Schools and teachers have struggled to integrate Common Core State Standards (CCSS) into their local Response to Intervention (RTI) systems. This book offers an adaptable framework and practical tips to assist educational professionals charged with making this connection in their schools, districts, and classrooms for English language arts. Based on years of experience, we know that students perform best when provided with research-based instruction, frequent progress monitoring, and timely and targeted interventions. Focusing on what the research tells us about how children learn, this highly practical guide can serve as the core of language arts instruction. RTI in the Common Core Classroom will guide todays classroom teachers, reading coaches, and administrators in their efforts to support all students in meeting literacy standards, including individuals with mild to moderate disabilities.
Book Features:
- A research-based, innovative approach for implementing RTI and the Common Core curriculum.
- Effective teaching and assessment practices in foundational reading skills, reading comprehension, and writing.
- User-friendly design including, research highlight boxes, recommended reading lists, questions for professional learning communities, prompts, sample assignments, student writing excerpts, a Q & A section, and a trait weighting table.
| Foreword |
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ix | |
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| Preface |
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xi | |
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1 How RTI Connects to the Common Core |
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1 | (22) |
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Development and Goals of CCSS |
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2 | (1) |
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The CCSS and RTI: Rigorous Standards in a Multitiered Framework |
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3 | (9) |
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Core and Intensified CCSS-Aligned Instruction in an RTI Framework |
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12 | (1) |
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Key Differences: Foundational Skills and Reading for Meaning |
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13 | (5) |
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Meeting the Expectations of the Common Core |
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18 | (1) |
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RTI Implementation: Lessons Learned from the Field |
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19 | (1) |
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20 | (3) |
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2 Developing Foundational Reading Skills |
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23 | (24) |
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Successful Tier 1 Foundational Skills Instruction |
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25 | (6) |
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Tier 1 Practices Targeted to Each Foundational Reading Strand |
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31 | (8) |
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Assessing Foundational Reading Skills |
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39 | (4) |
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43 | (2) |
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45 | (2) |
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3 Using Narrative and Informational Text to |
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47 | (2) |
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Anchor Standards for Reading |
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49 | (2) |
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Effective Tier 1 Comprehension Practices |
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51 | (15) |
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Assessing Reading Comprehension Skills |
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66 | (3) |
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Intensifying Reading Comprehension Instruction |
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69 | (1) |
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70 | (3) |
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4 Writing Within an RTI System of Support |
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73 | (27) |
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CCSS: Four Applications of Writing Skills |
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74 | (7) |
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Evidence-Based Writing Practices for All Students |
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81 | (11) |
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Intensifying Instruction: Principles for Promoting a Productive Writing Environment for Struggling Students |
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92 | (3) |
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95 | (1) |
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96 | (4) |
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5 Content Area Reading Instruction Within an RTI System of Support |
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100 | (23) |
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Teaching Essential Words: Vocabulary Instruction in the Content Area |
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101 | (5) |
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Teaching Many Words in a Content Theme |
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106 | (2) |
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Reading Comprehension Practices Within Content Area Instruction |
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108 | (13) |
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121 | (2) |
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6 Questions and Answers for Teachers |
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123 | (6) |
| Glossary |
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129 | (2) |
| References |
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131 | (6) |
| Index |
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137 | (8) |
| About the Authors |
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145 | |
Sharon Vaughn holds the H.E. Hartfelder Regents Chair at The University of Texas and is the executive director of The Meadows Center for Preventing Educational Risk (MCPER). Her coauthors, Philip Capin, Garrett J. Roberts, and Melodee A. Walker are all doctoral students at The University of Texas at Austin and affiliated with MCPER.
