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Module 4 : Tiered Instruction

Module 4 : Tiered Instruction . Adolescent Literacy – Professional Development. Unit 2, Session 3. The Role of the Classroom Teacher in TI. 4.2.3. Session Overview. Unit 2, Session 3 Questions :

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Module 4 : Tiered Instruction

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  1. Module 4: Tiered Instruction Adolescent Literacy – Professional Development Unit 2, Session 3

  2. The Role of the Classroom Teacher in TI 4.2.3

  3. Session Overview • Unit 2, Session 3 Questions: • What do classroom teachers need to consider as they incorporate literacy instruction into a curriculum? • How will classroom teachers be supported as they implement literacy interventions? • Unit 2, Session 3 Objectives: • Understand the changing role of the classroom teacher in implementing TI • Consider literacy skills that can be best reinforced through specific content area work

  4. Warm-Up: Content Area Focus • Consider the literacy skills required for three reading-based assignments you use in class. • Rank the reading skills that your subject area lends itself toward more naturally • 1 = Easiest to teach in your subject • 4 = Hardest to teach in your subject

  5. TI Roles

  6. Elements of Literacy

  7. Content Area Responsibilities • Explicitly instruct students in reading skills • Ensure student comprehension of subject area texts • Differentiate approach based on individual student needs

  8. Review the Reading • Use the “Four A’s” protocol to discuss the most important points in the NASP (2006) reading.

  9. Goals of Literacy Training

  10. Skills • Each text requires direct instruction in • Decoding: Can students pronounce unfamiliar words and read fluently? • Comprehension: Do students understand what they have read? • Vocabulary: How do students approach comprehension of unfamiliar subject area words?

  11. Strategies • What tactics do students need to employ to demonstrate knowledge of skills? • Which strategies come naturally? • Which strategies do teachers need to explicitly teach?

  12. Examples of Strategies • Note taking • Highlighting • Margin notes • Summarizing (oral or written)

  13. Resources • Knowledge of specific literacy programs • Application of literacy resources to supplement classroom instruction

  14. Application to Curriculum • Thinking like a scientist, historian, fiction writer, etc. • Literacy skills & strategies required for success in various subject areas may differ

  15. Cross-Curricular Consistency Literacy intervention is most effective when a student applies the same skill in different subjects. • Example: All teachers use the same structure and method for reading notes. • Example: All teachers use the same cuing structure to find main idea in a passage.

  16. Changing Classroom Teacher Role • Content knowledge transference becomes… • Focus on literacy skills for independent access of content • Reading assignments that each have an explicit purpose • Direct teaching of skills & strategies to ensure reading comprehension

  17. Wrap-Up • Things to Remember: • Subject areas teachers are the primary literacy instructors in TI. • Skills and strategies must be taught explicitly using literacy resources in collaboration with curriculum texts. • Support for the changing role of the classroom teacher in TI is essential to the success of interventions.

  18. For Next Time • Choose the literacy element that can be most easily taught in your class. • Read the corresponding pages in Boardman, A. G.et al. (2008). • Take note of five suggestions or key pieces of information about teaching towards mastery in this element.

  19. References Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Bryant, D, & Barrera, M. (2008). Changing roles for educators within the framework of response-to-intervention. Intervention in School and Clinic, 45(72), Retrieved from http://isc.sagepub.com. doi: 10.1177/1053451208326048. Johnson, E.S., & Smith, L. (2008). Implementation of response to intervention at middle school: Challenges and potential benefits. Teaching Exceptional Children, 4652. Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc. NASP. (2006). New roles in response to intervention: Creating success for schools and children. Retrieved from http://www.nasponline.org/advocacy/New%20Roles%20in%20RT

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