Interventions Across the Content Areas Presenter

8/6/2019 Interventions Across the Content Areas Presenter

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Interventions Across theContent Areas

K-8

Susan Sturock, MA


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Four Elementsof Creativity

E. Paul Torrance

Fluency

(# of ideas)Flexibility

(variety of ideas)

Originality

(uniqueness of ideas

Elaboration(details of ideas)


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Foundational Interventions Across AllContent Areas

Language Capacity/Brain Development Academic Background Knowledge: Vocabulary

Presenting Ideas: Whole-to-Part Learners

Specific Strategies: lnformational Text Structure Specific Strategies: Writing to Learn


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Effective DI

RULE #1: DO THE RIGHT WORK!


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Three Dimensionsof Reading

The US National ReadingPanel has summarized

research that finds the earlystages of reading include

developing phonemicawareness, understanding

phonics, becoming fluent asa reader, enlarging

vocabulary, and

understanding text (NationalInstitute of Child Health and

Human Development ,NICHD, 2000).

The Fab 5

Phonology

DECODING

COMPREHENDING(LIFTING MEANING)

Theme Level(APPLYING MEANING)


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FAB 5 Possible FormativeAssessments

Phonology DIBELS, P.A.S.T.,

Phonics DIBELS, Words Their Way

Fluency DIBELS, AIMS, DRA (runningrecord), Fountas & Pinnell

Vocabulary Can be assessed in writingscoring

Comprehension DRA/Fountas & Pinnell

Oral Language Rubrics Included

DOING THE RIGHT WORK

DATA-DRIVEN

INSTRUCTION


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COMMON CORE:

Design and OrganizationFOUR STRANDS

Reading

Writing

Speaking and listening

Language

An integrated model of literacy

Media requirements blended throughout


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Common Core: Reading

(Foundational Sk ills)Four categories (Standards 1-4)

Print concepts (K-2)

Phonological awareness (K-1

Phonics and word recognition (K-5)

Fluency (K-5)

Not an end in and of themselves

Differentiated Instruction


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Common Core: Language

Conventions of standard English

Know ledge of language (Standards 1-3) Using standard English in formal writing and speaking

Using language effectively and recognizing languagevarieties

Vocabulary (Standards 4-6) Determining word meaning and word nuances Acquiring general academic and domain specific words and

phrases


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Parallel Attributes

of Math Instruction

i

Computation Conceptualization

MathFacts

MathConcepts


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Diagnostic-Prescriptive Teaching

We must know where the studentneeds help. Without the

appropriate data-pictures, wecannot design effective

interventions.

The wrong work, no matter howindustriously applied, will NOT

yield the correct remediationin a student.

CHECK YOUR DATA PICTURES


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ConnectVisualizeQuestionExperience emotionCommentChoose to readGenerate ideasCREATE!


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Words, Words, Words

The bricks and mortar of cognitive

structures are words. Words deliverednot in isolation, but within experientialevents and by angelic caretaker-mentors

called family and teachers.


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Internalization of Speech

(verbal working memory)

Description and reflection

Self-questioning/problem solving Rule-governed behavior (instruction)

Generation of rules and meta-rules

Reading Comprehension Moral Reasoning


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VOCABULARY

Tier I Common nouns and verbs.

Tier II High-utility words of the

sophisticated language user.

unanimous, anxious, fantastic

Tier I I I Content-specific and concept words.

lipids, reciprocals, Axis Powers,democracy, freedom, favorite


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ACADEMIC BACKGROUND

KNOWLEDGE:

VOCABULARY


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Direct Instruction in Vocabulary

Building Academic Vocabulary

Robert Marzano

Words, Words, WordsJanet Allen


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HANDS-ONEXPLORING


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attract

repel


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Providing Background

Knowledge Explore tables

Reading and viewing

Web sites Published and transparent

Newsletters

Websites

Non-fiction read alouds Podcasts

http://kids.nationalgeographic.com/kids/games/puzzlesquiz

zes/tidepools-puzzler/
http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/tidepools-puzzler/http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/tidepools-puzzler/http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/tidepools-puzzler/http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/tidepools-puzzler/


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http://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon?sc=emaf
http://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon?sc=emafhttp://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon?sc=emafhttp://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon?sc=emafhttp://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon?sc=emaf


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Prepare my eyes for print forms and features.


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CONTENT AREA VOCABULARY

Word Splash: Tier II and Tier III Words

Rules for Meeting Unknown WordsVocabulary Cards

Fold-A-Word


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How to approach this challenge

Realizing the importance of background

knowledge and the casual use of Tier IIand Tier III words.

You have to know your curriculum.

http://wordle.net
http://wordle.net/http://wordle.net/


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Rules for Meeting UNKNOWN

Words Think: YESI CAN!

Do not skip it!

Look for the vowels dot them Draw a rectangle around prefix/suffix

Consider the silent e

Pronounce small chunks Dictionary Doublecheck


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PRESENTING CONTENT:

Whole-to-Part


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READING STRATEGIES:

INFORMATIONAL TEXT STRUCTURE


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Information text requires a different set ofreading strategies than narrative text(fiction).

Many schools are not designating enoughtime to teach students non-fiction reading

strategies.


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Reading Informational Text

Retelling

Summarizing

Questioning

Visualizing

Predicting

Connecting


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n

First, Once upon a timeThen, Next thing we knewNext, Suddenly.Finally Happily ever after

Setting Dilemma

Characters

Solution

Lesson

Learned

SEQUENCE OF EVENTS

Narrative Retell GO


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QUESTION STEMS

This is interesting becauseThis reminds me of This is just likeI saw one of theseI dont understandI agree with you becauseI saw a television program about this

I have a book about thisWe had this on our Explore Table


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Teaching reading ISrocket science.

It takes education,experience,

critical thinking,determination

and the belief thatYOU can teach and your KIDS

can learn.

Do your best today sothat you can do more

tomorrow.Be gentle with yourself and

and others as you learn.Laugh along the way.

Be awake.Be present.BREATHE.

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Interventions Across the Content Areas Presenter