1. Presented by: Dr. Shonterrius Lawson-Fountain
English 7 Instructor Rutledge Middle School, R.M.W.P. Teacher Consultant/Leadership Team Member
Strategies for Strategic Teaching in
Comprehension that Integrate
Composition and Support Response
to Instruction (R.T.I.)

2. Icebreaker
“Why Read
for Twenty
Minutes”

3. Objective
The purpose of this workshop is
1. to provide instructors with valuable resources
designed to encourage and enable then to effectively
teach students in accordance with Response to
Instruction modules.
2. to encourage strategic teaching through the use of
A.R.I. as well as other scientifically proven strategies
to promote learning that is student centered.

4. Rationale
As students read and compose, they are observing how authors use style
and language to communicate their opinions, tell stories, and share
information. Let’s take a moment to reflect on our individual classes
of students. How many of you all have students who when assigned
a text to read are the first ones finished, but have no clue about
what hey just read? How They can tell you the title, but may not be able to
summarize the text in a manner that is specific versus unsupported and
vague. There is a misconception that students who have difficulty
comprehending results from having reading deficiencies. However, It merely
affirms the notion that all children learn but in different ways. For this reason,
it is essential for our twenty-first century learners that we engage and
immerse them in text through reading and writing.

5. Phase I- What is R.T.I.
Refers to an instructional framework that promotes a well-
integrated system connecting, general, gifted, supplemental,
and special education services in providing high-quality,
standards based instruction and intervention that is matched to
students’ academic, social-emotional, and behavioral needs.
Students are placed into Tiers based on progress monitoring
assessments, benchmark data, etc.
Tier III -5% (intense interventions)
Tier II -15% (small group)
Tier I -80% (whole class instructions)

6. Critical Elements of R.T.I.
High-quality, scientifically-based, explicit,
systematic instruction for all students in the
regular classroom
Ongoing student assessment (formative and
summative)
Differentiated instruction
Parental involvement

7. Big Question…..
How can we promote standards based,
differentiated instruction using the
instructional time given when we have a
disproportionate number of students
performing below recognized standards
to those on level?

8. Components of a Strategic
Lesson Plan
Strategic teaching provides students with
Before
During
After
activities designed to increase their
level of understanding through a student
centered approach to learning that always
begins with activating prior knowledge.

9. STEP 1:
DETERMINE YOUR STUDENT
OUTCOMES FOR THE LESSON.
After your lesson, students should have a
conceptual understanding of the skill or concept
being taught.

10. Step 2
Choose a before
reading strategy
This activity's purpose is
to facilitate learning,
engage students, build on
prior knowledge,
introduce vocabulary,
and/or form connections
to the text .
Suggestions
ABC Brainstorm
List-Group-Label (student constructed
interpretation)
K-W-L
Quick Write (text connection)
Anticipation Guide (works well with
expository text)
Vocabulary Four Square (decoding;
word recognition)
Nonpoint discussion starters (film
clips,, illustrations)
Prediction

11. Step 3
Choose a during
reading strategy
This activity's purpose is
to facilitate learning by
helping students interpret
and comprehend the text.
Suggestions
Text Coding
Margin Notes
K-W-L
3 minute pause
Choral Reading (modification for
struggling readers)
Graphic Organizers (can be used at
any interval)
Double Entry Journal Entry
Story Boards

12. During this time, you want to
monitor student comprehension,
so strategies used during this
interval of the reading process
should involve questioning. You
want to present questions that
reflect higher order thinking.
Have them determine cause and
effect, compare and contrast,
explain text elements, analyze
structure of text, author’s style,
etc. You can use the revised
Bloom’s taxonomy stems.

13. Step 4
Choose an after
reading strategy
This activity's purpose is
to provide a summary of
the lesson, reflect on
reading and assess.
Suggestions
Text Coding (use as a discussion
starter)
Capsule Summaries
GIST
3-2-1
Reciprocal Teaching

14. Focuses on student-centered learning
The theory of multiple intelligences suggests that students learn in
various ways depending on their strengths and interests.
One way that we can ensure that 80% of our students grasp the
concepts taught is by teaching to their learning style, and most
importantly engaging them in the learning process.
Engage and allow students to self-construct their own knowledge
(helps them take ownership of lesson; encourages participation).
..Professional DevelopmentMultiple Intelligences At-A-
Glance.docx
Phase II- Strategic Teaching that supports all learners
….

15. Breakdown of a Tier 1 Lesson
Before Reading
– Establish prior knowledge, purpose, and predictions
– Introduce/review vocabulary
During Reading
– Model and practice finding evidence for the objective
– Model and practice other strategies
• Connecting? Visualizing/picturing? Wondering? Predicting/guessing?
Noticing? Figure out?
After Reading
– Discuss questions
– Written response to text (make writing strategic)
– Other follow-up activities-oral language/fluency, vocabulary, comprehension,
reading extensions, and writing extensions
– Reflect on reading and writing strategy

16. Tips
Teach students to read like a writer and write like a reader.
Match lesson to objectives
Differentiate lessons
– Mentor Texts-
– Incorporate cooperative learning activities in every unit of study
– Use peer tutors
Use technology (wingclips,com, wordle.net, readwritethink.org, teacherplanet.com,
alsde.edu (ALEX)
Make time for read alouds daily (supports non-fluent readers)
Allow for multiple opportunities to incorporate writing
Create genre/author studies
– Mentor text-Thinking through Genre
You can incorporate picture books as introductions, to activate prior knowledge, etc.
(mentor texts)
– Molly Banake- tells the story of Benjamin Banneker
– You Can Write- teaches the purpose of writing and essential traits
– Shakespeare ‘s Sonnets-correlate with Tupac Shakur’s Raps and poetry

17. • Using stimulus variations (to reduce boredom and increase
the level of motivation ) *
» Nonverbal cues
» Pausing
» Moving around the classroom
» Voice inflection especially in direct instruction
» humor
• Restrict major concepts to no more than 3 per lesson
• Provide task to enhance understanding (hands-on, tactile
activity
• Summarize lesson
• Think reflectively about how to teach lessons

18. Demonstration
Sonnet 30 paralleled with Tupac
Shakur’s “If There Be Pain”
..Professional DevelopmentShakespeare
Sonnet 30 markup.docx

19. Q & A Session

20. Where do we
gofrom here?
To our classrooms and
beyond, unpacking
along the way what
we’ve learned today.