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RTI Classroom

RTI Classroom. Marilynn Braude and Gail Johnson. Some things to consider … Many teachers lack the training, expertise, and experience in teaching reading and other subjects to ELLS.

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RTI Classroom

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  1. RTIClassroom Marilynn Braude and Gail Johnson

  2. Some things to consider … Many teachers lack the training, expertise, and experience in teaching reading and other subjects to ELLS. Many multidisciplinary school teams charged with making special education decisions for ELLS also lack the training and experience in differentiating language difference from a learning disability.

  3. Culturally and linguistically responsive curriculum!!!

  4. Culturally responsive literacy instruction should: • Include explicit instruction in phonological awareness, the alphabetic code, language and vocabulary development, and reading for meaning • Emphasize cultural relevance and build on students’ prior knowledge, interests, motivation, and home language • Include frequent opportunities to practice reading with a variety of rich materials, in meaningful contexts.

  5. Culturally Responsive Literacy Instruction • What does it mean to provide culturally responsive literacy instruction? • All practice is culturally responsive—but to which culture(s)? • Culture is involved in all learning. • Culture is not a static set of characteristics located within individuals, but is fluid and complex.

  6. However, it is essential to find out what works with whom, by whom, and in what contexts— • What do we mean by “research-based”? • How do we account for language and culture when designing interventions, conducting research, and generalizing findings? • What kinds of questions do we need to ask as researchers and / or “consumers” of research?

  7. What are some questions the ESOL teacher must ask at Tier 1 & 2 RTI meetings?

  8. Questions to consider when looking at students in TIER 1 & 2 A Cultural, Linguistic, and Ecological Framework For Response to Intervention With English Language Learners

  9. What are some questions the ESOL teacher must ask at Tier 2 & 3 RTI meetings?

  10. Questions to consider when looking at students in TIER 2 & 3 A Cultural, Linguistic, and Ecological Framework For Response to Intervention With English Language Learners

  11. High School Walk through the book… Every Teacher’s Toolkit pp 90-121

  12. Some ideas from RTI Daily Planning Book

  13. small group instruction Guided reading is an instructional strategy designed to support students in the area of text processing and text comprehending. Using small group instruction for this is an intervention. Remember when focus is on text processing rich discussions about content should take high priority. In the next example the student reads aloud and the teacher documents miscues and provides strategy instruction in relation to word analysis and the integrated use of cue systems. The text should be at the instructional level. Make it a regular practice to document miscues, and to look for pattern of error.

  14. small group instruction • Guided reading is also useful for supporting student’s development of comprehension and engagement strategies. • “When students are regularly guided through processes such as previewing, synthesizing, questioning, evaluating, and considering critical vocabulary, they develop strategies that support their comprehension as well as dispositions for engaging with text.” • RTI Daily Planning Book

  15. Some ideas for tracking progress… RTI Daily Planning Book

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