RtIResponse to Insanity

By Kristi Van Hoveln

http://vanhovelnscience.wikispaces.com

vanhovelnk@milford.k12.il.us

Agenda1.1.Integrate literacy skills in your Integrate literacy skills in your

content areacontent area

2.Vocabulary strategies

3.Strategies to use before reading

4.Strategies to use during reading

5.Strategies to use after reading

I don’t teach reading, I don’t teach reading,

why should I start?why should I start?•Skills are best taught when used in contexts and have a real-life application

•Integration of your SUBJECT and Literacy

•Support and challenge students while they read a text

•Life long skill (reading to understand)

Page 2

Think, Pair, and ShareThink, Pair, and Share

Do you currently use reading strategies in your Do you currently use reading strategies in your content classroom?content classroom?

4 Outcome Sentences OutputWrite four outcome sentences to reflect on your notes from page 2. The sentences could start with:

• I learned…• I was surprised by…• I didn’t like…• The important thing about…• I wonder…• I now understand…• I rediscovered…

Page 3

Agenda1.Integrate literacy skills in your

content area

2.2.Vocabulary strategiesVocabulary strategies

3.Strategies to use before reading

4.Strategies to use during reading

5.Strategies to use after reading

Vocabulary Strategies•Jigsaw puzzle

•Actions and Sketches

•Vocabulary boxes

•Word sorts

•Vocabulary journals

•Vocabulary PowerPoint

Page 4

Jigsaw VocabularyJigsaw Vocabulary1. Assign vocabulary words to groups of

students to define.

2. When each group has defined their words, then one student remains in the “home” base while the other students rotate to other groups.

3. Then when each group has been given time to share and learn about the new vocabulary words all students return to their “home” base.

4. At the “home” base, students then share their new vocabulary words. 1

Action/Sketches

2

Vocabulary BoxesDefinition Synonyms or

Antonyms

Sketch Sentence

Vocabulary Word

3

Word Sorts•Give students a list of words from the lesson or chapter.

•Students need to classify the words and write about how they classified the groups

•Then discuss the different classifications students created

Words that deal with moving glaciers

TillMoraineAbrasion

4

Vocabulary Journals•Write down words and definitions that they come across and use

•Helps students organize their words

•Student ownership5

Vocabulary PowerPoint•Create slides that have the word and definition

•Picture

•Use the word in a sentence

Sample Presentation6

3 “I am” Statements Output

• Create 3 or more “I am” therefore statements. The statements must relate to the notes on page 4 and contain logical information.

I am ___________

therefore I would

__________ because

_________.

Page 5

Agenda1.Integrate literacy skills in your

content area

2.Vocabulary strategies

3.3.Strategies to use before readingStrategies to use before reading

4.Strategies to use during reading

5.Strategies to use after reading

Before Reading• Anticipation guide

• Preview and predict

• Set a purpose

• Possible sentences

• CSR Learning Log

Page 6

Anticipation Guide

1

Before Reading

Agree/Disagree

Statement/QuestionAfter

ReadingAgree/

Disagree

1. The purpose of an anticipation guide is to improve comprehension by focusing the students’ attention on key concepts prior to reading; to adjust opinions after a study

Preview and Predict• Preview: As a class or individually, look

through the lesson or chapter. Look at headings, vocabulary, pictures, and charts.

• Predict: What do you think that you will learn about in the lesson? What is the theme? Do the pictures go with the vocabulary words?

2

Set a Purpose• Look at the

headings for the chapter. Change the headings into a question.

• Can you answer the question before reading?

• Can you answer the question after reading?

Classification of Plants

• How do you classify plants? • What are the classification of

plants?

3

Try It: The Photosynthesis

Process

Possible Sentences• Look at the vocabulary words provided. As

a group, define the words, and then select pairs of related words from the list. Write your word pairs on the lines below.

4

Possible Sentences• Write a sentence that might appear in the

text you’re about to read for each of the word pairs given what you know about the subject area and the title.

4

1.____________________________________________________________________________

•After you read, come back and review your possible sentences. Sentences that are not accurate should be revised.

CSR Learning Log

5

Before Reading

Brainstorm Predict

During Reading

What’s the Gist?

After Reading

Questions about main ideas

What I learned

Organizational Tools 3, 2, 1 Output

•3 statements about what you have learned from page 6

•2 definitions

•1 question

Page 7

Agenda1.Integrate literacy skills in your

content area

2.Vocabulary strategies

3.Strategies to use before reading

4.4.Strategies to use during readingStrategies to use during reading

5.Strategies to use after reading

During Reading• Self-Monitoring

• RPR2

• Graphic Organizers

• DRTA

• I-Chart

Page 8

Self Monitoring

1

_____ = I agree

_____ = I disagree

_____ = That’s new

_____ = I don’t understand

_____ = That’s important

X

+?

Read-Pause-Retell-Reread or Read-on

• ReadRead- Read the section or paragraph

• PausePause- Think about the text and the main idea

• RetellRetell – Tell a neighbor, partner, or write about the main idea

• Reread or Read-onReread or Read-on – If you didn’t tell the main idea then reread the section or read-on if you did have the main idea

2

Graphic Organizers• Provide structure

and guidance• Visual way to

organize information and ideas

• Tool to facilitate writing, thinking, and discussing

3

Think, Pair and Share: What graphic organizer

do you use in your classroom?

Directed Reading Thinking Activity

• DIRECT - Direct students' thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other explanatory materials. Then ask open-ended questions to direct students as they make predictions about the content or perspective of the text (e.g., "Given this title, what do you think the passage will be about?").

• READING - Students read up to the first pre-selected stopping point in the text. Then prompt the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until students have read each section of the passage.

• T - THINKING - At the end of the reading, students go back through the text and think about their predictions. Students should verify or modify the accuracy of their predictions by finding supporting statements in the text. The teacher deepens the thinking process by asking questions such as:

• What do you think about your predictions now? • What did you find in the text to prove your predictions?

http://adlit.org/strategies/23356 4

I-Chart

5

Q1 Q2 Q3 Q4Other Facts

New Questions

What We Know

Source 1

Source 2

Source 3

Summaries

AssessmentCD Case Output

• Create a CD case that relates to the notes from page 8.

• Include a band name, album title, and a picture on the CD case.

• The CD case needs to be colored with three or more colors.

Page 9

Agenda1.Integrate literacy skills in your

content area

2.Vocabulary strategies

3.Strategies to use before reading

4.Strategies to use during reading

5.5.Strategies to use after readingStrategies to use after reading

After Reading• Connections

• Visualize

• Summary

• Exit Slips

• Reflection-Output

• Graphic Organizers

Page 10

Connections

1

This part is just like…That reminds me of…I read another book

where…This is similar to…

That reminds me of…That made me think of the

time…I can relate….

That reminds me of…This is like…

I know about this… but I didn’t know that.

Visualize• Imagine the text in your head Imagine the text in your head

like the events of a storylike the events of a story

2

25 Summary

3

• Extract the main idea from the writing

• Similar to a movie trailer

• Write a summary that has only 25 words

Exit Slips

4

• Write one thing that you learned today.• Rate your understandings of today’s topic on a

scale of 1-10. What can you do to improve your understanding?

• Discuss one way today’s lesson could be used in the real world.

• Describe one topic that we covered today that you would like to learn more about.

• One thing that I didn’t understand was…• One thing that I did understand today was …

Reflection-OutputWord Web

4 Pictures/

SketchesPoem

Cartoon 321 ReviewAlphabet Review

4 Outcome sentences

Postcard CD Case

Venn Diagram5 Test

QuestionsFour 411 Txt

Msgs

Crossword Puzzle

I AM Statements

3 Analogies

see page 12 of the handout

5

Graphic Organizers• Provide structure

and guidance• Visual way to

organize information and ideas

• Tool to facilitate writing, thinking, and discussing

6

Getting Started5 Test Questions and Answers

• Create five test questions and answers using the notes from page 10.

Page 11

QUESTIONS?

http://vanhovelnscience.wikispaces.com

vanhovelnk@milford.k12.il.us