Narrator: A first-grade teacher at Rosa Parks Elementary School is working with two of his students. Listen as they each read the same passage aloud. Here’s the first reader.
Fluent Reader: “Claire likes soccer. She finds a soccer ball. She wants to play soccer. But where is Jim? Claire sees her other friends. They put up a goal net. But where is Jim? Claire looks up and down the street. She looks in the tree house.”
Narrator: Now listen to the second reader.
Nonfluent reader: (Reading slowly and stumbling over words) “Claire likes soccer. She finds a soccer ball.”
Narrator: The teacher observes that one student is reading on grade level, while the other student is not. He worries the struggling reader is going to fall further behind because the curriculum in upper grades relies more heavily on independent reading skills. As Rosa Parks Elementary implements RTI, the teacher wonders how the approach will help his struggling readers improve their reading skills while also serving the needs of all students. In addition, the teacher considers how the new approach will affect the type of instruction he currently provides.
Here’s your Challenge:
What is RTI?
How can teachers increase student reading success in early grades?
What components comprise high-quality reading instruction?
How is high-quality instruction integrated into the RTI approach?