1. Literacy for All: NCLB, RTI, and Diversity in the Literacy Program
Chapter 2
Literacy for All: NCLB, RTI, and Diversity
in the Literacy Program
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2. Chapter 2 Anticipation Guide

3. Teaching Literacy to All Students: The Role of NCLB
Impact of NCLB
Reading skills and overall academic performance have improved
Scientifically Based Literacy Instruction
Key elements are phonological awareness, phonics, fluency, vocabulary, and comprehension

4. Teaching Literacy to All Students: The Role of RTI
Response to Intervention (RTI)
Students’ ability to learn is evaluated by noting how well they respond to instruction of varying degrees of intensity.
Universal Screening
Tier I: Improving the General Program
Students are provided with the best possible general literacy program, instruction is differentiated, and progress is monitored at least 3 times a year.
Tiers II and III: Intervention
Includes 20% of students
15% need only Tier II, 5% need Tier III also

5. Teaching Literacy to All Students: The Role of RTI
RTI and English Language Learners
Problem-Solving Approach versus Standard Protocol
Problem solving
Standard protocol
Monitoring Progress
Collaboration
Impact of RTI on Your Teaching

6. Diversity in the Classroom: Providing for the Literacy Needs of All Students
English Language Learners
Provide a Secure Environment
Build Language
Stages
Coping Strategies
Provide Comprehensible Input
Modeling
Running commentary
Expansion
Redirect

7. Diversity in the Classroom: Providing for the Literacy Needs of All Students
Build Academic Language
Language skills (big and small words)
Thinking skills of analyzing, explaining, inferring, and organizing
Appropriate grammar
Background knowledge
Assess Students’ Academic Language and Background
Building Academic Language Benefits All Students
Stages of Second-Language Acquisition

8. Stages of Second-Language Acquisition
Teaching Questions
Preproduction
What, who, where, yes/no
Early Production
What, who, where, either/or
Speech Emergence
What, who, where, when
Intermediate
What, who, where, when, why
Advanced
Continue to provide support

9. Diversity in the Classroom: Providing for the Literacy Needs of All Students
Use cooperative learning and peer tutoring strategies
Use print
Intentional, systematic instruction
Focus on academic language
Academic English instruction should be part of the core curriculum
Teach vocabulary constantly

10. Students at Risk Economically disadvantaged students
Culturally diverse students
Students with learning disabilities
Students with attention deficit disorder
Students with intellectual disabilities
Slow learners
Students with language and speech disorders

11. Economically Disadvantaged Students
Principles for teaching economically disadvantaged children:
Build background
Create an atmosphere of success
Make instruction explicit
Provide a balanced program
Provide access to books and magazines
Counteract the fourth-grade slump

12. Culturally Diverse Students
Teachers should become acquainted with students’ cultures.
Recognize that you perceive students through your own cultural lens (Maldonaldo-Colon, 2003).
Develop teaching techniques appropriate for diverse learning styles.
Accept students’ languages and dialects while modeling standard English.

13. Students with Learning Disabilities
In , 9.6% of U.S. students aged 3-21 received special education services.
The largest category of special needs students is the group identified as learning disabled.
80% of students classified as learning disabled have a reading difficulty.

14. Students with Attention Deficit Disorder
Meaningful and interesting tasks
Choices of materials and tasks
Mobility in the classroom
Work in groups
Minimize formal tests
Directions must be understood
Homework assignments must be understood
Students keep a calendar
Use visual aids
Multiple, brief periods of practice
Work with parents
Minimize distractions
Clear classroom procedures
Highlight important information
Use peer tutoring
Use computers

15. Students with Intellectual Disabilities
Make explicit the processes of reading and writing by using modeling and other techniques.
Develop functional literacy skills
Reading traffic and warning signs, labels, cooking directions, common forms, and newspapers

16. Slow Learners
Function on a higher level than students with intellectual disabilities but on a lower level than average students.
“More so” students: They need the same instruction that regular students need, but more so (guidance, practice, time, etc.).

17. Students with Language and Speech Disorders
Speech impairments
do not directly affect reading or writing.
Children with slow language development
can experience delays in acquiring basic reading and writing skills.
Children with language disorders
experience disruption in the language development process.

18. Gifted and Talented Students
Instruction for gifted and talented students should help them
Learn to select appropriate books
Learn to investigate areas of interest
Learn to use library and research tools
Learn study skills, if necessary
Participate in reading and writing workshops
Participate in Junior Great Books (can also be used with average and struggling readers)

19. Inclusion
Teaching students who have disabilities or special needs within the general education classroom.
Warm, accepting atmosphere
Modifications
Altering curriculum or other school policy to aid students with disabilities
Accommodations
Changes in the way students are taught

20. Implications of Diversity, NCLB, and RTI for Instruction
Diversity means teachers need to differentiate instruction.
Teachers should try to bring all students to proficiency as mandated by NCLB.
Teachers should take a long-term view of literacy.
Teachers should be aware of the major findings of literacy research and should become teacher-researchers.