1. Rigor, Relevancy, and RtI: How do I master it all?
Prepared for The New Teacher Seminar
December 12, 2011
by Crystal M. H. Cook, 7-12 HSSD Literacy Specialist

2. HSSD 7-12 Literacy Specialist
Hello!
Previous position: 7/8 grade science and language arts teacher
Education: BA in Education form SNC; MSEd in Teacher Leadership from SNC; MSEd in Reading Education from CUW
Professional Associations: IRA, WSRA, ASCD
Specialties: Co-teaching, Content Area Reading Strategies, Direct Instruction of Vocabulary
Crystal Cook
HSSD 7-12 Literacy Specialist

3. Goals for this Literacy Session
Define access to text and Response to Intervention (RtI)
Discuss the rigor of the universal curriculum and the expectation implied by The Common Core State Standards
Share resources that teachers can use to make their content relevant and accessible to ALL learners
Answer questions and offer coaching/teaming opportunities

4. …a note on the Gradual Release of Responsibility Model
Learning to “do” <insert your discipline here> is similar to learning how to do a sport or a hobby
Generally speaking, students have very little success with any of the strategies or organizers I will show you unless you gradually release responsibility to them

5. Access to Information (Text)
The First Amendment guarantees the right to Intellectual Freedom and access to information; it includes “the right of every individual to seek and receive information from all points of view without restriction.”
The Common Core State Standards acknowledge this right and defend it: note the language on page six of the Introduction
MODEL STRATEGY: Creating Visual Images by Highlighting Text
Rigorous= challenging, but do-able; Relevant= students understand the purpose
Modification = changing the expectation; Accommodation = changing the input or output of information (modifcations are hardly ever made; accommodations should always be made)
Access to text refers to how students encounter and comprehend new information
Creating Visual Images by Highlighting Text
Use this strategy during reading to help students access text by highlighting main ideas and important concepts. While the act of highlighting alone can be ineffective if done improperly, when students are given specific directions or when they are asked to use their highlighters as tools to help them access text, this strategy is simple, yet it can be quite effective.
I would not suggest giving students a piece of text and asking them to highlight the important points. Instead, give specific directions that might sound something like this:
Highlight the main idea in each paragraph
Highlight three important details
Highlight any definitions you find
Highlight only the transition words in the process you are reading about
Be sure to follow up this strategy with some sort of accountability task. For example, ask students to share with a partner, create a diagram of the process, make vocabulary key cards, etc.

6. Roadblocks for Accessing Text
Limited…
motivation
experience
background knowledge
vocabulary
understanding of the reading process
strategies for comprehension

7. How Can Teachers Pave the Way?
Increase…
motivation
experience
background knowledge
vocabulary
understanding of the reading process
strategies for comprehension
MODEL STRATEGY: Summarizing with What it Says…What it Does
What it Says…What it Does
Use this strategy during reading to help students access text by summarizing the content as well as analyzing the purpose of its place in the text. It may be necessary to break down the reading for the students by suggesting stopping points or having them read and consider specific parts of the text. This activity can be used with an entire selection of text or with a piece of text in isolation. Students can be given a handout, or they can easily duplicate the following T-Chart in their books. In the first column, students should summarize what the text is saying. Then students use metacognitive thinking skills to determine why the author would include the selection and record their thinking in the second column, next to the summary.
What it Says…
What it Does…

8. Response to Intervention (RtI)
Response to Intervention (RtI) refers to a multi-level system of support that provides the structure to increase success for ALL students; the level of professional involvement and personal attention increases as the level of need increases
MODEL STRATEGY: Activating Schema with the 4-Square Vocabulary Grid
4-Square Vocabulary Grid
Use this strategy before or during reading to activate schema and build background knowledge about a concept. This organizer is used for the direct instruction of vocabulary and should be reserved for major concepts in the content you’re teaching. These concepts should be discussed daily as you teach the unit or chapter. The organizer can be used in multiple ways. Once it is modeled a few times for students and students have practiced using it with a partner, you may choose to assign it as an inquiry activity. Flexibility is built into it, and you should feel free to change it to suit your needs.
First, write the word in the center of the organizer and follow with the syllabication, pronunciation, and part of speech. Have students say the term aloud with you. Point out any features that assist them with unlocking words (i.e.: cycles are always nouns, most words that end in –ate are verbs, anytime you hear the prefix un- it means “not”, etc.)
Then have students rank the word using the rubric provided. You can use this information to determine how much time you should spend on the word. Teach the term using information from the book, online resources, etc. Have students draw a visual representation for the term, NOT a detailed picture. The VR should be easy to recall. Finally, have them define the term in their own words or write a synonym for it and use the word in a sentence that shows its meaning.

9. Available Resources
INFORM provides historical information about your students
MAP data can help you effectively group students based on their needs, leading to rigorous and relevant tasks
MODEL STRATEGY: Differentiated Grouping
Technology resources can assist you in helping students to access text
eLibrary (advanced search)
SIRS Discoverer and SIRS Researcher (advanced search)
Gale Group (advanced search)
Discovery Education Streaming or other AV devices
Content Area Reading Strategy Organizers (Literacy Homepage)
Differentiated Grouping
This is a strategy used by the teacher to differentiate learning for all students in the classroom. While it is efficient to use data to help you make your grouping decisions, it is not absolutely necessary if the data is not available to you. Essentially, students will focus on one of four aspects in the text in order to focus their work and access the information:
Word Meaning/Context
Comprehending Text
Analyzing Text
Evaluating/Extending Text
These strands come from NWEA Measures of Academic Progress. For students who take the MAP Reading Test, suggested areas of focus are included on their Student Goal Sheet. Once focus strands are identified for each student, they can be sorted into four work groups and given different tasks based on their focus strand. Sample organizers and activities can be accessed through your school’s g:drive.

10. To Reach Me…or for Teaming Opportunities
Crystal Cook
Howard-Suamico School District
7-12 Literacy Specialist
(920) Bay Port Office E113
(920) Cell Phone

11. More information Common Core State Standards:
Response to Intervention (RtI):
TLC Literacy Page:

12. Questions