Module 4: Unit 2, Session 3

MODULE 4: TIERED INSTRUCTION

Adolescent Literacy – Professional DevelopmentUnit 2, Session 3

Module 4: Unit 2, Session 3

THE ROLE OF THE CLASSROOM TEACHER IN TI

4.2.3

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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 TIConsider literacy skills that can be best reinforced

through specific content area work

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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 subject4 = Hardest to teach in your subject

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TI Roles

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Elements of Literacy

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Content Area Responsibilities

Explicitly instruct students in reading skills

Ensure student comprehension of subject area texts

Differentiate approach based on individual student needs

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Review the Reading

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

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Goals of Literacy Training

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Skills

Each text requires direct instruction inDecoding: 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?

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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?

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Examples of Strategies

Note takingHighlightingMargin notesSummarizing (oral or written)

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Resources

Knowledge of specific literacy programsApplication of literacy resources to

supplement classroom instruction

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Application to Curriculum

Thinking like a scientist, historian, fiction writer, etc.

Literacy skills & strategies required for success in various subject areas may differ

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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.

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Changing Classroom Teacher RoleContent 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

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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.

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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.

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ReferencesBoardman, 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, 4652.

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