RTI, Fluency, and High School

 

Yesterday, Kasey and I divided our groups into quintiles and talked about the need for fluency exercises to build the speed and accuracy for the lowest two quintiles. Many of our lowest students struggle because they don’t read fast enough to finish the exam and make too many decoding mistakes. The upper three quintiles need practice with prosody and expression. I designed the following materials to meet those needs. I think this would cover activities for at least 12 weeks.

 

TAGGING TEKS: (Personal Reflection – I’m SHOCKED at how many TEKS this covers. This will be a high yield approach.)

1. Developing and Sustaining Foundational Language skills: listening, speaking, discussion, and thinking – oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: 1A, 1B, 1C, 1D
2. Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking – vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: 2A, 2B
3. REMEDIAL: Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking -fluency. The student is expected to: 8A – adjust fluency when reading grade level text based on the reading purpose.
4. Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking – self-sustained reading. The student is expected to 3A self-select text and read independently for a sustained period of time.
5. Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension skills of increasingly complex texts. The student is expected to: 4A, B, C, D, E, F, F, I
6. Response: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: 5B, C, E, F, G, H
7. Inquiry and Research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short term and sustained recursive process for a variety of purposes. The student is expected to: 1A, E, F, I

 

Explanation: https://drive.google.com/file/d/1ZEtPkn6_zHc-hYhYFLKmhp8VM8sW9VH5/view

Resources: https://www.bulbapp.com/u/systems-for-fluency

 

Recap: (I think I need to work on subdividing these activities to chunk them for the teachers. I “get” the process, but I’m finding that dividing things by day is what folks need most.)

RTI for Lowest Two Quintiles/Retesters

1. Model Process and teach components with “Middle School Me” pausing at each phase to let students complete a, b, and c below as you model each component and phase.
2. Fluency Check One – Three Readings
1. First reading:

                                                               i.      Read, record, and time.

                                                             ii.      Chart.

                                                           iii.      Rate performance and comprehension.

                                                           iv.      Record Questions.

2. Second reading:

                                                               i.      Read, Record, and Time.

                                                             ii.      Chart

                                                           iii.      Rate performance and comprehension.

                                                           iv.      Check accuracy.

                                                             v.      Record Questions and answers.

                                                           vi.      Meet with group to discuss and research

3. Third reading

                                                               i.      Read, Record, and Time

                                                             ii.      Chart

                                                           iii.      Rate performance and comprehension.

                                                           iv.      Check accuracy.

                                                             v.      Evaluate performance

RTI for Upper Three Quintiles (And perhaps the lower two? I dunno)

1. Assign fluency project.