Tiers I and II

• Tier I – Whole Class– Best Practices– Research Based Strategies– Differentiation

• Tier II – Small Group (3-5 students)– For students who need additional time– 30 additional minutes 3-5 times per

week– 10-12 week cycles

What is an Intervention?

• Modifications• Accommodations• Interventions

– A specific instructional strategy that targets a specific instructional need.

“RTI interventions are not quick fixes or menus but a flexible process of designing, modifying and adjusting instruction to meet the unique needs of each child.”

» Dr. Mary Howard

Interventions

• As you move up tiers…– Increase intensity

• More modeling/think alouds• Higher time on task

– Provide more detailed feedback• Prompting/coaching

– Progress monitor more frequently– Scaffold more carefully– Increase repetition and practice– Reinforce skills in multiple contexts

over time

Phonemic Awareness

• Picture Sorts to match rhyme• Phonics Lessons activities• Elkonin Boxes – no letters• Say it and Move it

• Listening Games• Rhyming Games• Rhyming Stories• Blending and segmenting activities

Did you know?

• “Experts in literacy and child development have discovered that if children know 8 nursery rhymes by heart by the time they are four years old, they’re usually among the best readers by the time they’re eight years old.” research quoted by Mem Fox

Phonics – Letter ID

• Letter Sorts• Phonics Lessons• Elkonin Boxes• Interactive Writing

• Consistent alphabet book• Individual alphabet book• Name activities• Use multiple models of learning

letters • My Pile/Your Pile

Phonics – Sounds and Words

• Johnston’s Words Their Way word study activities-sound sorts

• Phonics Lessons activities• Making Words/Word Ladders • Interactive Writing• My Pile/Your Pile

Comprehension

• Monitoring• Connecting• Questioning• Determining Importance• Visualizing• Inferring• Synthesizing

Reading as a Process

The Reader(who)

The Text(what)

The Task(why and how)

Comprehension

Main Factors Affecting Comprehension

Reader Factors Text Factors Task Factors

Background KnowledgeConcept

Density/Vocabulary

Background

Reading StrategiesFamiliarity of

TopicPurpose for

Reading

Purpose for Reading Clarity of Writing Time

Interest

MotivationText Format

Degree of Distraction

Silent/Oral Reading*Adapted from Rhodes, L.K. and Shanklin, N.L., (1993). Windows Into Literacy. NH: Heinemann.

Reading Theory of Teacher

Comprehension

• Strategy Instruction• QAR• Reciprocal Teaching - SOAR• SQ3R

Making Connections

How did

remind me of

Things that have happened to me?(Text to self connections)

Other books or storiesI have read?(Text to text connections)

Things that have happened in the world?(Text to world connections)

Comprehension

• Coding the Text• Teach nonfiction text

features• Key words to summarize• RAAN – reading and

analyzing nonfiction

Tornadoes• Tornadoes are one of nature's most violent

storms. In an average year, about 1,000 tornadoes are reported across the United States, resulting in 80 deaths and more than 1,500 injuries. A tornado is a violently rotating column of air extending from a thunderstorm to the ground. The most violent tornadoes are capable of tremendous destruction with wind speeds of 250 mph or more. Damage paths can be in excess of one mile wide and 50 miles long.

Tornadoes come in all shapes and sizes and can occur anywhere in the U.S. at any time of the year. In the southern states, peak tornado season is March through May, while peak months in the northern states are during the summer.

• Storm• Violent• 1000/yr• Rotating air• Destruction• 250mph wind• 1 mile wide x

50 mi long

• South-mar-may

• North-summer

Tornadoes• Tornadoes are violent storms that usually occur

between March and the summer months, depending on where you live. These storms consist of rotating winds of up to 250 miles per hour. They can leave a destructive path that is one mile wide and 50 miles long.

• Storm• Violent• 1000/yr• Rotating air• Destruction• 250mph wind• 1 mile wide x

50 mi long

• South-mar-may

• North-summer

What we think we know…

Yes, we were right/

we confirmed…

New facts we

learned…

We are wondering…

Misconceptions(use only in 2nd & up)

RAAN StrategyReading and Analyzing Non-fiction

Vocabulary

• Marzano’s Vocabulary Notebook

• Frayer Model/Four Square• Semantic Maps

• Words in Context• KID Vocabulary

Term: analyze My Understanding: 1 2 3 4

Describe: to break apart…look at closely

Draw: Connections:

Vocabulary Notebooks

Analyze a math problem/car problem

Analyze data

Frayer Model/Four Square

Definition

Not made up-real

Not fictional

CharacteristicsTrue, informational, facts,

graphs, subheadings, diagrams,photos, real

people/real events

What are examples?

Titanic

SC/SS Textbooks

What are non-examples?

Junie B Jones

Diary of a Worm

novels

Non-fiction

Semantic Map

economics

scarcity production

distribution

consumption

specialization

Third Grade SS Goal 5

small

Non-ExampleNon-Example Non-Example

Example ExampleExample

is not

is not

is no

t

is

is

is

Janet Allen

colossal

gigantic

large

enormous

tiny

miniscule

Michael Jordan

Mugsy Boggs Caraway Mtn.

Mount Mitchell Mansion

My House

John made a colossal mistake on his exam.

K. I. D. Vocabulary

Key Word Important Info.

Draw to remember

Use the word in a sentence…Be careful not to change the meaning.

Linda Hoyt

Fluency

• Repeated Readings• Assisted Readings• Fluency Development Lesson• Poetry Academy

*Use reader’s theater scripts, speeches, poems, and songs.

Marzano’s 9 Research-Based

Strategies

• Identifying similarities and differences• Summarizing and note-taking• Reinforcing effort and providing recognition• Homework and practice• Nonlinguistic representations• Cooperative learning• Setting objectives and providing feedback• Generating and testing Hypothesis• Questions, Cues, and advance organizers