EDU 512 Course Assignment - Components of Language Arts and Social Studies Chart

Note: This chart is an organizational tool useful for preparation for the final exam as well as the RICA exam and for teaching in general. It
should be filled out as we progress through the course in order to be useful for class discussions. It will also be submitted for part of the final
exam points. It is essential to become skilled at teaching and assessing each major component of both language arts and social studies. The
notion is that you will know what you are to teach and how to teach each of these critical components of language arts and social studies. Please
add any missing components as you read each chapter. If a component is not listed please add it as you work through the assigned readings for
the course.
Please complete only the components that are linked with each weekly reading assignment each week. Generally there will be only one/two
component(s) per week. You can always add to each component as you find information in future chapters for each component but dont bother
going ahead of the readings assigned. Copy and paste the CCSS that applies in the Content Standard box (Use the CCSS K-6 document posted
in BB to make this task easy).
NOTE: This is an electronic table that will expand to accommodate your writing and is intended to be used on the computer. Just download it
into your computer and submit the appropriate page(s) for each weeks reading assignment.

Content CCSS/1998 Teaching Strategies found throughout your texts. Assessment Strategies
Component Content Standards
Note the Content How do you teach (or use) this component? How do you assess this
List and Describe Standard that corresponds with component?
the concept or the strategies you have selected Add text book pages so this becomes a support
component of where appropriate. document to carry forward into future courses and Add text book pages so this
language Student Teaching. becomes a support document to
arts/social studies Copy and paste in correct Include 50 Strategies and 40 Strategies and all texts carry forward into future
content. content box. (See Standard and Frameworks where appropriate. courses and Student Teaching.
sample under the
reading/Writing Component)

Content of Social The strands of the social studies Give a few general instructional strategies for SS Give a few general assessment
Studies content are Culture Time, content. strategies for SS content
(list and give brief Continuity, and Change People,
description of each Places, and Environment 50 strategies for k-8 classrooms
content area S/A 1- Individual, Development, and 50 strategies PG 12: Determine the objective for the pg 9: Multiple choice
4, ) Stick to the Identity lesson, a key component of examining controversial examination can access specific
BIG ideas of the Individuals, Groups, and issues is to make the awareness of or the development of knowledge.
content areas. Use Institutions Power, authority, and multiple perspectives an explicit objective. Choose
the 10 National Governance Production, something concrete that they can personally experience.
Content Strands to Distribution, and Consumption 50 strategies for k-8 classrooms
help organize your Science, Technology, and Society pg 14 Rubrics they provide
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content. Global Connections Social studies
programs should include
experiences that provide for the
study of culture and cultural
diversity. Humans create, learn,
share and adapt to culture.
Cultures are dynamic and change
over time. Typically deals with
geography, history, sociology and
anthropology. programs should
include experiences that provide
for the study of the past and its
legacy. analyze causes and
consequences. Children learn to
locate themselves within time and
space. social studies programs
should include experiences that
provide for the study of people,
places and environments. It helps
understand the relationship
between the human population
and physical world. Students learn
about social, cultural, economic
and civic issues. Deals with
geography, regional studies and
world cultures.
Social studies programs should
include experiences that provide
for the study of individual
development and identity Social
studies programs should include
experiences that provide for the
study of interactions among
individual, groups, and
institutions. Social studies
50 strategies pg 34 Double-entry journals this
focuses on comprehension, writing and content areas for
grades 3-8. This type of journal helps the students
structure their thinking about a text their reading. It
shows the students what is important about the text and
the responses that reveal the understanding.
50 strategies pg 60 K-W-L charts this focuses on
content areas, vocabulary, and comprehension. For any
grade. This helps students combine new information
with background knowledge and develop technical
vocabulary that is related to the unit. The students
become more curious and eager to learn in the learning
process.
50 strategies pg 87 Rereading plan this focuses on
vocabulary, comprehension, content area for upper
grades and English readers. This helps build background
knowledge and technical vocabulary, this allows the
teacher to estimate what the students already know
about the topic. This is important for EL student because
it provides them with the knowledge on the specific
topic.
50 strategies pg 74 minilessons. This focuses on
phonemic awareness/phonics, fluency, vocabulary,
comprehension, writing, spelling and is for all grade
levels including English Learners. The teacher will
conduct and teach mini lessons on the specific content,
this builds upon the information and the knowledge that
the students already have. It helps guide the students and
connect the content to other lessons or topics that have
been discussed throughout the year.
students with expectations of the
assignments and the goal of the
outcome for the objective. It
provides the benchmark and goals
for the student to attainment.
Observational readings with
elbow partners. Teacher splits
students into different groups and
has them discuss their findings
and their assignment. Teacher
walks around and observes and
listens to the conversations to
determine understanding.
Exit tickets exit ticket used at
the end of the day or week to
gage the learning and outcome the
students have progressed to. This
can be used either through
technology or used on a paper
format. The technology aspect is
more efficient for the student and
the teacher because it provides
instant feedback for the student
and lets the teacher know where
the entire class is to prep for the
next lesson.
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 programs should include
experiences that provide for the
study of how people create,
interact with, and change
structures of power, authority and
governance. Social studies
programs should include
experiences that provide for the
study of how people organize the
production, distribution and
consumption of goods and
services. Social studies programs
should include experiences that
provide for the study of
relationships on science,
technology and society. Social
studies programs should include
experiences that provide for the
study of global connections and
interdependence, they should also
include experiences that provide
for the study of ideals, principles
and practices of citizenship in a
democratic republic.

SDAIE Strategies SDAIE stands for Specially
for EL Instruction designed academic instruction in
English. Students master new
academic content while becoming
proficient in English language.
The students are able to improve
and gain mastery in the subject
matter and in English.
Strategies from SDAIE Inclusion Tips for Teachers; For assessments, I would do a
combination of assessments.
1. Target vocabulary select key words that are critical Formal and non-formal. I would
to the lesson. Define those words at the beginning of the assess the students through
lesson. observation during their group
2. Select a main concept focus on the main concept activities where they discuss their
with the goal being attainment of those concepts findings with an elbow buddy.
3. Create context - use visuals, gestures, real objects,
props, bulletin boards, manipulatives.
4. make connections provide the students the
opportunities to relate their background experiences to PG 48 Guided Reading This is
the topic. used for phonemic
5. check for understanding repetition, clarification and awareness/phonics and fluency. It
3

Higher Levels of Blooms Taxonomy 1.
Critical Thinking Knowledge involves the recall of
Blooms specifics, universals, methods,
Taxonomy ( from processes, or the recall of a
WWW download pattern, structure, or setting.
3-5 articles) 2. Comprehension- a type of
understanding the individual
knows what is being
communicated and can make use
of the material or idea being
communicated/
3. Application - use of abstractions
in particular and concrete
situations.
4. Analysis is - breakdown of a
communication into its constituent
elements or parts such that the
relative hierarchy of ideas is made
clear and/or the relations between
ideas expressed are made explicit.
5. Synthesis involves the putting
together of elements and parts
6. Evaluation judgments about
elaboration.
6. Encourage student-to-student interaction students
need a lot of opportunities to practice their new
language.
7. Provide comprehensible input
8. Make god use of technology.
50 Strategies Tompkins PG 42 Goldilocks Strategy ..
This focuses on fluency, comprehension for grades 3-5
English Learners. Students can choose books at their
own reading level and assume the responsibility for
choosing books for their independent reading time. If
they enjoy the book they are more likely to read.
Strategies including writing objectives using blooms
taxonomy. There are examples that are in each level of
blooms taxonomy. These include key words and
specific questions to ask the students during the creation
of an objective to use the students higher order thinking
processes.
http://teaching.uncc.edu/best-practice/goals-
objectives/writing-objectives
Using action verbs to create objectives to help the
students exhibit the behaviors required to master the
level of blooms taxonomy through the six different
levels.
http://www.fresnostate.edu/academics/oie/documents/as
sesments/Blooms%20Level.pdf
Post standards and objectives for students to follow and
comprehend. Post the standards at the beginning of each
lesson and continue to discuss and evaluate that the
standard has been met and mastered for the students
learning.
focuses on comprehension and is
good for English Learners. The
goal is for students to become
fluent, capable readers. Must
choose books that are appropriate
for the current reading level.
50 strategies for k-8 classrooms
pg 14 Rubrics they provide
students with expectations of the
assignments and the goal of the
outcome for the objective. It
provides the benchmark and goals
for the student to attainment. The
rubrics will have specific action
verbs that the students need to
attain in order to master the
assignment.
Journal entries the journal
entries are a great assessment
because the teacher would be able
to write a specific prompt that
addresses the level of taxonomy
that was required for the
assignment. By reading the
journal entries the teacher will be
able to determine the level of
knowledge acquired and if the
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 the value of material and methods task is able to be met by the
for given purposes. student.

https://cft.vanderbilt.edu/guides-
sub-pages/blooms-taxonomy/

Used primarily for educational

training, learning and processes.
States there are three domains of
learning cognitive which is
mental skills or knowledge,
affective which is feelings or
emotional areas attitude or self
and psychomotor which is manual
or physical skills.

http://www.nwlink.com/~donclark/
hrd/bloom.html

Assessment Formal: Tests that measure how Assessment tools for each type of assessment When do you use this type of
Types/Define well a student has mastered a assessment?
Formal learning outcome. Measures Formal: Example unit tests, quizzes, etc.
Informal overall achievement Formal: You would use this
Rubrics Informal: Example running records type of assessment when you
Authentic Informal: content and performance want to assess the knowledge
Portfolio driven. Used to obtain information Rubric a grid with specific requirements that range from an assignment. End of unit
to make judgements about learning from the lowest earnable score and the criteria for that. tests gage the cumulative
behaviors It goes up to the next score available and criteria, all the knowledge of the assignment.
way to the proficient score where all criteria for the
Rubrics: a form of matrix or grid assignment had been met. Informal: You would use this
to interpret and grade students type of assessment when you
work based on expectations and Authentic: a tool used to assess this type would be a are trying to make a decision
standards for the assignment. rubric. The students would be asked to perform a task for the student. Such as what
and there would be a rubric on which the task would be reading level they are.
Authentic: Students are asked to evaluated on.
demonstrate skills and concepts Rubric: To score assignments
they have learned Portfolio: This tool is used to evaluate the coursework such as papers, projects or tests.
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 Portfolio: This is a systematic
collection of student work and the
material related to either a specific
unit, class or achievement in
different subjects.
Data Based A decision making process where
Assessment educators examine assessment data
(Define) to determine the strengths and
weaknesses in the data and apply
those to correct measures;.
6 Language Arts 1. Listening Receptive/Oral.
Name, Define, and Students listen differently
Provide one according to their purpose,
general teaching listening is a process of which
and assessing hearing is only one part.
strategies for each 2. Talking Productive/Oral.
language art Talk is an essential part of
strand. learning, students participate in
grand conversations as they
quality, learning progress and academic achievement. It
is used to show the student how to connect different Authentic: You would use this
learning objectives to the same concept to increase their type of assessment when you
learning experience. teach a specific skill. For
example, if you taught a student
how to type an essay on a
laptop, you would use authentic
assessment to assess if the
student can perform that
specific skill.
Portfolio: You would use this to
determine if the student had
met the learning standards or
the requirements to complete
the course.
What types of data is typically used? Where/how do How does data based assessment
teachers get useful data? drive instruction?
Unit tests, observations, homework packets, action The data gained from the
research. Teachers get useful data throughout the day assessment determines the course
with classroom assignments. of direction for the instruction.
For example, if students do not do
well on the data then the teacher
knows they need to reteach
information. If the data shows all
the students did well, then the
information does not need to be
re-taught.
Activate prior background knowledge, Literature circles, reading and
connect, consider the audience, writing workshops, rubrics,
detect bias, determine importance, Thematic units, portfolios,
draw inference, storyboards and unit tests.
elaborate,
evaluate,
format,
generate, integrate multimedia,
monitor,
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 respond to literature.
3. Reading Receptive/Reading
Reading is a strategic process, goal
is comprehension, students vary
how they read according to their
purpose.
4. Writing Productive/Written
Students use the writing process as
a way to develop and refine their
writing. They apply writers craft to
make their compositions more
effective.
5. Viewing Receptive/Visual
View has become an essential part
of literacy, students view visual
media for a variety of purposes.
6. Visually representing
Productive/ visual. Students
consider their audience, purpose
and form as they create visual
texts.
Spelling The alphabetic principle suggests a
one-to-one correspondence
between phonemes and
graphemes, but spelling is
phonetic only about half the time.
There is emergent spelling, letter
name-alphabetic spelling, within-
word spelling, syllables and
affixes spelling and derivational
relations spelling.
Information that is essential to
Background understanding a situation or
Knowledge problem. Knowledge acquired
through study or experience or
narrow,
notice nonverbal cues,
observe,
organize,
play with language,
predict,
proofread,
recognize,
repair,
revise,
set goals
and take notes (Tompkins pg, 19)..
- Allow children to experiment with making and Us an analysis of spelling rubric.
placing marks on the paper Handwriting checklist rubric
- Suggest children write with a pencil and draw
with a crayon.
- Sing the ABC song and name letters of the
alphabet with children.
- Show children how to form letters in names and
other common words.
- Teach lessons on long-vowel spelling rules,
vowel digraphs and r controlled vowels
- Teach students to spell irregular and high
frequency words
- Teach root words and derivational affixes.
Guest speakers Using morning journals
Anticipatory sets Technology for entry quizzes
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 instruction.
Content Area The common core state standards Tompkins: Rubrics, portfolios, essay,
Reading/ focus on reading and writing. They handout packets, exit tickets, end
Reading address learning to read. Reading The reading processes of unit collaboration, word wall,
Comprehension stories and nonfiction texts, - Prereading play.
writing texts representing varied - Reading
genres. The foundational skills - Responding
strand emphasizes students need to - Exploring
apply phonics and word- - Applying
recognition skills to decode words
and students read fluently.

50 Strategies:

- Developing multiple perspectives

- Media literacy
- Inquiry learning
- Discovery learning
- Graphic organizers
- Games
- Guest speakers
- Home living centers
- Learning centers

RTI- 40 Strategies

- Assisted reading practice

- Listening passage preview
- Paired reading
- Repeated reading
Visual Language: Visual elements Color (warm, - Literature focus units, Flow charts. Venn diagrams, road
Viewing and cool, neutral), Line (straight, - Reading and writing workshops maps, weather maps, life lines,
Visually curved, horizontal, vertical, - Literature circles time lines, clusters, cross-
representing (T. diagonal, zigzag), Fonts, Maps, - Thematic units sections, drawings, paintings,
Ch. 6) Graphs, Symbols, and Humor. - Digital learning games movies, and rubrics.
- Viewing images
- Picture books
8
Building Old English, Middle English, and
Vocabulary T. Ch. modern English. Morphological
7 information (morpheme), root
words, synonyms and antonyms,
homonyms,
Handwriting Handwriting forms manuscript Tompkins:
and cursive. Dnelian handwriting
is an alternative to manuscript and
cursive handwriting. It uses the
same basic letterforms that
students will need for cursive.
Grammar Grammar is the description of the
structure of a language and the
principles of word and sentence
- Pronounce words correctly Rubrics, checklists, observations,
- Understand the words multiple meaning storyboards, picture walks.
- Use the words appropriately in sentences
- Identify related noun, verb, and adjective forms
- Recognize related words that come from the
same root word
- Name synonyms and antonyms
- Introduce the topic, share
examples, provide
information, supervise
- Letter formative practice and reflect on
- Spacing learning
- Slant - Unit lessons
- Alignment - Rubrics
- Minilessons - Observation
- Size and proportion - Classroom discussions.
50 Strategies:
- Museum exhibits
- Pen pals
- Readers theater\
- Time lines
- Wikis
- Learning centers
-
RTI- 40 Strategies
- Error correction and word drill techniques
- Direct instruction
- Handwriting packets
Tompkins: Quizzes, tests, exit tickets,
rubrics, essays, end of unit
- Literature focus units portfolio, word wall.
9
 formation (Tompkins pg 351).
- Parts of speech
- Parts of sentence
- Types of sentences
- Capitalization and
Punctuation
- Usage erros
Listening (3 types) - Discriminative students
distinguish among sounds
- Aesthetic students listen
for pleasure or enjoyment
- Efferent students listen
for pleasure or enjoyment
- Critical students evaluate
messages
- Literature circles
- Reading and writing workshops
- Thematic units
- Sentence unscrambling
- Sentence imitating
- Sentence combining
- Sentence expanding
50 Strategies:
- Graphic organizers
- Custom boxes
- Games
- Graphic Novels
- Learning centers
- Pen pals
- Time lines
RTI- 40 Strategies
- Assisted reading practice
- Listening passage preview
- Paired reading
- Repeated reading
Tompkins: Quizzes, tests, exit tickets,
rubrics, essays, end of unit
portfolio, word wall.
- Participate in phonemic awareness activities
- Notice rhyming words in poems and songs
- Recognize alliteration and onomatopoeia
- Listen to stories and poems aloud
- Participate in discussion
- Listen to classmates share projects
10

Talk (3 types) - Talk is an essential part of
language arts and is
necessary for academic
success.
- Have grand conversations
with students to encourage
talk and various different
types of discussion within
the classroom environment.
50 Strategies:
- Museum exhibits
- Pen pals
- Readers theater
- Time lines
- Wikis
- Learning centers
RTI- 40 Strategies
- Assisted reading practice
- Listening passage preview
- Paired reading
- Repeated reading
Tompkins: Rubrics, oral presentation, oral
reports, class discussion,
- Small group conversations interviews, choral reading.
- Discussions
- Thematic unit discussions
- Asking questions
- Oral Reports
- Interviews
- Debates
50 Strategies
- Museum exhibits
- Pen pals
- Readers theater
- Time lines
- Wikis
- Learning centers
RTI- 40 Strategies
- Assisted reading practice
- Listening passage preview
- Paired reading
11
 - Repeated reading

Teaching advanced - Differentiation should be Language of the Discipline Rubrics,

learners available to gifted and Tools Jargon Icons oral presentation,
Depth and advanced students as well Acronyms oral reports,
Complexity (All as any other student who Special phrases class discussion,
texts) evidence a readiness for the Terms Slang interviews,
same experience Abbreviations choral reading,
- Differentiation is based on Unit tests
the state content standards Details Quizzes
at each grade Parts Grades
- Differentiation modifies Factors
what students will know Attributes
(content), how students will Variables
think (critical, creative, and Distinguishing Traits
problem-solving skills or
processes), how students Trends
will access and use Influence
resources (research skills) Forces Direction
and how students will Course of Action
summarize and share their Compare, Contrast
learning (products) and Forecast
-
-
-

Social Studies Map skills: Identifying geographic Map Skills: inquiry lesson plan while scaffolding Map skills: Rubric assessment
Skills: location and features, exploring information with a clear structure.
Map Skills places and environments, past and Historical/Timelines: Rubric
History/Timeli present. Historical/Timelines: Differentiated lesson. Requires assessment
nes students to provide additional challenges while
Political Historical/Timelines: Chronology examining events that are historically distant. Political Cartoons: Rubric
Cartoons/ in order for students to assessment.
(Nonwritten understand issues of continuity, Political Cartoons: Differential lesson students make
Information) change and cause and effect, they simple drawings depicting the beginning, middle, and
must know the events that end of the story. Generate captions to go with the
occurred in the order they pictures that relate to the history being taught.
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 happened.

Political Cartoons: Provide visual

stimulation offered by cartoon
illustration of multiple events in
multiple frames.
History-social Rubrics,
Science teaching oral presentation,
strategies required - Case studies: general - Revising groups oral reports,
in TPE 1A narrative descriptions of - Conference with the teacher class discussion,
Simulations situations and incidents. - Displaying writing interviews,
Case - Works of Art- Evaluating - Literature focus units choral reading,
Studies and analyzing works of art - Alphabet books Unit tests
Cultural and how they fit with the - Data Charts Quizzes
Artifacts, historical timeline. - Quick writes Grades
Works of - Literature Various types - Guided practice
Art of literature integrate into - Whole class instruction
Literature history and social studies - Think-pair share
Cooperativ practices.
e Projects - Student Inquiry - Raising
doubt/concern, identifying
Student
the problem, formulating
Inquiry/Res
hypothesis, collecting data,
earch
evaluating and analyzing
data, testing hypothesis,
and beginning inquiry

Writing Processes . Tompkins: Quizzes, tests, exit tickets,

- Prewriting engages in
rehearsal activities
- Drafting mark their
writing as a rough draft
- Revising reread their
own first draft
- Editing proofread their
own compositions
- Publishing Make final
rubrics, essays, end of unit
- Revising groups portfolio, word wall.
- Conference with the teacher
- Displaying writing
- Literature focus units
- Reading and writing workshops
- Literature circles
- Thematic units
50 Strategies:
13
 copy of their writing often - Alphabet books
using word processing. - Data Charts
- Quick writes
- Reading logs

RTI- 40 Strategies

- Assisted reading practice

- Listening passage preview
- Paired reading
- Repeated reading

Writing Program - A writing program I - Modeling Assessment: Rubric

observed in school observed in a school - Guided practice
was a technology based
(ex. Step up to writing program. The - Whole class instruction
Writing) students had to practice - Think-pair share
their writing and typing
skills on the laptop to
compose their essays.
Reading /Writing CCSS Tompkins: Assessments:
for Rubrics,
Information 2. Write - Conference with the teacher oral presentation,
informative/explanatory texts
to examine a topic and - Displaying writing oral reports,
convey ideas and information - Literature focus units class discussion,
clearly. - Reading and writing workshops interviews,
a. Introduce a topic clearly - Literature circles choral reading,
and group related
information in paragraphs - Thematic units Unit tests
and sections; include - Playing with words Quizzes
formatting (e.g., headings),
illustrations, and multimedia - Laughing with language Grades
when useful to aiding -
comprehension.
b. Develop the topic with
facts, definitions, concrete 50 Strategies:
details, quotations, or other - Alphabet books
information and examples - Data Charts
related to the topic.
c. Link ideas within categories - Quick writes
of information using words and - Reading logs
phrases (e.g., another, for - Pen pals
example, also, because).
d. Use precise language and - Readers theater
domain-specific vocabulary to - Time lines
14
 inform about or explain the - Wikis
topic. - Learning center
e. Provide a concluding
statement or section related
to the information or RTI- 40 Strategies
explanation presented.
- Assisted reading practice
- Listening passage
- Paired reading
- Error correction and word drill techniques
- Direct instruction
- Handwriting packets
Reading/Writing Teachers incorporate poetry into Tompkins: Quizzes, tests, exit tickets,
Poetry all four instructional patterns. rubrics, essays, end of unit
They share poems with students on - Playing with words portfolio, word wall.
topics related to literature focus - Laughing with language
units and thematic units, and in - The poetry genre
literature circles and reading - Experimenting with rhyme
workshops, students read books of - Teach different poetic forms
poetry as well as other books. - Color poems, five-senses poems, wish poems,
They write poems as projects, and etc.
once they learn how to write
poetry, they often choose to do s 50 Strategies
during writing workshops. - Pen pals
- Readers theater
- Time lines
- Wikis
- Learning centers

RTI- 40 Strategies

- Assisted reading practice

- Listening passage preview
- Paired reading

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Reading/Writing - Students apply phonics and Tompkins: Quizzes, tests, exit tickets,
Stories word recognition skills to rubrics, essays, end of unit
decode words - Choral reading portfolio, word wall.
- Read and comprehend - Mini lessons
grade appropriate literature - Monitoring
and informational texts - Visualizing
- Conduct research projects - Connecting
using information from - Summarizing
multiple sources - Evaluating
- Use the writing process to
develop and refine writing 50 Strategies
- Write stories, informational - Graphic organizers
texts and arguments - Custom boxes
- Students use technology to - Games
produce and publish - Graphic Novels
writing. - Learning centers
- Pen pals
- Time lines

Providing - Individual feedback is
individual important because it allows
feedback to all the student and the teacher
students (All to see if the student is on
Texts- an edTPA the right track with
requirement) learning the information
and comprehending the
material in the common
core state standards.
Other: Add any There is a vast amount of
other notes you information available on the web
RTI- 40 Strategies
- Assisted reading practice
- Paired reading
- Click or Clunk a student comprehension
checklist.
- Provide individual feedback to all students as Quizzes, tests, exit tickets,
soon as possible. Never move on to a new topic rubrics, essays, end of unit
without providing feedback and instruction to portfolio, word wall. Written
students reports, grades, and midterms.
- Having personalized and prompt feedback
delivered to the student is important because
students can be directed in the right direction if
they are having issues with a particular part of
the assignment.
- Do not go more than a few days without
providing feedback to students on assignments
Various types of strategies can be used when employing Various types of assessment such
various content levels and ideas within a lesson as; Quizzes, tests, exit tickets,
16
find important and in various textbooks that align
that are not on this with the common core state
chart. standards. All of the standards can
be integrated with one another to
create an effective lesson that
covers multiple topics and content
areas
Other:
RTI: Response To Define: A multitiered approach to
Intervention the early identification and support
of students that have learning, and
behavior needs. This begins with
instruction and universal screening
of all children within a classroom
to determine the response of
intervention.
RTI Intervention Part 1: Techniques to promote
Strategies error correction readers ability to
Select one strategy recognize the meanings of
from each of the 7 individual words n printed text and
Parts in the 40 that readers skill at comprehending
Strategies book. the larger meaning of the passage.
Part 1 Part 2: Techniques to Promote
Part 2 reading fluency - Students can
Part 3 decode text accurately, read at an
Part 4 acceptable rate and read aloud
Part 5 with appropriate expression
Part 6 Part 3: Techniques to build text
Part 7 comprehension the interaction of
reader and text.
Part 4: Memorizing Facts
Part 5: Reading Comprehension
prediction, list main ideas,
question generation and
clarification.
Part 6: Text recall making
pictures in their mind of what they
are reading.
rubrics, essays, end of unit
portfolio, word wall.
Observation and open class discussion. Setting Running records
standards, rules and expectations of assignments and Quizzes\
classroom rules. Interviews
Student survey
Unit tests
Part 1: Word Supply the simplest error-correct to use. Quizzes,
Part 2: Assisted reading practice simple but effective tests,
intervention, student reads aloud while an accomplished exit tickets,
reader follows along silently. rubrics,
Part 3: Advanced story map instruction students are essays,
taught to use a basic story grammar to map out, end of unit portfolio,
identify and analyze significant components of narrative word wall.
text. Action research
Part 4: Main- Idea Maps teaches students to generate a
graphic organizer containing the min ideas of an
expository passage.
Part 5: Text lookback- boosts recall of expository prose
by looking back in the text for important information.
Part 6: Text read-alouds for short sample narrative or
expository passaged. Provide class with definition of
mental pictures and have them describe their own
mental imagery.
Part: Unit completion assignments.
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Part 7: Wrapping it all up with data

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