Rti intervention slide presetation

Response to Intervention: Instruction That’s More Than

Just Testing

Keith Pruitt, Ed.S.

Words of Wisdom Educational Consultingwww.woweducationalconsulting.com

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http://www.woweducationalconsulting.com/

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Today’s Task

What is comprehensible input? What does it mean to understand? How to teach comprehension Vocabulary Instruction- How to Explode a

child’s vocabulary Response to Intervention- Teaching Not

Testing Tier 1 VS Tier 3 Intervention

Just Because We Have A Plan Doesn’t Mean That The Plan

Will Work---

But the absence of A Plan Can Bring a shutdown of the

system as this video demonstrates.

Today- I’m going to ask you to think outside the box. I’m going to ask you to talk to each other. I’m going to ask you to stop doing what

doesn’t work. I’m going to ask you to put more tools in your

belt. I’m going to show you how you can make a

dramatic difference in the lives of every student.

Are You Ready To Make A Difference?

What is

Comprehensible

Input?

What Level of Comprehension is Active in This?

Martin dining room front door over main entrance partook ignited flames sanguine

faces rebel Dean.

1. You have understanding of each word.

2. Perhaps background knowledge creates schema connections.

3. But is this comprehensible input at the sentence level? Word level?

What is the level of Understanding Here?

“A related observation about the F distribution is that it is positively skewed, not symmetric as are z and t. This is because F is always positive: It is the ratio of variances, both of which are positive, so F itself must be positive. There is no left-hand tail of F because the F distribution ends abruptly at 0.”

Russell T. Hurlburt (2003). Comprehending Behavioral Statistics. Thomson: Australia, p. 336.

Observations

In the first example, there was no syntax. So there was no comprehensible input at the sentence level even though there was understanding of every word.

In the second example, syntax was present but a void developed of word level meaning not allowing contextual understanding of the paragraph. “It had something to do with…”

Could We Conclude…

Teaching grammar is not the same as acquiring or learning language? (Krashen, 2003)

Just learning words does not equal comprehension. (Word callers)

Knowing words is a pre-requisite to comprehension.

There are multiple factors for comprehension.

fi yuo cna raed tihs, yuo hvae a sgtrane mnid too Cna yuo raed tihs? Olny 55 plepoe out of 100 can.

i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm.. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!

Can You Read This?

The Greater the Comprehensible Input …

… the greater the capacity to comprehend.

So which is more desirable?

The student who reads every word?

Or

The student who understands the meaning?

What is Involved In Comprehension?

What Does it Mean to Understand?

•Making Sense of text based on author’s intention and message.

•Understanding how the words interplay to relay a message.

•To exercise intellectual muscle

•To connect with a text in a meaningful way

Jamika’s Story

Building Comprehension Strategies

Make Connections Determine Importance Infer Use Fix-Up Strategies Synthesize Create Sensory and Emotional Images Ask questions

Why is it important to teach and use comprehension strategies?

Perhaps this video will give you some ideas.

The Road On The LeftBy Keith Pruitt

On my Tuesday drive through the country side, I happened on a road I had not previously seen. It was on my left just past Conner’s store. Even though I had been here many times, I had never noticed this road before and it seemed seldom driven as grass was grown waist high on the edges. The treads of tires previously venturing down the lane were the only signs the path had been driven. ∞ That reminds me of a poem written by Robert Frost. Does anyone recall the title of the poem by Robert Frost that we have read that is like this story?

Turning down the road the grass between the tire ruts seemed short for a distance but soon became taller hitting the grill on my car. It was obvious I had turned down a road where few had driven in recent days. Over in the field was a house that appeared to be vacant. ∞ If the house is vacant it means that no one is living there. A smile crossed my face as memories from the past came rushing through my mind. ∞ I think that this person has been to this house before. I know this because the author says memories came rushing through my mind. A memory is based on something that has happened before to a person. What do you think the author means by that? Turn and Talk.

My mother had moved here as a child of five years old from their old house in Chicago. She loved living here in the country. She use to tell me of swinging on an old tire hung by a rope from a tree. Well, I wonder if that is the tree over yonder. “Look the old rope is still there,” I called to the air.

When I was but five years old, I remember coming to visit grandmother. She would be sitting on the porch in her rocker just knitting and singing. “I’ll fly away, oh glory, I’ll fly away,” I mumbled the words still remembering the old hymn she loved so much. My face lit up with the warmth of these remembrances. Fifty years had gone by, but it was as though it were yesterday. ∞ Do you ever remember things that happened a while ago and feel like it was just yesterday?

The house looked to be in fairly good shape. It needed a coat of paint and a few boards had come loose. Otherwise, it had survived the years rather well. Mr. Corbin told me the last people to live at Shiloh Valley were the Hendricks. They had both been dead now only a couple of years. I guess they did right well by the place. It looked better than I had supposed.

I opened the door and grabbed my box of supplies and began up the steps. The movers would be here in a week. There was a lot to be done in such a short time. I had come home.

What do you think the person is going to do with the house?

Important Factors

Comprehension has to be taught. Strategies are an important aspect of

comprehension. Modeling in a read aloud is the most effective

means of teaching comprehension strategies. Students should also practice in shared

readings and interactive readings. Increase stamina= increase reading time

Preview, View, Review

Method presented by Freemans of pre-teaching read aloud text---

Build Vocabulary and Background Knowledge Distribute copies of the Modeled Reading Text Organizer. Ask children to share what they know about bumblebees. Explain that a colony means a group of the same kind of animals living together. Tell children that a bumblebee colony is made up of a queen, the workers, and the drones. Then point to the picture on the organizer and tell children that it shows the inside of a bumblebee queen’s nest. Next say the words bumblebee queen, egg, honey pot, and larvae, and have children say the words with you.

Preview Using Story Mapping

Build schema with Visual AnchorVisual Transference

Connected Comprehension Instruction

The Keys to Comprehension Instruction is getting students to THINK!

Literacy by Design, Rigby, Linda Hoyt, 2008

1. Read, Cover, Remember, Retell2. Say Something 3. Partner Jigsaw4. Two-Word5. Reverse Think-Aloud

Interactive Reading Techniques

The Power of Peer Learning

Literacy by Design, Rigby, Linda Hoyt, 2008

The Power of Questions

Have each student submit one question about a reading.

Use the questions as a means of reviewing the reading.

Use the questions for assessment.

Helps students to look for main idea, important VS unimportant concepts and gives opportunity to direct to higher level questions.

Using Questions with Informational Text

Introduce text in pre-teaching. Have students write questions that they think

may be answered by the text. As part of post-teaching, have students find

the answers to their questions.

How Does The Brain Work?

How Is Schema Created?

What Comes to Your Mind When You Think of…

Dog Bridge Statue Man How about when I spell this word?

The Work of J R Anderson

SensoryMemory

WorkingMemory

Discards

OR

PermanentMemory Files

Anderson, J.R. (1995). Learning and memory: An integrated approach. New York: John

Wiley & Sons

How Does The Brain Work?

Learn new vocabulary by creating schema that connects with what is already known. (Beck, McKeown, Kucan and Marzano)

What words come to your mind as you look at this picture? Turn and Talk

How About Now?

What Schema Do You Have For This Picture?

Can you transfer your learning?

Can you adopt new schemes for this if I give you information?

At the very heart of comprehension is vocabulary-

Discussion Question: Is it possible to be a good reader and have a poor vocabulary? Why?

Turn and Talk

Beck, McKeown, Kucan

Vocabulary must first be orally introduced. Vocabulary is not grade specific. Words must be explained, not defined. Must be contextualized. Multiple usages in a meaningful context (8-10). Create Schema (visual representation) Students reflect with each other Three Tiers of Vocabulary

Working With Vocabulary

Explain Restate Show Discuss Refine and Reflect Apply and Learning Games

Robert Marzano, Building Background Knowledge

Explain

Putting words in terms students already know.

How would you explain to students the word comforting?

Comforting- Something or someone that is comforting makes you feel good when you are sad or hurt.

Beck & McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004

Further explain by putting the word in a context.

A warm cup of tea is comforting when my throat hurts.My dog feels comforting when I am hurt.

Your TurnYour Turn

With a partner, come up with an explanation and a context for each of the following words.

Versatile Serenade Glimpse Skyscraper Enhance

Your TurnYour Turn Versatile If someone is versatile, they can do many different

things.

Serenade To serenade someone you would sing or play a song on a musical instrument.

Glimpse If I get a glimpse of something I look at it quickly.

Skyscraper A skyscraper is a very tall building in a city.

Enhance To enhance something means to make it better.


ExplainRestate Show Discuss Refine and Reflect Apply and Learning Games


Using Vocabulary Journals

Have students create journals Words Schema Explanations Reflections Consultations


Explain RestateShow Discuss Refine and Reflect Apply and Learning Games


By creating the visual representation, they are

making the learning concrete by making permanent memory

files.

Why is this important?

Hooking The Learning

Have you ever met someone and then five minutes later…you couldn’t remember their name?

Have you ever met someone for the first time that you had talked with on the phone for a long time only to think,… they don’t look like what I thought?

Do you think in images? Think about your husband or wife. Do you just dream in words, or do you create

images?

Do Not Under-estimate the power of a picture.

The Heart of the Tulip

By Keith Pruitt

Exaggerate

Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004

scheming

The cats were scheming against the birds.

Invisible

Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004

Fatigue

The bear was very fatigued from walking so far.

Icon

Michael Phelps is an Icon of Olympic swimming.

Spider

Would this be helpful in a Science lesson?

©Keith Pruitt, Art by Keith


Explain Restate ShowDiscuss Refine and Reflect Apply and Learning Games


Open For Discussion

What are the possible advantages of students discussing with each other their concepts of a

word (context, visual representation, etc.)? Ability to transfer from L1 to L2 using peer

tutoring. Sharing personal understanding broadens

each understanding. Creates multiple contexts for usage.


Explain Restate Show DiscussRefine and Reflect Apply and Learning Games


Reflection allows a refinement of understanding. It permits the memory file to be adjusted to incorporate new understandings.


Explain Restate Show Discuss Refine and ReflectApply and Learning Games


http://www.gamequarium.com/evocabulary.html

http://eslbears.homestead.com/Contact_Info.html

http://www.manythings.org/lulu/

Games on Facebook

Using Graphic Organizers

Graphic organizers take concepts and organize them visually enabling students recall of their comprehensible input.

May be used as part of the games/ practice. Valuable as a tool for assessment.

EATATE Will Eat

A Graphic Way of Showing Tense

Past

Present

Future

Drinking warm teawhen my throat

hurts

Holding my cat inmy lap

A warm blanket ona cold night

Comforting

Use graphic organizers to help students use the words in meaningful contexts

Using Word Maps Helps Students Integrate New Words

comforting

Sandpaper A blanket Being hit

Check the box that matches the meaning of the word at the top

Versatile

Sing and dance Play piano Read a book

Companionship

A strangerSomeone in

Anothercity

A Pet

Fashionable

Hoop Skirt Tailored suit Coveralls

The Flow Chart

Exploding The Vocabulary

Through direct instruction, 5-8 words/week Adds approximately 160 words to

reading/writing vocabularies. If we take the connective words for those

five… look what happens.

So work becomes

Works

Worker

Worked

Working

Will Work

Labor

Job

Employment

Exert

Lazy

A Word Tree Starts with Base Word

Using Word Tree Those five words have become @50 words. Now in 32 weeks we have instructed 1600

words. Students may gain another 320-600 words

via reading. Now we have exploded the vocabulary by a

maximum of 2200 words in 32 weeks. In the traditional program 640 words are

instructed, but only 64-120 of them are learned. And emphasis is on spelling.

You Try It

Here are some common words taught. What other words may we teach in conjunction with these:

Glimmer

Vast

Artistic

Disturb

Using Word Sorts Morris suggests that using the tactile

experience of word sorts provides mental stimulus for students and creates schema files.

How might word sorts look in your classroom?

Here are a couple of examples.

A. Using children, create a photo collection of these words and have students match pictures to words.

B. Have students act out the action words using the nouns (TPR). Which part of my body can I raise?

C. Have set of words and then other words with which I can make compound words.

Word SubstitutionSometimes Known as Trading Penny Words for $ Words

Make= Create, Build, Construct, Craft

Went= traveled, drove, walked

Like- admire, enjoy, ?, ?, ?

Fast- ?, ?, ?, ?

Creating New Schema

Virtual Learning (Marzano)

Visit www.woweducationalconsulting.com

For a list of virtual tour sites.

Creating New Schema

Read Alouds (Linda Hoyt, Freemans)

3-Tier Reading Model

I

II

III

Core classroom instruction

Intervention

Intensive Intervention

All Students

Approximately 20-30% of Students

Approximately 5-10% of Students

(may include special education students)

3-Tier Instruction = Differentiated Instruction

Differentiated instruction IS: Using assessment data to plan

instruction and group students Teaching targeted small

groups (1:3,1:5) Using flexible grouping

(changing group membership based on student progress, interests, and needs)

Matching instructional materials to student ability

Tailoring instruction to address student needs

Differentiated instruction IS NOT: Using only whole class

instruction Using small groups that never

change Using the same reading text

with all students Using the same independent

seatwork assignments for the entire class

Tier 3 Intervention: Questions

Who is experiencing a problem and what specifically is the problem?

What intervention strategies can be used to solve the problem or reduce its severity?

Did the problem (or problems) go away or decline in severity as a result of the intervention?

Considering Tier 3 Within a Response-to-Intervention Model, Ruth A. Ervin, Ph.D., RTI Action

Network, 2009

Assessment

You can’t make a value judgment about test scores; they are merely raw data. It’s the interpretation of that data which brings one to the evaluation level.

Regie Routman, Invitations: Changing as Teachers and Learners K-12

Assessment and Discrepancies

0102030405060708090

100110120

1st Qtr 2nd Qtr 3rd Qtr

Sam Teresa Ginger Michael Dibels St

From Rigby READS reports, @2004, Rigby, Roger Farr

What Intervention to Use?

Standard Protocol Method- A Fixed Program administered to everyone.

Problem Solving Method- Tailored specifically to the needs of the students.

Vocabulary- Use the methodology that works regardless of the program selected.

Comprehension- Focusing on the strategies and applying them in instructional level materials.

My Story with Andy Had student read to me

every day. Used word cards for Dolch

words. Had him write other

unfamiliar words. I asked him questions. He asked me questions. Repetition 3rd grade reading level to 5th

grade reading level in 1 year.

Summary: The Greatest Gift

Give them words Give them meaningful new experiences Pack their tool belts with strategies Read to them every day Have them read to you Let them read and talk with each other Model for them

The Teacher

I taught a child to read today,Aren’t I a lucky soul;

And now a world has opened up,The child can now be whole.

He’ll run and play as others do,But more will be his call;

By opening up a book at play,He’ll stand so sure and tall.

A preacher, teacher, scientist perhaps,Someday his task will be;

But it all began one simple day,

When I taught Joe how to read.

Keith Pruitt ©2009