Andrea Thomas: RTI Module Part 3
Andrea Thomas
SPED 4131.01
Assessment in Special Education
Dr. Gavins
Andrea Thomas: RTI Module Part 3
Q/A Assessment Section; RTI (Part 3) Reading Instruction
1. How is a comprehensive core reading program related to high-quality instruction?
Why is it important to implement high-quality instruction?
High-quality instruction refers to the utilization of both research-validated instructional
practices and core reading programs. a comprehensive core reading program A
comprehensive core reading program is the primary instructional tool that teachers use to
implement effective reading instruction. Allows for student support as they read.
2. List the five critical components of effective reading instruction, and briefly describe
how each contributes to reading success.
Phonemic awareness-- the ability to listen, identify, and manipulate phonemes—the smallest
units of sounds that are combined to create words
Phonics-- the relationship between sounds and written letters
Vocabulary-- knowledge of words and what they mean
Reading comprehension-- the ability to understand written text, and it ultimately occurs
when students translate written text into spoken text
Fluency-- an ability to read text with accuracy, speed, and intonation
3. The Consumer's Guide to Evaluating a Core Reading Program is a tool available to
evaluate core reading programs. Teachers can utilize this tool to help determine the
strengths and weaknesses of their school's core reading program. Select a core reading
program and use the Consumer's Guide to Evaluating a Core Reading Program to evaluate
it. Follow the steps below:
a. View instructions from Consumer's Guide to Evaluating a Core Reading Program.
b. Choose one link below to access the appropriate Consumer's Guide grade-level tool for
the reading curriculum you wish to evaluate.
c. Select one of the five reading components that you would like to evaluate. To expedite
this process, you may wish to consider only the high-priority items.
Andrea Thomas: RTI Module Part 3
d. Did you find that your core reading program was strong or weak in the selected reading
component? Explain.
Allocates appropriate amount of daily time to blending, segmenting, and
manipulating tasks until proficient? Incorporates letters into phonemic awareness
activities?
4. Mrs. Harrison is practicing fluency instruction with her first graders during whole-class
instruction everyday. Her students' reading ability levels range from kindergarten level to
third-grade level. Choose a flexible grouping practice that Mrs. Harrison can implement to
more adequately teach fluency to all of her students. Describe how Mrs. Harrison will
implement this grouping practice for fluency instruction.
Rotate group members occasionally, pair struggling readers with more capable readers, and
groups can be formed both with students with mixed abilities and those with similar abilities
5. Develop a 90-minute schedule of reading instruction that includes learning centers,
small-group instruction, whole-group instruction, paired instruction, independent practice,
and progress monitoring.
9:00 -9:10 whole group instruction
9:10 -9:30 small group (learning centers and independent practice)
9:30 -9:50 small group rotate
9:50 -10:10 paired instruction
10:20 -10:30 whole group instruction
6. Discuss at least three different ways that Tier 2 reading instruction differs from Tier 1
reading instruction.
Tier 1 is school-wide or classroom-wide. Tier 2 consists of small group instruction. Tier 2 is
more frequent progress monitoring.
Andrea Thomas: RTI Module Part 3
Reflection, Personal Goals, and Standards
Standard 11: Develop an understanding of language assessment
Developing reading instruction across the five components for English Language
Learners is just as important as with any other student. These students should also receive
explicit instruction, opportunities for practice, and small-group instruction.
Accommodations should be made to increase English Language Learners students' English
proficiency. Culture is a large part of English language acquisition.
We as teachers should understand the frustrations that ELL’s must experience. Our
classrooms should be culturally diverse. Assessments should not be bias. If assessments are
bias, it could lead to over-representation in special education. This could then lead to
students who do not have a disability becoming further behind their peers. A lack of English
language acquisition does not necessarily mean that the student has a disability. Lacking
language acquisition may be the result of a lack of previous high-quality instruction due to
the students’ environment.
When conducting assessments, I will make sure that the parents have full knowledge of
their students’ progress and the procedures that are taking place.