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Example of RtI
Example of RtI
Example of RtI
Example of RtI
Example of RtI
Example of RtI
Content Enhancement Teaching Routines
Content Enhancement Teaching Routines
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1Welcome Back. Kaskaskia Special 24Literacy Project.
Education District RTI Workshop Day 2 July 25Ortega Middle School. Pilot project
24, 2008. site Developed and nurtured literacy
2Response to Intervention. Marica leadership team Full implementation Fall
Cullen, Illinois State Department of of 2007 Changed mastery schedule to
Education Ellen Hunter, Private Consultant include literacy classes for all students
Allison Layland, Center for Research on Arranged classes into 3 Tiers Trained
Learning. staff for instructional participation
3RTI. Purchased curriculum for intensive
4Interventions. Primary Level High intervention classes Used existing
quality, scientifically based general curriculum for targeted/strategic
instruction Core curriculum Effective instruction Purchased additional
strategies. instruction resources for strategic
5Primary Level. Overall reading and instruction.
math instruction embedded throughout 26Additional Adjustments. Merged
content instruction Content enhancement Literacy team with RtI team Used
strategies to ensure content mastery coaching/training to further staff’s
Progress monitoring and adjustments in understanding of reading/literacy Using
instruction as needed. program specific assessments to monitor
6Secondary Level. Applies to students progress Purchased AIMsweb to intensify
who demonstrate inadequate progress progrss monitooring.
through progress monitoring despite 27Plans for Fall 2008. Adjust master
receiving high quality instruction and schedule to increase intensive instruction
strategies. Interventions are specific to to a full 90 minutes daily.
needs Provided in addition to general 28Group Work Time. Part II and V.
instruction Small group (3 to 5 students) 29LUNCH.
Progress monitor frequently to determine 30One District’s Journey. Beginning data
response. District ranked 40th in the state in
7Tertiary Level. Applies to those that reading but 14th in math Reading scores
have low response to interventions were stagnant or showed decline Majority
provided in the small group More intensive of English language learners had been in
in time and frequency More frequent the district for more than 4 years, yet
progress monitoring Could be special were unable to score proficient.
education, but does not have to be. 31Teachers’ Voices. During the meet and
8One example. Content Literacy The confer process the teacher suggested a
listening, speaking, reading, writing,and district wide literacy goal tied to
thinking skills and strategies required to performance All staff including classified
learn in each academic discipline. These staff would receive a monetary reward for
skills are applied across content areas. improved reading performance School Board
9Example of RtI. Riverbank High School set aside $100,000.
Story Implementing the Content Literacy 32District Literacy Committee. Comprised
Continuum. Ken Geisick, Ed.D. Riverbank of staff, parents, community members, and
High School Principal Peggy Graving-Reyes had student representation Developed a
National Site Coordinator, Midwest CLC district literacy goal that aligned with
Research Project CLC/SIM Professional RTI Implementation seen as a 5 year plan.
Developer, KU Center for Research on 33Mission and Vision. Promote a literacy
Learning Silvia DeRuvo Program Associate enriched culture where all learners
California Comprehensive Center at WestEd. develop the ability to make meaning of
10Knowledge and Outcomes. Thinking about various forms of information and use this
the curriculum: information to become successful creative,
11Thinking About the Curriculum... innovative, critical thinkers and problem
Knowledge. Critical Content. Course. solvers. To develop and implement a
12The CLC says… Each member of a Literacy Continuum of Services that
secondary staff has unique (but very includes formative assessments and
important) roles relative to literacy screenings, tiered effective interventions
instruction While every content teacher is and scientific research based
not a reading teacher, every teacher instructional practices across all content
instructs students in how to read and areas to improve student achievement in
process content. Instructional coaches may literacy.
be necessary but aren’t sufficient. Some 34Started small. Increase the number of
students require more intensive, students from No Score and Unsatisfactory
systematic, explicit instruction of to Partially Proficient by 10% or 7
content, strategies, and skills. students. Increase the number of students
13Content Literacy “Synergy”. Improved from Partially Proficient to Proficient by
Literacy. CONTENT CLASSES Level 1. 10% or 14 students. Increase the number of
Enhanced Content Instruction TIER I. students from Proficient to Advanced by 5%
CONTENT CLASSES Level 2. Embedded Strategy or 24 students.
Instruction TIER I. Level 3. Intensive 35Information Gathering. Inventory of
Strategy Instruction • strategy classes • interventions to date We had more than 10
strategic tutoring. Level 4. Intensive interventions being used in the district
Basic Skill Instruction. Level 5. with various levels of training,
Therapeutic Intervention Foundational implementation and effectiveness. Review
language competencies. KU-CRL CLC- Lenz, of current research for all current
Ehren,& Deshler, 2005. interventions Identified those programs
14Proficient readers have. Background with the strongest research. Changed the
knowledge Text/Knowledge structure implementation of those programs with
Vocabulary Learning strategies Fluency least research-based effectiveness.
Sight word vocabulary Word Recognition. 36Information Gathering. Elementary
15Proficient readers have. Background School: DIBELS STAR BEAR Scantron
knowledge Text/Knowledge structure EdPerformance consistently twice a year
Vocabulary Learning strategies Fluency Middle School: Scantron EdPerformance
Sight word vocabulary Word Recognition. consistently once a year High School:
Primary Level Levels 1 and 2. Secondary Scantron EdPerformance inconsistently.
Level Levels 2 and 3. Tertiary Level 37Screening Model.
Levels 3, 4 and 5. 38Interventions-middle school. Tier 1
161 2 3 4 5. Primary. Enhance content Common Strategies for Vocabulary and
instruction Tier I: Universal Instruction Comprehension Tier 3 Tier 2 (Planned)
in CERs Embedded strategy instruction Tier Literacy Workshop as semester class
1: Universal Instruction in Learning Vocabulary Through Morphemes Spellography
Strategies (LS) Intensive strategy Six-Minute Solution Tier 3 Wilson Hampton
instruction Tier II: Targeted Brown High Point LiPS.
Interventions in LS (Short Term) Tier III: 39Interventions-high school. Tier 1 Core
Specialized Treatments in LS (Long Term) Language Arts Program (McDougal Littell)
Intensive basic skill instruction Tier II: Tier 2 and 3 (18 students) Double block of
Target Interventions (Short Term) Tier Language Arts Wilson LiPS Advanced
III: Specialized Treatments (Long Term) decoding-Rewards Bridges to Literature
Therapeutic intervention Tier III: (McDougal Little).
Specialized Treatments. LEVELS. HIGHER 40Building a Literacy Culture. District
ORDER. SKILLS. LANGUAGE. Literacy Specialist “Bus-braries” High
17A Continuum of Literacy Instruction School Student Literacy Group Community
(Content Literacy Continuum -- CLC). Level “hosts”.
1: Enhanced content instruction (mastery 41Results. Post testing has been done
of critical content for all regardless of and being analyzed CSAP test results
literacy levels) Level 2: Embedded coming out More work to be done.
strategy instruction (routinely weave 42BREAK.
strategies within and across classes using 43Fidelity. From a researcher
large group instructional methods) Level perspective Dumas et al., 2001: “Fidelity
3: Intensive strategy instruction (mastery is central to the validity of any
of specific strategies using intervention study and is closely related
intensive-explicit instructional sequences to the statistical power of outcome
-4th & above) Level 4: Intensive basic analysis.” From a school system
skill instruction (mastery of entry level perspective Mellard & Johnson, 2008:
literacy skills at the PreK-3rd: decoding, Serves the purpose of identifying areas of
fluency…) Level 5: Therapeutic strength on which schools can build and
intervention (mastery of language areas of deficiency that need to be
underpinnings of curriculum content and remediated.
learning strategies). 44Methods in Fidelity. Direct Assessment
18Content Enhancement Teaching Routines. Operational Terms are specified in a
Planning & Organizing Course Organizer checklist Observations indicate number of
Unit Organizer Lesson Organizer. Teaching components implemented Considered the best
Concepts Concept Mastery Routine Concept practice Example: FCRR principal’s walk
Anchoring Routine Concept Comparison through checklist. Mellard & Johnson,
Routine. Exploring Text, Topics, & 2008.
Details Framing Routine Survey Routine 45Methods in Fidelity. Indirect
Clarifying Routine Order Routine. assessment Self-reports, rating scales,
Increasing Performance Quality Assignment interviews, permanent products Manualized
Routine Question Exploration Routine treatments Step by step guide or checklist
Recall Enhancement Routine. of implementation Supporting materials
19Learning Strategies. Expression of needed. Mellard & Johnson, 2008.
Competence • Sentence Writing 46Frequency of Fidelity Checks.
(Fundamentals and Proficiency) • Paragraph Dependent upon Experience level of the
Writing • Error Monitoring • Theme Writing teacher Teacher request for support Class
• Assignment Completion • Test-Taking • or group performance on progress
Essay Test Taking. Acquisition • Word monitoring, screening, and other
Identification • Paraphrasing • assessments Referral rates. Mellard &
Fundamentals of Summarizing & Johnson, 2008.
Paraphrasing • Self-Questioning • Visual 47Support Systems. Professional
Imagery • Word Mapping • Interpreting development and training Formal
Visuals • Multipass. Storage • opportunities for workshops and inservice
First-Letter Mnemonic • Paired Associates training Partnerships with mentors or
• Listening/Notetaking • Vocabulary. coaches Resource allocation Time Support
20Strategies for Interacting with materials Social structures Role changes.
Others. Slant -A classroom participation Mellard & Johnson, 2008.
strategy Possible Selves -Motivational - 48Qualities of High Quality. Vision
Goal Setting Strategy. Cooperative stated and shared Staff member roles
Thinking THINK Strategy -problem solving defined Resources provided Process
LEARN Strategy -learning critical delineated Frequency Criteria What’s next?
information BUILD Strategy Mellard & Johnson, 2008.
-decision-making SCORE Skills -social 49Internet Resources. Illinois State
skills for cooperative groups Teamwork Board of Education website
Strategy. Community Building Series www.isbe.net/RtI_plan/default.htm or
Focusing Together Following Instructions www.isbe.net and search Response to
Together Organizing Together Taking Notes Intervention.
Together Talking Together. 50Internet Resources.
21Intense Explicit Instruction. Intense www.rti4success.org
Explicit Instruction. Primary Level I Cue www.ideapartnership.org/page.cfm?pageid=
Do Review Level 2 “I do it” (learn by 28 www.ilispa.org/
watching) “We do it” (learn by sharing) www.nasdse.org/projects.cfm?pageprojectid=
“You do It”(learn by practicing). 3 www.rrfcnetwork.org.
Secondary and Tertiary Level 3, 4, and 5 51Internet Resources.
Pretest Describe Commitment of student and www.whatworks.ed.gov/
teacher Goals High Expectations Model www.illinoisaspire.org/welcome/
Practice and quality feedback Controlled www.studentprogress.org/ www.fcrr/org
and advanced Posttest and reflect www.tctl.org/
Generalize, transfer and apply. www.promisingpractices.net/default.asp
22Riverbank High School Reports. High www.interventioncentral.com.
minority, high poverty, 52Secondary Resources for RtI.
suburban/semi-rural Implementation of CLC www.centeroninstruction.org/
for 4 years. Gained over 100 points on www.kucrl.org/cec2007/.
California’s Academic Performance Index 53Next Steps. Process Work towards full
(API) Exceeded growth targets for Latino implementation Team Approach Drive into
students, students with disabilities and general education thinking Every teacher,
English Learners. every student, ev.
23BREAK. 54Group Work Time. Parts VI and VII.
24More Examples. Rural Secondary 55Final Thoughts. (Kevin Rench).
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