Toad-ally Exceptional Learners: nonsense words

With Christmas approaching I always take time to reflect on some of my favorite things. One thing I have come to love is snow shoeing. Last year my parents retired to the Colorado Rockies, this was our first Christmas ever spend in the mountains. Go figure-right. I have lived in Colorado most of my life and have never spent Christmas in the mountains. As a family we went show shoeing. We took the dog-mine being Italian Greyhounds-had a grand time.

I'm donating a gift card from one of my favorite stores-Target. I need a 12 step program. I love their $1 bins. They are perfect for everything from dressing my dogs to filling my treasure chest. I have to work at staying away. I get most of everything I need from Target. Have fun and enjoy the shopping trip.

I have a group of struggling learners who have had a hard time showing growth on Nonsense Word Fluency from Dibels. I created a set of cards that I can give students that have them sound out the nonsense word and then blend it back together again. They are perfect for reading centers, RTI Intervention work or struggling readers who need extra practice with nonsense words. This has do wonders to bring student scored up from an average of 40 sounds and no whole words to 15 whole words read correctly. This item is at my store for 50% off. Click on the picture.

Enjoy you Blog Hop! Have a great and safe holiday!

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What is RtI?

Response-to-Intervention (RtI) is the practice of providing high-quality instruction/intervention matched to student needs. Progress is closely monitored and changes in instruction are based on data collected from on-going assessment.

RtI represents an educational strategy to close achievement gaps for all students, by preventing smaller learning problems from becoming insurmountable gaps. (NASDSE, 2006)

Tier 1:

Whole Classroom: Quality core instruction provided to all students 80%-90%

Tier 2:

Small Group: Supplemental needs based instruction 10-20%

Tier 3:

Intensive: individualized instruction 5-10%

What do the tiers mean?

Tier I

ALL students receive Tier I interventions, also known as “Best Practices.” Tier I interventions will be successful with 80- 90% of the student population. Classroom teachers provide Tier I interventions and supports.

Tier II

Based on academic school-wide screening, students who are not meeting grade level benchmarks and for whom Tier I interventions are not supportive enough will receive Tier II interventions. They receive the same instruction as students in Tier 1 as well as targeted interventions. Tier II represents 5-10% of the population. Tier II interventions are provided by the classroom teacher as well as support staff when necessary.

Tier III

Students who are not making adequate progress at Tier II will receive Tier III interventions. Tier III interventions include intensive instruction, specific to the student’s highest area(s) of need. Tier III should only represent 1-5% of the population. Tier III interventions are provided by the classroom teachers as well as specialists in the specific area of skill deficit.

Description of Critical Elements in a 3-Tier RtI Model The following table outlines the essential features of a three-tier model of RtI including suggested ranges of frequency and duration of screening, interventions and progress monitoring. This is intended as guidance as they determine the various components of their RtI model.
Elements	Tier 1 Core Curriculum and Instruction	Tier 2 Supplemental Instruction	Tier 3 Increased Levels of Supplemental Instruction
Size of instructional group	Whole class grouping	Small group instruction (3-5 students)	Individualized or small group instruction (1-2 students)
Mastery requirements of content	Relative to the cut points identified on criterion screening measures and continued growth as demonstrated by progress monitoring	Relative to the cut points identified on criterion screening measures and continued growth as demonstrated by progress monitoring	Relative to the student’s level of performance and continued growth as demonstrated by progress monitoring
Frequency of progress monitoring	Screening measures three times per year (DIBELS, AIMSWeb, iReady)	Varies, but no less than once every two weeks	Varies, but more continuous and no less than once a week
Frequency of intervention provided	Per school schedule	Varies, but no less than three times per week for a minimum of 20-30 minutes per session	Varies, but more frequently than Tier 2 for a minimum of 30 minutes per session
Duration of intervention	School year	9-30 weeks	A minimum of 15-20 weeks

What are the Benefits of RtI?

RtI ensures a shared approach is used in addressing students’ diverse needs.
Parents are a very important part of the process.
RtI eliminates the “wait to fail” situation, because students get help promptly within the general education setting.
The RtI approach may help reduce the number of students referred for special education services while increasing the number of students who are successful within regular education.
RtI helps to identify the root cause of achievement problems.
RtI’s use of progress monitoring provides more instructionally relevant information than traditional assessments

How Parents/Guardians can support at Home:

Reading is Fundamental (These tips have been adapted from Reading is Fundamental (www.rif.org)
Invite your child to read with you every day.
When reading a book where the print is large, point word by word as you read.
Read your child’s favorite book over and over again.
Read many stories with rhyming words and repeated lines.
Discuss new words and ideas.
Stop and ask about the pictures and what is happening in the story. Encourage your child to predict.
Read from a variety of materials including fairy tales, poems, informational books, magazines and even comic strips.
Let your children see you reading for pleasure in your spare time.
Take your child to the library. Explore an area of interest together
Scout for things your child might like to read. Use your child’s interests and hobbies as starting points.