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Rigor, Relevancy, and RtI: How do I master it all?

Rigor, Relevancy, and RtI: How do I master it all?. Prepared for The New Teacher Seminar December 12, 2011 by Crystal M. H. Cook, 7-12 HSSD Literacy Specialist. Hello!. Previous position: 7/8 grade science and language arts teacher

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Rigor, Relevancy, and RtI: How do I master it all?

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  1. Rigor, Relevancy, and RtI: How do I master it all? Prepared for The New Teacher Seminar December 12, 2011 by Crystal M. H. Cook, 7-12 HSSD Literacy Specialist

  2. Hello! • Previous position: 7/8 grade science and language arts teacher • Education: BA in Education form SNC; MSEd in Teacher Leadership from SNC; MSEd in Reading Education from CUW • Professional Associations: IRA, WSRA, ASCD • Specialties: Co-teaching, Content Area Reading Strategies, Direct Instruction of Vocabulary Crystal Cook HSSD 7-12 Literacy Specialist

  3. Goals for this Literacy Session • Define access to text and Response to Intervention (RtI) • Discuss the rigor of the universal curriculum and the expectation implied by The Common Core State Standards • Share resources that teachers can use to make their content relevant and accessible to ALL learners • Answer questions and offer coaching/teaming opportunities

  4. …a note on the Gradual Release of Responsibility Model • Learning to “do” <insert your discipline here> is similar to learning how to do a sport or a hobby • Generally speaking, students have very little success with any of the strategies or organizers I will show you unless you gradually release responsibility to them

  5. Access to Information (Text) • The First Amendment guarantees the right to Intellectual Freedom and access to information; it includes “the right of every individual to seek and receive information from all points of view without restriction.” • The Common Core State Standards acknowledge this right and defend it: note the language on page six of the Introduction MODEL STRATEGY: Creating Visual Images by Highlighting Text • Rigorous= challenging, but do-able; Relevant= students understand the purpose • Modification = changing the expectation; Accommodation = changing the input or output of information (modifcations are hardly ever made; accommodations should always be made) • Access to text refers to how students encounter and comprehend new information

  6. Roadblocks for Accessing Text Limited… • motivation • experience • background knowledge • vocabulary • understanding of the reading process • strategies for comprehension

  7. How Can Teachers Pave the Way? Increase… • motivation • experience • background knowledge • vocabulary • understanding of the reading process • strategies for comprehension MODEL STRATEGY: Summarizing with What it Says…What it Does

  8. Response to Intervention (RtI) Response to Intervention (RtI) refers to a multi-level system of support that provides the structure to increase success for ALL students; the level of professional involvement and personal attention increases as the level of need increases MODEL STRATEGY: Activating Schema with the 4-Square Vocabulary Grid

  9. Available Resources • INFORM provides historical information about your students • MAP data can help you effectively group students based on their needs, leading to rigorous and relevant tasks MODEL STRATEGY: Differentiated Grouping • Technology resources can assist you in helping students to access text • eLibrary (advanced search) • SIRS Discoverer and SIRS Researcher (advanced search) • Gale Group (advanced search) • Discovery Education Streaming or other AV devices • www.lexile.com • Content Area Reading Strategy Organizers (Literacy Homepage)

  10. To Reach Me…or for Teaming Opportunities Crystal Cook Howard-Suamico School District 7-12 Literacy Specialist (920) 662-7216 Bay Port Office E113 (920) 217-7481 Cell Phone cryscook@hssd.k12.wi.us

  11. More information Common Core State Standards: http://www.corestandards.org/ Response to Intervention (RtI): http://www.dpi.wi.gov/rti/index.html TLC Literacy Page: http://www.hssd.k12.wi.us/LiteracyProgram

  12. Questions

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