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RIT at FRC. Transition Program Credit Program Optional Credit. Cathy Oresnik [email protected] www.literacytakesflight.com. 5-10 At Risk Students Grade 9 to Grade 10. Individualized Half Day Program . Flexible Time and Assignments. Built on Relationship and

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rit at frc


Transition Program

Credit Program

Optional Credit

Cathy Oresnik

[email protected]


transition program
5-10 At Risk


Grade 9 to Grade 10


Half Day Program

Flexible Time



Built on




Transition Program
rit in transition program
RIT in Transition Program
  • Independent Programming
    • Student topics/ genre of choice
    • Appropriate level of material
    • Modeling and think-alouds
    • 7 Strategies bookmarks
    • Discussions
    • Connections to community
    • Building confidence

Repetition, Repetition, Repetition

credit program
Credit Program
  • Designed for at-risk students
    • Failed course previously
    • Course work was incomplete
    • Recently moved to country or catchment
    • Need credit to graduate
    • Are unsuccessful in regular classrooms
rit in credit program
RIT in Credit Program
  • Working on a subject (English, Social Studies, Family Studies) and RIT outcomes simultaneously.
  • RIT strategies are used to make sense of curricular material.
  • Assessments measure curricular outcomes and RIT thinking ‘big ideas’.
  • As a result, student will receive both credits.
rit as an o ption credit
RIT as an Option Credit
  • 12-15 students per class
    • Teacher/case manager/ parental recommendation
    • Student choice
    • Mixed class in terms of
      • grade
      • ability
      • engagement in learning
course focus
Course Focus
  • Individual choice within a structured class
  • Community building
course structure
Course Structure
  • RIT big ideas of Thinking about Self, Text and the World are interwoven throughout the semester
      • Identity building, goal setting, reflecting
      • Independent Reading
      • Strategy instruction Inquiry Project
1 goal setting and reflecting
1. Goal Setting and reflecting
  • Interest inventories, bio poems, reading identities
  • Conferencing on goal setting at beginning, midterm and end of course
2 strategy instruction
2. Strategy Instruction
  • Gradual Release of Responsibility
    • Teacher modeling/think alouds/talking to the text
    • Student practice: groups, partners
    • Individual work: journals, think sheets, handouts, discussions
content and scaffolding
Content and Scaffolding
  • Current events, print and online
  • Leveled texts
  • Published series
  • Students’ own textbooks
  • The goal of the inquiry project is to help students put into practice the strategies we have been working on, and learn skills that will help them complete projects in other subject areas.
  • Students work on following the inquiry model through exploring a topic or question of their own choice.
  • Topics may be related to individual interests or may tie into a course the student is taking.
inquiry topics
Inquiry topics
  • Hockey lockout
  • Basketball teams
  • Human cloning
  • Cyber bullying
  • Homophobia
  • Environmental protection
  • Water rights
  • Animal welfare
  • Art vsgraffitti
  • Iraq (history)
  • Chess
  • Gambling
  • Professional athlete salaries
  • Drugs in sport
3 independent reading
3. Independent Reading
  • Develop a reading identity
  • Set goals
  • Explore genres
  • Read at own level
  • Share experiences with other students
independent r eading activities
Independent Reading Activities
  • Journals (paragraph/double entry/reading logs
  • Shelfari
  • book cards
  • Big Ideas Books
  • Book talks
  • Group activities: dinner party, title cycles, six word memoirs, card sorts (genre, narrator, setting, etc)
  • continuum
  • conferencing
  • portfolio of student work
  • RIT big idea tracking sheet
in conclusion
In Conclusion
  • RIT allows for the flexibility our at- risk students need to succeed.
  • In our option course, we allow lots of choice in reading material for independent work but still include many group, community building activities.