It's the end of the week and now we have one more chance to look back at IRA's Commission on RTI.

The last statement that struck me was "instruction and materials selection must derive from specific student-teacher interaction and not be constrained by packaged programs."  What does that mean to you?

In many cases, I see that we have become curriculum driven rather than student driven.  Getting back to the idea identified by IRA's expert commission is a challenge.  It reiterates the idea that we have all heard so often (and know to be true):  that there are "many roads to reading" - Dr. Peter Hannon, University of Sheffeld, England.  Rebecca Novick's new book, Many Paths To Literacy, is also a good verification of that sage statement.

Our friends in the educational publishing world (no names please) have become so expert at telling us that their product is the "fix all, end all" for instruction that it may have blinded us to this important fact.  I recently read this excellent article about supplements and alternative approaches that work well for students whom the curriculum "doesn't fit" and hope you will find it just as helpful.

Let's narrow in on literacy for a minute, down from the broader subject:

Reading Rockets (I hope you know this site) recently published an article entitled "Best Practice for All Students" and included a reference to a familar term "differentiated instruction".  This article emphasizes that Tier I instruction must be exemplary and not just "delivery of a stock curriculum".  It must include adaptations which include small group collaborations to address differences in skills such as fluency, vocabulary, or comprehension.  This article also correctly clarifies the distinction between groups in Tier I instruction and a Tier II level group.

Betty Hollas, author and veteran educator, provided a session at the last IRA conference in Phoenix, AZ (February 2009) entitled Differentiating Literacy Instruction for Intervention and Advanced Students in the Same Classroom.  What I love so much about Betty's presentation handouts are that she included useable tools like the Literacy Contract and a connection to Bloom's Taxonomy which helps level questions asked about literature or stories read.  She's also the author of several excellent books on the subject.

We've come to the end of our postings for this week.  I hope you've found valuable ideas and I encourage you to come back and visit us again.  And remember postings from you make this blog better so post away!

When I think of new year's resolutions, I often think of teachers.  You now have a good handle on the personalities, hot buttons, learning styles and capabilities of your students.  The second half of the year will fly by before you know it and you are already back in the middle of it all. 

As I was thinking about my own resolutions, I was reminded that the International Reading Association's Response to Intervention Commission has published their Guidelines (and a working draft of guiding principles).  These guidelines focus on several important keys for today's teachers and move us from a restrictive, repetitive approach to teaching which relies too heavily on curriculum (to the neglect of other important factors).

The next few blogs this week will address each in turn.  I solicit your comments about your experiences, what your school is doing with RTI, and how you'd like to see teaching change (for the better).  During your implementation of RTI, what have you learned?  There are even books such as Beyond the RTI Pyramid which have study guides to help you work through those answers.  After all, our resolutions (at least some of them) should be on behalf of our students and their families.

RTI is first and foremost "a prevention model", according to the Commission.

Are you seeing the form of RTI being implemented in your school or district as "just more work"?

Or, is it resulting in less referrals to special education, extensive intervention and diagnosed learning disabilities?

One of the purposes of RTI is to prevent unnecessary referrals (and perhaps premature ones) to those programs.

What a grand idea!  Giving students what they need in order to succeed.  Here's hoping that it makes its way from these high ideals down to the everyday classroom.  The National What Works Clearinghouse gives some guidelines of their own that can help make sure that happens.

One of the best ways I've seen for doing that is for the entire school staff to be on the same page:  literacy coaches/ reading specialists, librarians/media specialists, other staff specialists and classroom teachers, along with administration.  You may have heard of a "problem solving model" for RTI.   Is that happening where you are? How is it working?  What problems have you encountered in getting the end results you want?

Another way schools can insure proper implementation of RTI is to include parent education as part of the solution. There is a great resource to share with parents from NH's Parent Information Center which explains  RTI in a family-friendly format.   It may be that this helps you understand RTI better too.

When I talk about involving parents, I don't mean lecturing to parents about what they "ought to do".  That's counterproductive.  Instead I mean a genuine respect for what they can bring to the table in terms of authentic "in the real world" applications to what is being taught in the classroom. After all, what motivation will we give students of any sort to succeed and learn if they do not see any meaning for their lives?  That is nowhere more important than in the area of literacy.

Parent involvement as a part of RTI also means giving families information in a format that is friendly to them.  For some of you, that will be during parent/teacher conferences, for others through a website posting or email blast.  Think about your parent base at your school before you plan how to make them a part of RTI.  Your job of eva

Several posts ago, I talked about using picture books as a powerful way to promote content learning and grow background knowledge. Today, I revisit the world of picture books with a few great new titles AND tips for using picture books in a different way to grow both the background knowledge, vocabulary and oral language of both students AND families. But first, a few thanks to my new friends from SE IRA (after these few paragraphs, you'll find the topic at hand):

I recently presented at the SE Regional Conference of the International Reading Association.Thanks to all my new friends in Louisiana for a great time. You were wonderful hosts! also met a couple of new friends I'd like to quickly share with you before going on to our topic:

Did you know that reading aloud has the potential to be the greatest instructional tool in your teacher's toolbox?  It connects to more levels of learning than any other single activity you can do in your classroom today (according to the landmark report, Becoming A Nation of Readers.  And it helps students see how the strategies and ideas they are learning in the skill-based instruction you provide apply to real reading.  Here are just a few of the benefits:

Exposes students to a richer vocabulary than they may encounter in leveled text (they can often understand up to two years higher in their listening vocabulary than in their own reading vocabulary levels.  You can learn more about this in Reading and Vocabulary Development from The Journal of Instructional Psychology)

Stretches and expands the number of words a child knows

Develops a strong concepts of story and how print works

Demonstrates proper grammar and sentence structure and exposes students to more complex levels than they can manage independently in print.

Exposes students to a variety of different types of stories, informational text and rich literature

Reinforces letter sounds and blending sounds into words (essentials in how our language works in print)

Gives opportunities for students to practice prediction and the order or sequence of stories and learn to evaluate together the validity of predictions as one moves through text

Builds background knowledge

Strengthens listening skills and the ability to understand what they hear

Puts a strong model of fluency (and thinking) in front of children

Encourages higher level thinking while freeing the brain to concentrate solely on understanding the story without the "burdens" of fluency and decoding.

Increases attention span

Builds excitement about learning and reading.

I expect you can find even more connections to your standards and those outlined by a joint listing from the International Reading Association and the National Council for Teachers of English in this simple activity.  When you give students a daily diet of read alouds, especially the Engaged Interactive type, you set a class culture, you layer and support the instruction you do at other times in the day and you promote motivation, as essential a component as the sub-skills we teach if we are to create lifelong readers.

"The truth is, if we can't find time for anything else, we should find time for reading aloud," says nationally  board certified Master Reading Teacher, Lisa Frase.   I couldn't agree more!

Now you are ready to try an EIR in your classroom:

Choose 5-10 minutes (write it in your lesson plan or it gets squeezed out)

Preview the text to look for those connections to your standards, your goals for learning in your classroom.  Look for places that are natural opportunities for you to split open your brain to show students what is going on when you:

predict
question - especially "how" and "why" questions
visualize
re-read
self-correct
think, wonder and ponder
pay attention to context clues to understand vocabulary

Take time to explain what you are doing in quick interjections into the storyline.  It may take you a few times to fine-tune the balance between insertions and moving the story along but today's students are used to a back and forth, multi-tasking, quick approach.  EIR fits that to a T.  It may take a bit more practice on your part if you are used to "sit still and listen" read alouds.  Your students can tell you when the fit and balance are correct by their level of engagement.

To learn more about how to select the right books for this type of read aloud, contact me at [email protected].

ONE LAST TIP

Remember when you are planning to deliver an EIR, that it's easy for mature readers to rely on the automaticity with which we use these strategies.  However, those readers who are still growing need explicit examples of how to apply those strategies in real reading situations.  Dr. Michael Pressley speaks to that in his chapter in the Handbook of Reading Research (check out particularly the segment on "what comprehension instruction could be).  EIR gives them that!

NOW YOU TRY!

How does this compare to the reading aloud you do in your classroom?  Has the strict scripting of reading programs and tightly scheduled dates given you the mistaken idea that you don't have time for reading aloud with students?  I'd love to hear questions and comments about what is happening in your school.

One of my favorite things to do when I teach young writers is to write with them. Just as it is important for teachers to be readers, it is also important for them to be writers. Do you write with your students? Here are a few ideas:

When your students are writing in class, at least some of the time, let them see you writing too. You can be jotting down ideas for a new action research project, making notes for your lesson plans for the future, or maybe, yes maybe, writing the same assignment that you just gave them.

Spend time celebrating writing in your class. One of the most important ways to cultivate writers is to create a classroom environment of risk-taking and cooperation instead of one where students are afraid of criticism or being made fun of. You can find something, even if it is a diamond in the rough, to celebrate in any student's writing. Give your students chances to share their writing and to cooperatively discuss revisions.

Play a game to emphasize avoidance of the "I don't say anything" word, "GOT". We use it frequently in our oral language but it is such a lazy word. Write a simple sentence with "got" as the verb and then have your students play "hot potato", tossing a ball or other object around. Whenever a student catches the object, they must give an active verb to replace "got" in the sentence. Have a brief discussion about levels of meaning (good word choice) afterwards.

For more ideas on writing, visit my columns at Educationworld.com. Another great resource is Purdue University's OWL writing lab. Til next time!

Nonfiction writing for children represents a pool of unique tools for educators teaching knowledge learning areas. Certainly nonfiction gives educators ways to build content knowledge. Don't forget that it also serves as a window of opportunity to motivate all students, to turn them on to reading. I've always said, "there's a book for every child" and, when you open the selection to include nonfiction texts, you raise the likelihood that each student finds that book.

I know educators and librarians don't have a lot of time to find these gems on their own so here are a few great new resources that will help you in your search:

My friend, and author, Vicki Cobb, and many of her fellow non-fiction authors just this week introduced a brand new database, website and blog, dedicated to helping busy educators and librarians tap into this world. To quote their introduction on their INK THINK TANK website "The real world has never been so interesting!"

Search this resource by subject area, national standard, grade level and much more on the database included here. There are more than 20 different contributing authors on almost any subject matter you can think of. They also have a corresponding blog where the authors of these great tools visit, share ideas and thoughts, and help us all maximize resources.

Ever feel as though your students have no hook, no foundation of knowledge, on which to build new content area knowledge? Need a quick tool to find picture books to use when introducing that content area subject matter? Powerful Picture Books: 180 Ideas for Promoting Content Learning is an environmentally-friendly, easy-to-use resource you can reference all year long. An annotated list of over 180 quality picture books, suggests one title to read for every day of the typical school year. Most of the entries represent picture books readily available in your local public or school libraries. Read aloud book 1 to book 180 in your classroom or use the interactive index to help you select the content area you need.

Each annotation includes the title, author, and publication details plus ideas (and some hyperlinks) for extending the learning. These recommended reads cover such content areas as history, writing, the arts, geography, science and more. You can find picture books applicable for use with elementary, middle and high school students.

Get your media specialist involved! Sharron McElmeel, from in Cedar Rapids Iowa Community School District, shares some great ideas for promoting nonfiction with the youngest readers in her article entitled A New Section for Young Readers: J is for Junior Nonfiction.

Maximize the use of nonfiction with your students and turn more of them on to reading as a tool for life, a way to feed their interests and explore new worlds.

Do you miss read alouds? In many of today's classrooms, reading aloud with children has been squeezed out or, perhaps even worse, has become a clinical, teacher-directed instructional piece to the point where it's lifeblood and impact have been depleted.

Take a look at an abbreviated list of values for reading aloud with students:

Pure enjoyment of great stories/growing motivation and interest in reading
Taking students to a different level of understanding of the story (Bloom’s
Taxonomy concepts)
Discussion and reinforcement of story elements
Reflecting on the text and searching for multiple meanings
Exploring the elements and format of print and story
Practicing and modeling specific comprehension strategies such as questioning,
predicting, clarifying, etc.
Building and activating background knowledge
Using inference
Understanding of the writing process, use of grammar, point of view,
writer’s voice, word choice and other writing-related skills.
Introducing and reinforcing vocabulary
Reinforcing content area learning
Modeling and Practicing “think-aloud” and visualization
Introducing and/or reinforcing summarizing skills

This list reads like a list of standards. I expect you can find at least a few of your state's embedded here.

So what's the deal? What I recommend to many teachers is to step back. Look at what you do as a reader when you read text. It is an active and interactive process. You draw on all you know about how to figure out those squiggles on the page and the meaning behind them, almost effortlessly. Our students are still learning about those through comprehension strategy instruction, decoding instruction and fluency practice. So open up your brain. Get off the "lesson" channel and just explore, think, wonder, figure out and celebrate great writing.

It doesn't have to take 30 minutes - try 5 or 10 (most picture books can be read in that length of time). Evaluate the "down times" in your day - waiting for students to arrive, during the "morning meeting"/first few minutes of class, before or after lunch, closing out the day. There IS time.

When you take this approach to reading aloud with your students, it will have an incredible impact.

Do you know about the research behind read alouds (there is actually quite a bit)? Dr. Wesley Sharp has written an excellent article summarizing some of it on Educationworld.com. Dr. Maryann Manning's take includes not only references to research but also personal experiences. My favorite principal of all time, Dr. Reba Wadsworth, has great insight into this area as well. One more resource: Katherine Goldner's action research in conjunction with her graduate studies. It so clearly illustrates the value of such "in the classroom" experiments and evaluation.

I'd love to hear from real teachers out there using (or not using) read alouds. What have your experiences been?