CHAPTER 6
Differentiating Instruction to Meet Learners Needs: Framing Literacy Intervention
Creating a Learning Environment
1. Entire school community responsible for creating literate students.
2. Realize differences in acquisition of literacy skills (language, ethnicity, life experiences)
3. Individualize instruction for each student.
4. Help students connect to literature using their prior knowledge and experiences.
Barriers that Prevent Success
Federal response to No Child Left behind-Researched based intervention Program.
Elements-Quality classroom instruction; critical thinking, strategy instruction, self-regulating practices, writing, listening, and speaking inclusive.
Goals- Providing high quality instruction, monitoring progress, and removing barriers that prevent very young children from experiencing success in early literacy (Kirp, 2007; NICHD, 2004)
Middle & High School Program - A Vision for Action and Research
Three Tiered Model
Tier I - Core Instruction Interventions
Response to scores on universal screening, observations, and assessments.
Setting: Regular classroom
Population: 75-85% of students
Instructional Agent: Teacher w/collaboration, support, and professional development
Materials: High Success Level Text
Parents: Informed, involved on decisions
Coaching/Reading Specialist: Mentor/facilitate/professional development
Tier II - Peer Reading Groups with additional support. Assessment continued, intervention more intense.
Setting: Classroom with limited pull-out cycle
Population: 10-20% of students
Instructional Agent: Teacher with Reading Specialist support
Materials: Quality leveled text, similar materials used with reading specialist
Parents: Informed on interventions
Coaching/Reading Specialist: Works with student for 30 minutes 3-5 times per week (pull out). Increase support for teacher.
1. Entire school community responsible for creating literate students.
2. Realize differences in acquisition of literacy skills (language, ethnicity, life experiences)
3. Individualize instruction for each student.
4. Help students connect to literature using their prior knowledge and experiences.
Barriers that Prevent Success
- Retention
- Set up situation of comparison with peers
- Labeling, pull-out all affect self-esteem
Federal response to No Child Left behind-Researched based intervention Program.
Elements-Quality classroom instruction; critical thinking, strategy instruction, self-regulating practices, writing, listening, and speaking inclusive.
Goals- Providing high quality instruction, monitoring progress, and removing barriers that prevent very young children from experiencing success in early literacy (Kirp, 2007; NICHD, 2004)
Middle & High School Program - A Vision for Action and Research
Three Tiered Model
Tier I - Core Instruction Interventions
Response to scores on universal screening, observations, and assessments.
Setting: Regular classroom
Population: 75-85% of students
Instructional Agent: Teacher w/collaboration, support, and professional development
Materials: High Success Level Text
Parents: Informed, involved on decisions
Coaching/Reading Specialist: Mentor/facilitate/professional development
Tier II - Peer Reading Groups with additional support. Assessment continued, intervention more intense.
Setting: Classroom with limited pull-out cycle
Population: 10-20% of students
Instructional Agent: Teacher with Reading Specialist support
Materials: Quality leveled text, similar materials used with reading specialist
Parents: Informed on interventions
Coaching/Reading Specialist: Works with student for 30 minutes 3-5 times per week (pull out). Increase support for teacher.
RtI continued-
Tier III - Data driven and highly focused intervention
Intensive intervention with hightly qualified reading expert.
Setting: Pull-out instruction (two 30 min sessions) along with classroom instruction. Triple dosing in small group or one-on-one.
Population: 5-10% of students
Instructional Agent: Reading Professional/learning specialist
Materials: Specialized materials to target weaknesses
Parent: Informed with interventions and included on decisions.
Coach/Reading Specialist's Role: Coach coordinates intervention instructions with team approach, provide tools and guidance with assessment. May be the intervention teacher
Preschool and Kindergarten
Screening of all students to determine literacy skills, familiarity of books, and understand minimum standards for age level. Differentiate instruction for at risk students. Communication with parents about techniques and providing interventions for at-home use is crucial to achieve significant gains so that the child enters school ready to read.
Intervention at Middle and High School Levels
Struggling adolescent readers have a history of poor grades, failures, avoidance of reading tasks, and behaviors causing low self esteem.
Establish External RtI Framework
1. Tutoring center available to any student all day long
2. Screening and Monitoring uses computerized tools that asses lexile and resported strengths and difficulties.
Federal Program: Striving Readers (Tools for Success)
Intensive intervention with hightly qualified reading expert.
Setting: Pull-out instruction (two 30 min sessions) along with classroom instruction. Triple dosing in small group or one-on-one.
Population: 5-10% of students
Instructional Agent: Reading Professional/learning specialist
Materials: Specialized materials to target weaknesses
Parent: Informed with interventions and included on decisions.
Coach/Reading Specialist's Role: Coach coordinates intervention instructions with team approach, provide tools and guidance with assessment. May be the intervention teacher
Preschool and Kindergarten
Screening of all students to determine literacy skills, familiarity of books, and understand minimum standards for age level. Differentiate instruction for at risk students. Communication with parents about techniques and providing interventions for at-home use is crucial to achieve significant gains so that the child enters school ready to read.
Intervention at Middle and High School Levels
Struggling adolescent readers have a history of poor grades, failures, avoidance of reading tasks, and behaviors causing low self esteem.
Establish External RtI Framework
1. Tutoring center available to any student all day long
2. Screening and Monitoring uses computerized tools that asses lexile and resported strengths and difficulties.
Federal Program: Striving Readers (Tools for Success)
- Preview text to apply knowledge
- Use languag and surface features of text to combine with prior knowledge for understanding
- Using these skills listed above enhance comprehension and rechecking for deeper understanding.
- Note taking skills, questioning, and vocabulary support needed.
Reading Specialist/Professional Role - Teamwork and Collaboration
- 1. Open to change in how students are identified; progress monitoring, data usage for instructional decisions, and how interventions are implemented.
2. Involved in team efforts observing, supporting, and problem solving.
3. Provide direct and indirect services to implement RtI
4. Facilitate and organizer of information used to created appropiate intervention
5. Less traditional teacher role for an increased consultation and collaboration in regular classroom
6. Select assessments for use through grade levels and classrooms (universal approach needed)
7. Provide reading instruction
RESOURCES mentioned in this Chapter;
International Reading Association - www.reading.org RtI Network - www.rtinetwork.org
National Middle School Association - www.nmsa.org National Council of Teachers of English - www.ncte.org
Association for Supervision and Curriculum Development - www.ascd.org
The Reading Rockets - www.readingrockets.org
National Middle School Association - www.nmsa.org National Council of Teachers of English - www.ncte.org
Association for Supervision and Curriculum Development - www.ascd.org
The Reading Rockets - www.readingrockets.org