RTI and All School Read In

Staff,

On Tuesday, our staff meeting will focus on revisiting why Response to Intervention is so important to our students and the criteria for students to access tier II and tier III interventions. At this staff meeting, I will be sharing the evolution of the state of Wisconsin's vision for RTI over the last decade. To give you time to reflect on these visuals, I'm sharing them below in the order when they were first presented (oldest to most recent).

Original Pyramid Type Visual to Explain RTI

Updated Visual by WI DPI 2010

Most Recently Revised Visual Rolled out by WI DPI during the 2017-18 School Year

On Friday of this week, we will be kicking off "I Love to Read" month with a read in at 2:50pm in the gym. The PTO is going to announce the classroom winner of the box top competition then. Also staff who are participating in creating a taped book talk, Kelli can help with this anytime you are ready. However, I am also setting time aside at 9:00am, after our late start staff meeting on responding to reading/Forward exam preparation, for staff to tape their book talks. We're going to share these talks on the news and also send them to parent to generate excitement for reading in February.   

Martin Luther King Jr. Day

Staff,

Here's some school resources, for those of you looking to infuse some MLK Day learning on Monday. Both links have lesson plans for elementary age children.

NEA MLK Resources

Education World Resources

Guided Reading Tips from Fountas and Pinnell

Staff,

       Here are some ideas from Fountas and Pinnell to help you get the most out of your guided reading time. On Wednesday, January 10th we have out progress monitor meetings during common plan time in Mrs. Lindstrom's classroom.

Twelve Tips for Powerful Teaching in Guided Reading Lessons

The following are some guiding principles that may help you get more power in your teaching:

1. Notice the student’s precise reading behaviors.
2. Eliminate ineffective behaviors and help the reader do what proficient readers do. 
3. Select a text on which the reader can learn how to read better- not too difficult and not too easy. 
4. Teach the reader not the text.
5. to read written language not words.
6. Teach for the student to initiate effective problem-solving actions. Use clear precise language that passes the control to the reader. 
7. Only ask the student to do what you know he can do. 
8. Don’t clutter the teaching with too much talk. 
9. Focus on self-monitoring and self-regulating behaviors so the reader becomes independent. 
10. Build on examples of successful processing. 
11. Teach for fast responding so the reader can process smoothly and efficiently.

From Guided Reading: Responsive Teaching Across the Grades by Irene C. Fountas and Gay Su Pinnell. Copyright (C) 2017 by Irene C. Fountas and Gay Su Pinnell. Published by Heinemann.