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Dialogue #2

Dialogue #2

1.Define RTI and the connection to Common Core.

Common Core defines the state standards that students need to know to be college and career ready. RTI describes the “how” or method of instruction needed to close any learning gaps to achieve these standards. To be successful a teacher needs to be knowledgeable of the state standards as well as the strengths and weaknesses of the students. Key components of RTI include multiple measures of assessments such as formal and informal to determine a student’s level of understanding then research- driven practices for instruction. When used effectively, RTI allows teaches to use a student’s strengths to remediate skill areas of need.

2) Explain in detail a tier 2 or 3 intervention.

Phonics –Vowel Team ai and ay

Tier 1 instruction- Discuss the long vowel sound using ai or ay and discuss the rules

Rule- ai is usually located in the middle of a word such as wait.

Rule- ay is located at the end of a word such as bay

The whole class will say then sort word cards with these 2 patterns.

Tier 2 Intervention

A small group of students will be chosen who need additional support. Multisensory activities will be used. A pretest and posttest would be included of ai words for progress monitoring.

1.The teacher will begin by introducing the word wait and ask a student to use this word in a sentence. The teacher will write this sentence using wait. All students will read the sentence. Review the rule that ai occurs in the middle of the word.

2. The teacher will pass out a craft grid and distribute a blue crayon to each child. A worksheet will also be passed out with the word wait on the page. The teacher and student will place the word on top of the grid then state and trace the letters. When repeating the word, wait is underlined. Retrace and repeat 2 times.

Example-“wait- w            a            i            t            wait”

3. The student will spell the word down their left arm by tapping letters using the right arm. The teacher and students state the word and spell letters aloud.

Example-“wait – pull arm from overhead position to shoulder

w            a            i            t- tap right arm 4 times down arm

wait”- brush right hand from shoulder to wrist

Repeat this step 2 times.

4. Remove worksheet then retrace letters from page for wait. State word and letters as the word is spelled. (The crayon will leave raised letters that can be felt.) Repeat stating and tracing letters 2 times.

5. Skywrite the word wait. State the word, wait, then spell the letters as you skywrite this word in the air. Skywrite this word 2 additional times.

6. Using the worksheet, write the word, wait, with a crayon 3 times stating the word and letters aloud.

7. On the back of the page write the word , wait , from memory.

8. The students will then write a sentence using the word , wait , that is dictated by the teacher.

Tier 3 Intervention

The tier 3 intervention will increase in frequency and be individualized. Progress monitoring will be increased . Additional multisensory activities will be incorporated.  

1.The student will practice writing the word, wait, in a sand tray. The student will state the word then trace the letters in the sand. The word will be traced 3 times. The student will practice writing other ai words such as bait in the sand tray.

2. The student will read a phonics story that incorporates ai words. After reading the story the student will highlight all ai words in the story. The student will complete repeated readings of the story.

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Dialogue 1

Dialogue Response #1

1. Define a struggling reader.

A struggling reader is an individual who experiences difficulty learning to read. These reading difficulties impact the individual’s ability to determine meaning from the text.

2. What are some warning signs that you might notice in a child that reading might be a struggle?

Some warning signs include speech /language impairments, processing disorders, English language learner(ELL), or poor reading skills in the areas of phonemic awareness, fluency, or comprehension.

3. A helpful website resource

Istation is a helpful website resource. Istation incorporates assessments, curriculum, and teacher resources for whole group or small group instruction. It helps students from prekindergarten through 8th grade and measures academic growth. Isation assessments were given monthly then these results placed students on personalized instructional programs specific to their needs. The evaluations and programs are animated and game-like. Comprehensive reports are available for early reading, advanced reading and math. These 7 essentials for personalized learning are available through istation.

1.Formative assessments- computer-adaptive assessments through game-like activities. These assessments are given monthly.

2. Adaptive curriculum- Student instruction is formulated from these assessments each month.

3. Personalized data profiles- Reports are immediate and accurate and include statistics.

4. Teacher resources- Resources are available for whole group or individualized instruction

5. School-to home connection- Student learning is extended through home access.

6. Professional development- Educators and technical support is available

7. Proven results- Research has shown that istation improves student growth

This year was the first year that istation was used in my district. My April classroom results replaced the Iowa Test of Basic Skills for Arkansas Department of Education.