Rigor Relevancy and Rt I How do I

Rigor, Relevancy, and Rt. I: 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! Crystal Cook HSSD 7 -12 Literacy Specialist n Previous position: 7/8 grade science and language arts teacher n Education: BA in Education form SNC; MSEd in Teacher Leadership from SNC; MSEd in Reading Education from CUW n Professional Associations: IRA, WSRA, ASCD n Specialties: Co-teaching, Content Area Reading Strategies, Direct Instruction of Vocabulary

Goals for this Literacy Session n n Define access to text and Response to Intervention (Rt. I) 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 n 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 n

Access to Information (Text) n 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. ” n 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 n Rigorous= challenging, but do-able; Relevant= students understand the purpose n Modification = changing the expectation; Accommodation = changing the input or output of information (modifcations are hardly ever made; accommodations should always be made) n Access to text refers to how students encounter and comprehend new information

Roadblocks for Accessing Text Limited… ¨ motivation ¨ experience ¨ background knowledge ¨ vocabulary ¨ understanding of the reading process ¨ strategies for comprehension

How Can Teachers Pave the Way? Increase… ¨ motivation ¨ experience ¨ background knowledge ¨ vocabulary ¨ understanding of the reading process ¨ strategies for comprehension MODEL STRATEGY: Summarizing with What it Says…What it Does

Response to Intervention (Rt. I) refers to a multilevel 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 n n 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 n Technology resources can assist you in helping students to access text ¨ ¨ ¨ e. Library (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 E 113 (920) 217 -7481 Cell Phone cryscook@hssd. k 12. wi. us

More information Common Core State Standards: http: //www. corestandards. org/ Response to Intervention (Rt. I): http: //www. dpi. wi. gov/rti/index. html TLC Literacy Page: http: //www. hssd. k 12. wi. us/Literacy. Program

Questions