RtI Response to Insanity By Kristi Van Hoveln vanhovelnscience.wikispaces

1. RtI Response to Insanity By Kristi Van Hoveln http://vanhovelnscience.wikispaces.com vanhovelnk@milford.k12.il.us

2. Agenda • Integrate literacy skills into Science • Vocabulary strategies • Strategies to use before reading • Strategies to use during reading • Strategies to use after reading • Science notebooks

3. I don’t teach reading, why should I start? Page 2 • Skills are best taught when used in contexts and have a real-life application • Integration of Science and Literacy • Support and challenge students while they read a text • Life long skill (reading to understand) Think, Pair, and Share Do you currently use reading strategies in your content classroom?

4. 4 Outcome Sentences Output Write 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

5. Agenda • Integrate literacy skills into science • Vocabulary strategies • Strategies to use before reading • Strategies to use during reading • Strategies to use after reading • Science notebooks

6. Vocabulary Strategies Page 4 • Jigsaw puzzle • Actions and Sketches • Vocabulary boxes • Word sorts • Vocabulary journals • Vocabulary PowerPoint

7. Jigsaw Vocabulary • Assign vocabulary words to groups of students to define. • When each group has defined their words, then one student remains in the “home” base while the other students rotate to other groups. • Then when each group has been given time to share and learn about the new vocabulary words all students return to their “home” base. • At the “home” base, students then share their new vocabulary words. 1

8. Action/Sketches 2

9. Vocabulary Boxes Vocabulary Word 3

10. 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 4

11. Vocabulary Journals • Write down words and definitions that they come across and use • Helps students organize their words • Student ownership 5

12. Vocabulary PowerPoint • Create slides that have the word and definition • Picture • Use the word in a sentence Sample Presentation 6

13. 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 _________. 3 “I am” Statements Output Page 5

14. Agenda • Integrate literacy skills into science • Vocabulary strategies • Strategies to use before reading • Strategies to use during reading • Strategies to use after reading • Science notebooks

15. Before Reading Page 6 • Anticipation guide • Preview and predict • Set a purpose • Possible sentences • CSR Learning Log

16. Anticipation Guide 1

17. 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

18. 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? Set a Purpose Try It: The Photosynthesis Process 3

19. 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

20. 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. 1.____________________________________________________________________________ • After you read, come back and review your possible sentences. Sentences that are not accurate should be revised. 4

21. CSR Learning Log 5

22. Organizational Tools 3, 2, 1 Output Page 7 • 3 statements about what you have learned from page 6 • 2 definitions • 1 question

23. Agenda • Integrate literacy skills into science • Vocabulary strategies • Strategies to use before reading • Strategies to use during reading • Strategies to use after reading • Science notebooks

24. During Reading Page 8 • Self-Monitoring • RPR2 • Graphic Organizers • DRTA • I-Chart

25. Self Monitoring _____ = I agree _____ = I disagree _____ = That’s new _____ = I don’t understand _____ = That’s important X + ? 1

26. Read-Pause-Retell-Reread or Read-on • Read- Read the section or paragraph • Pause- Think about the text and the main idea • Retell – Tell a neighbor, partner, or write about the main idea • Reread 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

27. Provide structure and guidance Visual way to organize information and ideas Tool to facilitate writing, thinking, and discussing Graphic Organizers Think, Pair and Share: What graphic organizer do you use in your classroom? 3

28. 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

29. I-Chart 5

30. AssessmentCD Case Output Page 9 • 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.

31. Agenda • Integrate literacy skills into science • Vocabulary strategies • Strategies to use before reading • Strategies to use during reading • Strategies to use after reading • Science notebooks

32. After Reading Page 10 • Connections • Visualize • Summary • Exit Slips • Reflection-Output • Graphic Organizers

33. Connections That reminds me of… That made me think of the time… I can relate…. Text to Text Text to World Text to Self That reminds me of… This is like… I know about this… but I didn’t know that. This part is just like… That reminds me of… I read another book where… This is similar to… 1

34. Visualize • Imagine the text in your head like the events of a story 2

35. Extract the main idea from the writing Similar to a movie trailer Write a summary that has only 25 words 25 Summary 3

36. Exit Slips • 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 … 4

37. Reflection-Output see page 12 of the handout 5

38. Provide structure and guidance Visual way to organize information and ideas Tool to facilitate writing, thinking, and discussing Graphic Organizers 6

39. Getting Started5 Test Questions and Answers Page 11 • Create five test questions and answers using the notes from page 10.

40. Agenda • Integrate literacy skills into science • Vocabulary strategies • Strategies to use before reading • Strategies to use during reading • Strategies to use after reading • Science notebooks

41. Types of Notebooks • What works for you and your students? • Size, Lines vs. blank pages, and Binding

42. Organizational Tools • Tabs • Headings • Page numbers • Table of Contents • Grade Sheet • Assessment • Setting Up a Notebook

43. Anticipation Guide Discussion

44. QUESTIONS? http://vanhovelnscience.wikispaces.com vanhovelnk@milford.k12.il.us