Module:

RTI (Part 3): Reading Instruction

Assessment

Answer the following questions. If you have trouble responding, be sure to revisit the Perspectives and Resources section of the module.

How is a comprehensive core reading program related to high-quality instruction? Why is it important to implement high-quality instruction? List the five critical components of effective reading instruction, and briefly describe how each contributes to reading success. 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: Click here to view instructions from Consumer's Guide to Evaluating a Core Reading Program. Choose one link below to access the appropriate Consumer's Guide grade-level tool for the reading curriculum you wish to evaluate. Kindergarten Grade level 1 Grade level 2 Grade level 3 Select one of the five reading components that you would like to evaluate. To expedite the evaluation process, you may wish to consider only the high-priority items. Did you find that your core reading program was strong or weak in the selected reading component? Explain your answer. 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. 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. Discuss at least three different ways that high-quality reading instruction in Tier 2 will differ from that in Tier 1. * Simmons and Kame'enui (2003)