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

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 VocabularyCrystal Cook

HSSD 7-12 Literacy Specialist

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

…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

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

Roadblocks for Accessing Text

Limited…motivationexperiencebackground knowledgevocabularyunderstanding of the reading processstrategies for comprehension

How Can Teachers Pave the Way?

Increase…motivationexperiencebackground knowledgevocabularyunderstanding of the reading processstrategies for comprehension

MODEL STRATEGY: Summarizing with What it Says…What it Does

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

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)

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

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

Questions