RTI+Reading+Middle+School+Resources

To be updated (new and exciting updates coming)

Jamestown Read Naturally AR books Read 180 materials for Trista's class We didn't order Scholastic this year, but we sure can next year if you would like. i-Ready

In my opinion: Reading with on-task and active discussion is better than a worksheet any day-especially when groups are small.
 * Guidelines for Reading RTI**
 * Use a variety of text (expository, narrative, functional).
 * Students do not always have to test to get AR credit. If a student is discussing, participating, asking, and answering questions, our RTI students can get credit (if they have read it). Get an approximate word count and give it to their core teacher at the end of the quarter.
 * Use a vareity of techniquese for skill acquisition. Chris Hespe 2012[[file:LearningGuides.pdf]]
 * **Sample Interactions (once again use a** variety **):**
 * Sometime talk about Author's purpose: To inform about... to persuade... to argue... to entertain using...
 * Teach skill/vocabulary/strategy
 * Read text to them
 * Read text but have the students "close" fill in the next word. Everyone should participate.
 * Read text all together as you lead (Everyone should participate).
 * Read text out loud to themselves. If they finish early, they need to reread and make connections-mark points-ask questions to themselves.
 * Popcorn read
 * Students read independently

shorten it and put it in their own words rather than look it up in the dictionary. Of course, if you are teaching context clues, you can see if they can use the context with a few key hints when necessary. 2. || || Have the student say the meaning of the word and then say the meaning of the word when the prefix is added. Do this orally. [] ||
 * Vocabulary**
 * 1. It is best to have the definition ready for students and have them
 * 3. [[file:prefix words.pdf]] || 4. Choose 10-20 words and choose a prefix such as un or re.



Comprehension Work [|Comprehension Stop 10] || Identify emotions each character has displayed. || || ||
 * This is fourth grade, but it will work with Middle School:
 * [|Write your own question]
 * [|Graphic Organizers] ||  ||

Ideas for Struggling Readers:
[|Jenna's Blog]

Ask for predictions.
Occasionally, ask the student what she thinks might happen next. This requires her to integrate what she has learned so far about the characters and storyline—and about the way stories are typically organized—to anticipate the rest of the plot. If she's reading a Harry Potter novel, for example, asks what she thinks will happen the next time Harry and Draco Malfoy face each other in a Quidditch match. Or get her opinion on what she thinks author J.K. Rowling will write about in the next book. It doesn't matter if her hunches are correct: Asking for predictions encourages her to pay very close attention to what she reads. What's more, it helps you gauge just how much she's comprehending.

What was the main idea? Who was her favorite character? Why did she like or dislike the book? Did it remind her of other stories she's read or of experiences she has had?
If it was a textbook chapter, what did she learn, and how does it apply to what she's learning in school? Having to verbalize what she has read requires her to make sense of it. If the student is unable to provide a coherent summary, read the book yourself. Engage her in a discussion of //your// favorite parts and characters, and talk about how you connected parts of the story so that it all came together.

Encourage note-taking.
Have the student keep a notepad or index cards nearby to jot down important information as he reads. Note-taking pushes a reader to make sense of the material, and the cards become terrific tools when studying for a test later on. When permited have her mark relevant details with a pencil or highlighter. Do this together the first few times—it's an opportunity to demonstrate how to pick out important facts. Does the student learn best visually? Help him create a chart with boxes for the story's setting, characters' names, and major themes and events. Or show her how to make a mind map—a diagram that uses key words, colors, and symbols to represent ideas and information.

Increase word power.
The stronger a student's vocabulary, the better his comprehension—and the less frequently he'll put down a book to ask about a word. If you know that a passage contains unfamiliar words, define them—before he begins to read.

Translate figures of speech.
A child with a language-based learning disorder can be overly literal: Reading that a character "took the bull by the horns" or "looked like he'd seen a ghost" can stop him cold. Help the student understand that a phrase that seems out of context may be a figure of speech. Together, compile a list of expressions and what they mean.

Teach the student to read between the lines.
Point out sentences in which information is implied, and ask her to fill in what's missing. She should understand that the statement, "George was excited about winning top prize at his school's science fair for the second time," means that George has won the science award once before.

Build on background knowledge.
It's easier to understand subject matter that you know something about. Help the student select reading materials that reflect his interests, and encourage him to bring his own experiences to his understanding of a book.