For this activity, students can draw seven boxes in a row, use index cards, use construction or notebook paper, use a vocabulary notebook, or they can use white boards. Car 1 The student writes the new term or concept.
SEDL Reading Resources When RTI is implemented with fidelity in the early grades, the anticipated outcome is that students who are struggling readers will be identified early and provided intervention.
Even with an effective RTI process in place in Grades K—3, however, there will continue to be students in the later grades who require intervention to support their reading development. For schools, this means that a system for screening to identify struggling readers needs to continue beyond the early elementary grades into the middle and high school grades.
This article provides information about measures that can be used to identify students at risk for reading problems in Grades 4— Before reviewing these measures, however, it is important to first consider the nature of reading instruction at the secondary level and the characteristics of students who struggle with reading.
Reading Instruction at Grades 4—12 The conceptual framework underlying RTI stems from the preventive sciences approach. RTI is a tiered model of service delivery in which all students are provided with effective, evidence-based practices to support their reading development in Tier 1.
Historically, once students move into the higher grades, formal reading instruction ceases and reading becomes the means by which students learn content. In recent years, though, reading accountability measures that span the grade levels have placed a new emphasis on continued literacy instruction in the middle and high school grades.
For an RTI model to be effective in leading to improved student outcomes, the Tier 1 program in Grades 4—12 must include evidence-based practices that support literacy development for adolescent readers.
The development of a strong Tier 1 literacy program is an important first step for secondary schools implementing RTI. Although it is beyond the scope of this article to present a comprehensive plan for improving Tier 1 reading instruction, a synopsis of best practices is provided below. Reading and writing skills are critical to student success across the curriculum, and they need to be an integral focus to "form a supportive web of related learning" Langer,p.
Schools that have integrated the explicit instruction of reading and writing across the content areas support student achievement across the curriculum National Association of State Boards of Education, In general, research has supported the following main ideas for developing literacy with older students: Additionally, when schools use consistent literacy frameworks across the content areas, students can more easily focus on comprehension and content knowledge—using reading and writing as vehicles to support their learning Langer, Even with a solid instructional core in place, there will be students who struggle with reading.
To develop and implement effective Tier 2 interventionsa system for identifying these students is critical. What are the characteristics of students who struggle with reading in the later grades?
Though every individual student may have differences in their reading profiles, struggling readers in Grades 4—12 will, in general, fall into one of the following categories: Late-Emergent Reading Disabled Students: These are students who were able to keep up with early reading demands but for whom later demands became too great.
Although there has been a strong emphasis on improving reading instruction in the early grades, not all schools have strong reading programs in place.Writing Assessment and Instruction for Students with Learning Disabilities Oct 12, by Nancy Mather and Barbara J.
Wendling. Paperback. Writing Instruction and Assessment for English Language Learners K-8 Apr 23, 2nd Grade.
3rd Grade. 4th Grade. 5th Grade. 6th Grade. 7th Grade.
8th Grade. Grades The diagnostic uses of assessment (determining the reasons for writing problems and the student's instructional needs) are best met by looking at the process of writing, i.e., the steps students go through and strategies they use as they work at writing.
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. A Six-Step Process for Teaching Vocabulary by Robert Marzano.
Marzano’s six steps for teaching new words can be used with all students (K), including those with learning disabilities. "This second edition, with chapters written by prominent researchers, shares the latest evidence-based practices in writing instruction and assessment. To Apply for the Program.
Download CAPE's Procedures for Private Schools (PDF).; Download the BRS application in PDF format.; Download the assessment cut scores (PDF) from the U.S. Department of Education's Web site to see if your school qualifies. Note that this document was revised 9/24/ to reflect the College Board cut scores.