1. Welcome to
LCRT 6910 & 6911
SEMINAR #4

2. Seminar #4: Oct. 29
AGENDA
Coaching & Learning Conversations: What focus will
you ask or have you asked the observer/coaches to take in your
class? Insights gained from being coached & coaching.
RTI: Quality core instruction and supplemental interventions
LRA assignment: What lesson will you use or have you used?
Choice Book group interactions
DUE: Completed Reader Response form (Fisher & Frey ch 3-4,
pp. 29-74)

3. The
observing/coaching
experience
 What specific focus have you asked the
observer/coaches to take in your class?
 Insights gained from being coached & coaching?
 How are you using these insights? What changes
or fine-tuning are you putting into place?

4. Discuss
Respond

5. Lesson Report & Analysis
What lesson will you use? How will you plan
for quality core instruction? How will you
make this professional learning experience
meaningful for yourself?

6. LRA
assignment
What is the background of the lesson? Where does the lesson
“fit” in the curriculum & for the needs of the learner? Who are the learners
involved in the lesson? (e.g., grade level; number of students in lesson;
current reading, writing or language needs, etc.);
What is the assessment data & rationale for this lesson?
Provide meaningful reasons for learning – from the student’s viewpoint &
ways to make learning authentic and engaging for students.
What are the goals? Link the goals to students’ needs as identified from
the assessment data; Clarify what learners will learn; What evidence will you
will use to determine the learner’s success at meeting the goals?
List materials & resources: (1) used by the teacher for lesson &
resources that ground teacher’s rationale; (2) used by students during the
lesson with attention to learner interests & cultural backgrounds & technology
exposure. Include citations in text and in reference list.

7. LRA:
What happened?
 Describe the decisions related to instructional planning:
In what ways did the assessment data influence your decision to teach this
lesson? Why did you select this particular literacy focus? Why this content
focus? Why these students? How will you know learning occurred?
 Describe the actual implementation of the lesson: How did
you introduce the lesson? What background knowledge did you augment?
What did you say? How did students react? What did they say & ask?
 Analyze your decisions & observations regarding student
learning: Explain what decisions you made during the lesson & why you
made them. Reflect on your own role as teacher as well as student
learning. Discuss if & to what extent the learning goals were met. What
evidence did you gather of students’ meeting the learning goals?
 What might you do differently if you were to teach this
lesson again? Is there 1 “meaty” decision you might revise in the
future relevant to students’ literacy and/or language learning.

8. Lesson Report & Analysis
Your questions?

9. Making connections with
RTI and the work you do

10. RTI: What spoke to YOU?
 “Johnson describes approaches to RTI in terms of their
primary emphasis on either measurement or
responsiveness.” (Lipson et al, p. 4, 3rd paragraph)
 “Proponents of a measurement approach [to RTI] favor standard
intervention packages, preferably scripted, to increase the
standardization. This type of approach implies that an intervention
effective on average in one setting will be effective with each new
student in any new setting if implemented with fidelity & increasing
intensity. If the intervention is not successful, the student is the
likely source of the problem…” (Lipson et al, p. 4-5, last & 1st
paragraph)
 “RTI is not a model to be imposed on schools but rather a
framework to help schools identify & support students
before the difficulties they encounter with language &
literacy become more serious.” (Lipson et al, p. 6)

11. RTI: What spoke to you?
Quality core instruction
“The first principle [instruction as #1 of the IRA
6 principles]…stresses that a successful RTI
process begins with the highest quality
classroom core instruction, that is instruction
that encompasses language & literacy as part
of a coherent curriculum…”
(Lipson et al, p. 13, 1st paragraph)

12. What is involved in
quality core instruction?

13. Break

14. Quality core instruction: What’s
involved? What is the purpose: What are
the reasons behind the lesson?
Goals
What are the content goals?
 Teacher pinpoints these with a grounding in the curriculum
What are the language goals? How do YOU address them?
 vocabulary
 language structures common to the content or text
 language functions such as posing Qs or summarizing or justifying…

15. Quality core instruction: What’s
involved? What is the purpose: What are
the reasons behind the lesson?
Teacher Modeling “how to” & “when to use”….
 Comprehension strategies
 Word solving: Figuring out word meanings);
 Text structures: Narratives use story grammar [setting, plot,
character, etc.];
 Text structures: Informational texts [internal structures such
as problem/solution, compare-contrast, descriptive, etc.];
 Text features such as, tables/figures, bold print, captions,
headings, etc.

16. RTI: Quality core instruction
& supplemental interventions
Teacher Modeling “how to” & “when to use”….
Guided instruction: GRR & facilitating student thinking using
cues, comprehension checks, questions, etc…… gradually handing
over responsibility to learner for learning;
Group learning experiences: In path of GRR, students
collaborate with classmates in learning process & provides peer
support;
Independent learning: Are your students ready or is this
handed to them prematurely? Independent learning experiences
should support the learner toward success & building confidence.
What is the learners’ response to the instruction?

17. Quality core instruction
&
the LRA
Consider “quality core instruction” as
presented by Fisher & Frey and the Lesson
Report & Analysis assignment.
What common-ground do you observe
between these two frameworks for viewing
instruction?

18. SUPPLEMENTAL
INSTRUCTION
and
INTERVENTIONS
“Supplemental instruction is much like the
medication that doctors order; The prescription
comes only after a careful analysis of the
symptoms and the patient’s history”
(Fisher & Frey, p. 51).

19. SUPPLEMENTAL INSTRUCTION
& INTERVENTIONS
 What are ways to provide supplemental
instruction?
 What are ways to provide supplemental
interventions (Tier 2)?
 What do you observe being used at the school
where you teach to provide (a) supplemental
instruction; and (b) supplemental interventions?
Peruse pp. 53-73 & note the suggested supplemental
interventions AND those interventions used in your context.

20. Tier 2 Interventions: What might these
look like? How might these vary?
 Time accommodations
 Varying Group size  Size accommodations
(differentiate amount of items
 Increasing intensity to be completed)
through time
 Input accommodations
 Increasing intensity (differentiate delivery or
through assessment format)
 Output accommodations
 Increasing intensity (differentiate demonstration of
through teacher- learning)
student time
(expertise)  Level of support (L1 support
while learning L2)
 Tutorials

21. Choice Book
Groups Meet

22. 2 books, shared themes… Mechanically inclined
Choice Book Groups
The daily 5
Michael S. (PK-2)
Jennifer W. (PK-2)
Laura D. (7th grade)
Nicole P. (8th to about 10th grade)
Lynn S. (9th & 12th grade)
Kim M. (PK-2)
The Continuum of Literacy Learning:
Katie C. (Kindergarten)
2 books; shared themes & goals…… Content Area Strategies at Work
The daily 5. April L. (middle school)
Kerri V. (3rd grade) Joey M. (8th grade social studies)
Interactive think-aloud lessons
Hillary T. (3rd grade)
A resource for teaching ELLs, K-5. 2 books; shared themes….
Meredith M. (primary & intermediate) Marvelous minilessons (Intermediate)
Kristin W. (2nd grade) Lyndsey D. (4th grade)
Kelley L. (K-1) Rachel B.
Mona Q. (5th grade)
2 books; shared themes…. Marvelous minilessons (K-2)
What really matters in vocabulary: Katie Corson (Kindergarten)
Kara W. (5th grade) Kristin Mah (Pre-K)
Creating strategic readers:
Becky H. (3rd grade)
When Readers Struggle:
Elizabeth R. (3rd grade)

23. Choice Book Groups Meet
 What concepts presented in the book have
influenced your thinking & your work?
 In what ways has the book content provided
support for the 3 literacy goals you identified?
 What ideas/suggestions have your tried out in
your classroom? Outcomes? Student response?
 Make a plan: What pages will the group have
read & tried out by Seminar 5 on Nov. 12th?
 Notetaker: Send book title, member names &
informal responses to bulleted prompts to
Sherry via email by Nov. 5th

24. Looking ahead
Week of Nov. 12th SEMINAR 4
 Between now & then, continue
observations/coachings, your plans to video-tape
lesson to share in Nov. 12th Seminar 5.
 Starting Mon, Nov. 5th, look for coaching form” &
complete for Seminar 5 (Nov. 12th) for small coaching
group (coaching form available on ecollege in Tab
“Seminar 5”)
Before you leave tonight:
 Submit Reader Response form & Obs/Coaching
Template – if you have been observed/coached

25. What is due when?
 Nov. 12th DUE: Ten (10) minute video clip of an
excerpt from a literacy-based lesson you have
implemented in your classroom context- and -
coaching form” for small coaching group
(coaching form available on ecollege in Tab “Seminar
5”)
 Nov. 25th DUE: Submit an email message to with
3 preferences of Choice Book titles you would
like to learn more about during Seminar 6.
 NOV. 26th DUE: Choice Book group’s overview &
one-page handout (23 copies of handout) – AND -
Paper copy of completed Lesson Report &
Analysis (LRA)

26. Your individual
questions