Module 4 learning summary

Module 4 summary

RTI stands for response to intervention. The RTI process is in place for students who don’t learn along with the other 80% of general education students. There are many reasons why a child might need interventions but the RTI process is to help get students with learning or behavior disabilities the right help to make them successful in school. Teachers are responsible for the interventions in tier 1 but as a student moves up the ladder towards tier 2 or 3 other personnel come in to help the student be successful. The RTI process is meant to identify a problem, discuss why it is happening, figure out a way to fix it and see, then see if the intervention worked. The teachers take data to show how the interventions are working and whether new interventions need to be implemented. Through the RTI process we are able to identify when a student has a learning disability. Identification of students with learning disabilities should take time through the RTI process to monitor how a student works when different strategies are implemented.

When we set up a reading program you need to keep in mind which kids fall into the core, supplemental, and intervention groups to best fit their needs when it comes to reading. There is a difference between phonics and phonological awareness. Phonological awareness is the ability to recognize word lengths, rhyming, and syllabication, segmenting onset and rime, and working with different sounds. Phonics is when you have letter to sound associations, decoding, and encoding. Readers progress through four stages which are sounding out, saying whole word, sight words, and automatic word reading. The end goal is to read for comprehension and meaning. Assessment is important but we must implement the correct ways to comprehend before we can assess. Web-quests are a great way to incorporate technology into reading through the tasks at hand: retelling, compilation, mystery, journalistic, design, creative product, consensus building, persuasion, self-knowledge, analytical, judgments, and scientific. As a teacher it is important to get readers to the highest level you can in first grade or else they will struggle for the years beyond that grade. Explicit instruction at this young age for phonemic and phonological awareness will help a student become more successful. We must expose our students to new words every day in order for them to achieve at high levels in vocabulary development by the time they are in fifth or eighth grade. While reading students should question, visualize, predict, connect, and respond to what they are reading. Teachers are the biggest influence on student reading abilities and levels. We must model good reading if we want our students to be good at reading. Overall through this module I have learned that we are the biggest advocates for our student’s success and we must be intentional on how we teach them to read.