1. IF THE SHOE FITS… Daily 5 RTI in a Dual Language Program

2. Once, not long ago, two fourth grade dual language teachers cried, “Dual Language and RTI, too? Our poor, poor children! What are we to do?”

3. All of our children have different needs! How can we provide them with the skills they need to become life- long readers? How can we carry out RTI successfully?

4. The teachers built a program to shelter their students. They wanted each child to be able to speak, read, and write in both Spanish and English… Salazar Elementary 4 th grade Dual Language  “50-50” model  Switch classes weekly  Switch language of instruction in Science and Social Studies each quarter  Sheltered instruction in Spanish and English G.L.A.D. strategies in Science and Social Studies units

5. No crystal ball could help them…  What do we know about our language learners?  How do we give such diversified students daily meaningful intervention/s  Triage – “bubble kids” vs. seriously at risk?  What about the proficient readers?  How can we assess our interventions?  What will RTI look/sound like?  English, Spanish, or both?

6. They spent many a weary hour trying to find the solution to their dilemma. Then one day, the teachers heard of two sisters who could help them…

7. Daily 5 and the Literacy CAFE Daily 5 is a literacy block structure used to foster independent readers  Pioneered by Margaret Moony – New Zealand reading instruction expert  Developed by Gail Boushey and Joan Moser

8. The teachers couldn’t help but agree with the sisters’ wise words… In referring to Leinhart, Zigmond, and Cooley, [Boushy and Moser] agree that, “The way teachers structure the learning environment and the way students spend their time influences the level of reading proficiency the students have attained at the end of the year” (Daily 5, pg. 7).

9. They learned about the Daily 5...  The goal is to create independent readers and writers.  It is based on the “gradual release of responsibility” model (Pearson and Gallagher, 1983).  Each component of the Daily 5 is modeled and practiced  Instruction is focused on strategies for reading

10. The teachers wanted their students to feel safe and supported in their classrooms. They agreed with the sisters who believe that, “Trust and meeting basic human needs are a prerequisite to success with the Daily Five” and that “the predictable routine of the Daily Five allows children to be successful and feel safe, even if their lives at home lack such safety and routine.” (Boushey and Moser, Daily 5, pgs. 103-104)

11. The student learns independence  Read to Self  Read to Someone  Work on Writing  Listen to Reading  Word Work

12. Daily Five Basic Components  Read to yourself: Good readers practice every day, with self-chosen books, on a level that is comfortable (just right, good fit (Allington, Morrow, Krashen, Pressley).  Read to someone else: practice strategies and improve fluency and expression, check comprehension, and be a part of learners and thinkers.

13. Daily 5 Basic Components  Work on writing: Competent writers practice everyday  Listen to reading: opportunity to listen to good literature and increase vocabulary  Spelling and word work: Practice phonics, spelling, grammar depending on student needs.

14. Deepening the Daily Five  Once basic classroom routines were established with the Daily 5, the teachers used the strategies and structures outlined in The Café Book to deepen students’ reading skills through differentiation.

15. The Literacy CaféMenu  Comprehension “I understand what I read.”  Accuracy “I can read the words.”  Fluency “I can read accurately, with expression, and understand what I read.”  Expand Vocabulary “I Know, find, and use interesting words.”

16. Café Strategies

17. Café Boards in Dual Language Classrooms

18. The children were each given a strategy to practice. Meanwhile, the teachers talked to students…

19. The Daily 5 helps all children…

20. Regardless of where, and who, they are…...may not necessarily be a good fit for another.

22. Classroom Library Supports Students’ Reading Levels and Interests

23. Three Ways To Read a Book!

24. The sisters’ Three Ways to Read a Book amazed and delighted the children…  1. Read and talk about the pictures.  2. Read the words  3. Retell a previously read book  helpful to ELLS and SLLs to realize there are various ways of making connections with text and building comprehension  develops metacognitive, analytical thinking and language when you think about how and what you read

25. Reading the Pictures

26. Expanding Vocabulary  Phto, film?

27. What about the data? STAR data (English and Spanish) Dibels Discovery SBA Tesoros Oral Fluency Student Conferences—informal assessments

28. But, they were wise enough to listen to the sisters, because their ultimate goal was to develop life-long readers… “ We continually remind ourselves that in the face of the public push for higher test scores, we must not let ourselves or our students get caught up in a frenzied pace.” - Gail Boushey and Joan Moser

29. And they all read happily, y leyeron felices, el resto de sus vidas.