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Explicit Instruction for RTI Barbara A. Marinak bam234@psu.edu. RTI. IDE I A (Individuals with Disabilities Education Improvement Act: 2004) mandates the use of early intervening services) to:
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Explicit Instruction for RTI Barbara A. Marinak bam234@psu.edu
RTI IDEIA (Individuals with Disabilities Education Improvement Act: 2004) mandates the use of early intervening services) to: • Identify children who are members of a disaggregated subgroup with a specific learning disability whereby the discrepancy model could result in over identification.
Provide intervention to all children at risk for school failure.
RTI Practice Guide Intervention should take place in small homogenous groups ranging from three to four students using curricula that address the major components of reading instruction(comprehension, fluency, phonemic awareness, phonics, and vocabulary). IES, 2009
Assess Comprehensively • Narrowly focused assessments lead to limited interventions • For example, assessing and intervening in a reading sub skill such as rate, nonsense word recognition, or phonemic awareness results in minimal gains in the sub skill and no gains in reading comprehension.
Explicit reading instruction should be informed by a balanced portfolio of instrumentation that includes criterion-referenced measures and performance based assessments.
Explicit? • Precisely and clearly expressed • Readily observable • Fully and clearly defined • Generalizations that are powerful and precise
Explicit Reading Instruction • Reading instruction that is readily observable, precise and clearly expressed • Reading instruction that teaches powerful generalizations by affording immediate opportunities for application
Explicit instruction involves more teacher-student interaction, student talk, opportunities for reading practice in high interest, challenging text and specific feedback.
cv Avoid The Matthew Effect by committing to The Practice Effect!
The “I” in RTI Intervention or Instruction?
Tier 1: Core Classroom Instruction Research indicates that core classroom instruction should contain the following: • Explicit reading instruction for every child, every day in a small group that provides appropriate text-reader match (Pressley, 1998) • Differentiated instruction in word study, vocabulary, and comprehension at every grade level (NRP, 2000)
Use of flexible grouping patterns (heterogeneous and homogenous grouping based on need) (Pressley, 1998) • Use of a balanced text collection (leveled readers and authentic text) based on need and purpose) (Duke, 2003, Pressley, 1998)
Intervention Research indicates that core classroom instruction should contain the following: • Explicit reading instruction for every child, every day in a small group that provides appropriate text-reader match (Pressley, 1998) • Differentiated instruction in word study, vocabulary, and comprehension at every grade level (NRP, 2000)
Use of flexible grouping patterns (heterogeneous and homogenous grouping based on need) (Pressley, 1998) • Use of a balanced text collection (leveled readers and authentic text) based on need and purpose) (Duke, 2003, Pressley, 1998)
The “I” in RTI Intervention or Instruction?
Today's discussion will focus on explicit reading instruction that can take place in core or intervention.
Intervention cannot be considered effective unless it provides for greater levels of proficiency in core.
Before Reading: Vocabulary • Text Impression • Vocabulary Anticipation
Antarctic African
Antarctic African One
Antarctic African One Rookery
Antarctic African One Rookery Herd
Antarctic African One Rookery Herd Kindergarten
Vocabulary Anticipation • We will continue with Wild Babies by reading about alligators and frogs. What words do you think you will read in the text about these two young animals? • If not anticipated, add: *************
Features of Text • Structural Grammars • Questioning
Elements of Fiction • Characters: The living beings in stories, plays, and poems that speak, think, and carry out the action. A character can be a person, animal or a personified object. • Setting: When and where the story occurs. • Problem: The conflict or goal around which the story is organized. • Events: One or more attempts by the main character(s) to achieve the goal or solve the problem. • Resolution: The outcome of the attempts to achieve the goal or solve the problem. • Theme: The main idea or moral of the story.
Research Findings • Studies also indicate that children become aware of and are comfortable with narrative story structure (characters, setting, problem, events, solution) at an early age. In other words, due to narrative reading practice and instruction in story grammar, fiction text becomes “predictable” (Williams, 2005).
It is just as important that informational reading practice be increased and that students become aware of and comfortable with the “predictable” elements and text structures that occur across informational text (Marinak & Gambrell, 2007).
Informational Grammar Just as there is a narrative story grammar, there is also an “informational grammar” (Marinak & Gambrell, 2007).
Five Text Elements of Informational Grammar: • Author’s Purpose • Major Ideas • Supporting Details • Aids • Important Vocabulary (Marinak, Moore, & Henk, 1998)
Teach the Text Structures • Hall, Sabey, and McClellan (2005) and Williams (2005) found that text structure instruction promotes informational text comprehension. • Text structure awareness has also been linked to accurate recall and retelling (Richgels, McGee, Lomax & Sheard,1987).
Four text structures occur frequently in elementary books and textbooks: • Enumeration • Time Order • Compare/Contrast* • Cause and Effect (Hall, Sabey & McClellan, 2005; Neufeld, 2005; Richgels, McGee, Lomax & Sheard,1987; Williams, 2005)
During Reading • Questioning • Self-Questioning
Q-Matrix TEXT + me = literal (stems 1-12) Text + Me = inferential (stems 13-24) text + ME = extended (stems 25-36)
TEXT + me = literal How long do penguin chicks stay in a kindergarten? How old is a giraffe calf when it enters a kindergarten?
Text + Me = inferential When would penguins and giraffes form kindergartens?
text + ME = extended Giraffes and penguins use kindergartens to protect their young. What might other animals do to protect their babies?
After ReadingRetelling • Text Pyramids
Retelling Pyramid one How many babies do giraffes and penguins have at a time? Antarctica Africa Use two words to describe where this penguin and giraffe live? egglivebirth In three words, list how the giraffe and penguin have babies? caredforinkindergartens In four words, describe how giraffes and penguins protect their babies?
