Post on 07-Apr-2018
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Interventions Across theContent Areas
K-8
Susan Sturock, MA
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Four Elementsof Creativity
E. Paul Torrance
Fluency
(# of ideas)Flexibility
(variety of ideas)
Originality
(uniqueness of ideas
Elaboration(details of ideas)
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Foundational Interventions Across AllContent Areas
Language Capacity/Brain Development Academic Background Knowledge: Vocabulary
Presenting Ideas: Whole-to-Part Learners
Specific Strategies: lnformational Text Structure Specific Strategies: Writing to Learn
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Effective DI
RULE #1: DO THE RIGHT WORK!
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Three Dimensionsof Reading
The US National ReadingPanel has summarized
research that finds the earlystages of reading include
developing phonemicawareness, understanding
phonics, becoming fluent asa reader, enlarging
vocabulary, and
understanding text (NationalInstitute of Child Health and
Human Development ,NICHD, 2000).
The Fab 5
Phonology
DECODING
COMPREHENDING(LIFTING MEANING)
Theme Level(APPLYING MEANING)
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FAB 5 Possible FormativeAssessments
Phonology DIBELS, P.A.S.T.,
Phonics DIBELS, Words Their Way
Fluency DIBELS, AIMS, DRA (runningrecord), Fountas & Pinnell
Vocabulary Can be assessed in writingscoring
Comprehension DRA/Fountas & Pinnell
Oral Language Rubrics Included
DOING THE RIGHT WORK
DATA-DRIVEN
INSTRUCTION
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COMMON CORE:
Design and OrganizationFOUR STRANDS
Reading
Writing
Speaking and listening
Language
An integrated model of literacy
Media requirements blended throughout
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Common Core: Reading
(Foundational Sk ills)Four categories (Standards 1-4)
Print concepts (K-2)
Phonological awareness (K-1
Phonics and word recognition (K-5)
Fluency (K-5)
Not an end in and of themselves
Differentiated Instruction
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Common Core: Language
Conventions of standard English
Know ledge of language (Standards 1-3) Using standard English in formal writing and speaking
Using language effectively and recognizing languagevarieties
Vocabulary (Standards 4-6) Determining word meaning and word nuances Acquiring general academic and domain specific words and
phrases
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Parallel Attributes
of Math Instruction
i
Computation Conceptualization
MathFacts
MathConcepts
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Diagnostic-Prescriptive Teaching
We must know where the studentneeds help. Without the
appropriate data-pictures, wecannot design effective
interventions.
The wrong work, no matter howindustriously applied, will NOT
yield the correct remediationin a student.
CHECK YOUR DATA PICTURES
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ConnectVisualizeQuestionExperience emotionCommentChoose to readGenerate ideasCREATE!
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Words, Words, Words
The bricks and mortar of cognitive
structures are words. Words deliverednot in isolation, but within experientialevents and by angelic caretaker-mentors
called family and teachers.
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Internalization of Speech
(verbal working memory)
Description and reflection
Self-questioning/problem solving Rule-governed behavior (instruction)
Generation of rules and meta-rules
Reading Comprehension Moral Reasoning
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VOCABULARY
Tier I Common nouns and verbs.
Tier II High-utility words of the
sophisticated language user.
unanimous, anxious, fantastic
Tier I I I Content-specific and concept words.
lipids, reciprocals, Axis Powers,democracy, freedom, favorite
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ACADEMIC BACKGROUND
KNOWLEDGE:
VOCABULARY
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Direct Instruction in Vocabulary
Building Academic Vocabulary
Robert Marzano
Words, Words, WordsJanet Allen
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HANDS-ONEXPLORING
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attract
repel
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Providing Background
Knowledge Explore tables
Reading and viewing
Web sites Published and transparent
Newsletters
Websites
Non-fiction read alouds Podcasts
http://kids.nationalgeographic.com/kids/games/puzzlesquiz
zes/tidepools-puzzler/
http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/tidepools-puzzler/http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/tidepools-puzzler/http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/tidepools-puzzler/http://kids.nationalgeographic.com/kids/games/puzzlesquizzes/tidepools-puzzler/8/6/2019 Interventions Across the Content Areas Presenter
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http://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon?sc=emaf
http://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon?sc=emafhttp://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon?sc=emafhttp://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon?sc=emafhttp://www.npr.org/2007/05/01/9943298/episode-1-its-all-about-carbon?sc=emaf8/6/2019 Interventions Across the Content Areas Presenter
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Prepare my eyes for print forms and features.
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CONTENT AREA VOCABULARY
Word Splash: Tier II and Tier III Words
Rules for Meeting Unknown WordsVocabulary Cards
Fold-A-Word
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How to approach this challenge
Realizing the importance of background
knowledge and the casual use of Tier IIand Tier III words.
You have to know your curriculum.
http://wordle.net
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Rules for Meeting UNKNOWN
Words Think: YESI CAN!
Do not skip it!
Look for the vowels dot them Draw a rectangle around prefix/suffix
Consider the silent e
Pronounce small chunks Dictionary Doublecheck
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PRESENTING CONTENT:
Whole-to-Part
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READING STRATEGIES:
INFORMATIONAL TEXT STRUCTURE
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Information text requires a different set ofreading strategies than narrative text(fiction).
Many schools are not designating enoughtime to teach students non-fiction reading
strategies.
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Reading Informational Text
Retelling
Summarizing
Questioning
Visualizing
Predicting
Connecting
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n
First, Once upon a timeThen, Next thing we knewNext, Suddenly.Finally Happily ever after
Setting Dilemma
Characters
Solution
Lesson
Learned
SEQUENCE OF EVENTS
Narrative Retell GO
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QUESTION STEMS
This is interesting becauseThis reminds me of This is just likeI saw one of theseI dont understandI agree with you becauseI saw a television program about this
I have a book about thisWe had this on our Explore Table
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Teaching reading ISrocket science.
It takes education,experience,
critical thinking,determination
and the belief thatYOU can teach and your KIDS
can learn.
Do your best today sothat you can do more
tomorrow.Be gentle with yourself and
and others as you learn.Laugh along the way.
Be awake.Be present.BREATHE.