic teaching through the use of A.R.I. as well as other scientifically proven strategies to promote learning that is student centered.
    • 4. Rationale As students read and compose, they are observing how authors use style and language to communicate their opinions, tell stories, and share information. Let’s take a moment to reflect on our individual classes of students. How many of you all have students who when assigned a text to read are the first ones finished, but have no clue about what hey just read? How They can tell you the title, but may not be able to summarize the text in a manner that is specific versus unsupported and vague. There is a misconception that students who have difficulty comprehending results from having reading deficiencies. However, It merely affirms the notion that all children learn but in different ways. For this reason, it is essential for our twenty-first century learners that we engage and immerse them in text through reading and writing.
    • 5. Phase I- What is R.T.I. Refers to an instructional framework that promotes a well- integrated system connecting, general, gifted, supplemental, and special education services in providing high-quality, standards based instruction and intervention that is matched to students’ academic, social-emotional, and behavioral needs. Students are placed into Tiers based on progress monitoring assessments, benchmark data, etc. Tier III -5% (intense interventions) Tier II -15% (small group) Tier I -80% (whole class instructions)
    • 6. Critical Elements of R.T.I. High-quality, scientifically-based, explicit, systematic instruction for all students in the regular classroom Ongoing student assessment (formative and summative) Differentiated instruction Parental involvement
    • 7. Big Question….. How can we promote standards based, differentiated instruction using the instructional time given when we have a disproportionate number of students performing below recognized standards to those on level?
    • 8. Components of a Strategic Lesson Plan Strategic teaching provides students with Before During After activities designed to increase their level of understanding through a student centered approach to learning that always begins with activating prior knowledge.
    • 9. STEP 1: DETERMINE YOUR STUDENT OUTCOMES FOR THE LESSON. After your lesson, students should have a conceptual understanding of the skill or concept being taught.
    • 10. Step 2 Choose a before reading strategy This activity's purpose is to facilitate learning, engage students, build on prior knowledge, introduce vocabulary, and/or form connections to the text . Suggestions ABC Brainstorm List-Group-Label (student constructed interpretation) K-W-L Quick Write (text connection) Anticipation Guide (works well with expository text) Vocabulary Four Square (decoding; word recognition) Nonpoint discussion starters (film clips,, illustrations) Prediction
    • 11. Step 3 Choose a during reading strategy This activity's purpose is to facilitate learning by helping students interpret and comprehend the text. Suggestions Text Coding Margin Notes K-W-L 3 minute pause Choral Reading (modification for struggling readers) Graphic Organizers (can be used at any interval) Double Entry Journal Entry Story Boards
    • 12. During this time, you want to monitor student comprehension, so strategies used during this interval of the reading process should involve questioning. You want to present questions that reflect higher order thinking. Have them determine cause and effect, compare and contrast, explain text elements, analyze structure of text, author’s style, etc. You can use the revised Bloom’s taxonomy stems.
    • 13. Step 4 Choose an after reading strategy This activity's purpose is to provide a summary of the lesson, reflect on reading and assess. Suggestions Text Coding (use as a discussion starter) Capsule Summaries GIST 3-2-1 Reciprocal Teaching
    • 14. Focuses on student-centered learning The theory of multiple intelligences suggests that students learn in various ways depending on their strengths and interests. One way that we can ensure that 80% of our students grasp the concepts taught is by teaching to their learning style, and most importantly engaging them in the learning process. Engage and allow students to self-construct their own knowledge (helps them take ownership of lesson; encourages participation). ..Professional DevelopmentMultiple Intelligences At-A- Glance.docx Phase II- Strategic Teaching that supports all learners ….
    • 15. Breakdown of a Tier 1 Lesson Before Reading – Establish prior knowledge, purpose, and predictions – Introduce/review vocabulary During Reading – Model and practice finding evidence for the objective – Model and practice other strategies • Connecting? Visualizing/picturing? Wondering? Predicting/guessing? Noticing? Figure out? After Reading – Discuss questions – Written response to text (make writing strategic) – Other follow-up activities-oral language/fluency, vocabulary, comprehension, reading extensions, and writing extensions – Reflect on reading and writing strategy
    • 16. Tips Teach students to read like a writer and write like a reader. Match lesson to objectives Differentiate lessons – Mentor Texts- – Incorporate cooperative learning activities in every unit of study – Use peer tutors Use technology (wingclips,com, wordle.net, readwritethink.org, teacherplanet.com, alsde.edu (ALEX) Make time for read alouds daily (supports non-fluent readers) Allow for multiple opportunities to incorporate writing Create genre/author studies – Mentor text-Thinking through Genre You can incorporate picture books as introductions, to activate prior knowledge, etc. (mentor texts) – Molly Banake- tells the story of Benjamin Banneker – You Can Write- teaches the purpose of writing and essential traits – Shakespeare ‘s Sonnets-correlate with Tupac Shakur’s Raps and poetry
    • 17. • Using stimulus variations (to reduce boredom and increase the level of motivation ) * » Nonverbal cues » Pausing » Moving around the classroom » Voice inflection especially in direct instruction » humor • Restrict major concepts to no more than 3 per lesson • Provide task to enhance understanding (hands-on, tactile activity • Summarize lesson • Think reflectively about how to teach lessons
    • 18. Demonstration Sonnet 30 paralleled with Tupac Shakur’s “If There Be Pain” ..Professional DevelopmentShakespeare Sonnet 30 markup.docx
    • 19. Q & A Session
    • 20. Where do we gofrom here? To our classrooms and beyond, unpacking along the way what we’ve learned today.

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