October 11, 2010Professional 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)
Strategies for strategic teaching in comprehension that integrate composition and support response to instruction (r.t.i.)
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.)
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
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.
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.
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)
Critical Elements of R.T.I.
High-quality, scientifically-based, explicit,
systematic instruction for all students in the
Ongoing student assessment (formative and
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?
Components of a Strategic
Strategic teaching provides students with
activities designed to increase their
level of understanding through a student
centered approach to learning that always
begins with activating prior knowledge.
DETERMINE YOUR STUDENT
OUTCOMES FOR THE LESSON.
After your lesson, students should have a
conceptual understanding of the skill or concept
Choose a before
This activity's purpose is
to facilitate learning,
engage students, build on
and/or form connections
to the text .
List-Group-Label (student constructed
Quick Write (text connection)
Anticipation Guide (works well with
Vocabulary Four Square (decoding;
Nonpoint discussion starters (film
Choose a during
This activity's purpose is
to facilitate learning by
helping students interpret
and comprehend the text.
3 minute pause
Choral Reading (modification for
Graphic Organizers (can be used at
Double Entry Journal Entry
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.
Choose an after
This activity's purpose is
to provide a summary of
the lesson, reflect on
reading and assess.
Text Coding (use as a discussion
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-
Phase II- Strategic Teaching that supports all learners
Breakdown of a Tier 1 Lesson
– Establish prior knowledge, purpose, and predictions
– Introduce/review vocabulary
– Model and practice finding evidence for the objective
– Model and practice other strategies
• Connecting? Visualizing/picturing? Wondering? Predicting/guessing?
Noticing? Figure out?
– 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
Teach students to read like a writer and write like a reader.
Match lesson to objectives
– Mentor Texts-
– Incorporate cooperative learning activities in every unit of study
– Use peer tutors
Use technology (wingclips,com, wordle.net, readwritethink.org, teacherplanet.com,
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.
– 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
• Using stimulus variations (to reduce boredom and increase
the level of motivation ) *
» Nonverbal cues
» Moving around the classroom
» Voice inflection especially in direct instruction
• Restrict major concepts to no more than 3 per lesson
• Provide task to enhance understanding (hands-on, tactile
• Summarize lesson
• Think reflectively about how to teach lessons
Sonnet 30 paralleled with Tupac
Shakur’s “If There Be Pain”
Sonnet 30 markup.docx