● Two classrooms had visual references and defnitions for fction genres. ● Two classrooms ofered vocabulary sheets for students to use stronger synonyms in their speech and writing throughout the lesson.
remind students of fction genres. ● One classroom used a graphic organizer to follow along with a story structure lesson. ● One group used a t-chart to organize text evidence, completing one side to gather information from a separate related text in the next lesson.
Student-Centered Observations Engagement with Resources & Instructors
Small group instruction was observed in both treatment and control classrooms, the largest group between conditions containing six students. All instructors followed a gradual release model that ended with students independently working by the end of the lesson. How did students engage with intervention content? Treatment Control
● Independent practice was present during all lessons.
● Independent practice was present during all lessons.
Did students use any documents/scafolds when engaging with text?
Treatment
Control
● One classroom used t-charts to facilitate organization and data collection from two texts. ● One classroom used a “roller coaster” template alluding to the rising and falling action included in a lesson on the plot.
● One classroom’s students had a personal word wall within easy reach for independent practice. ● One teacher provided colored overlays for students to utilize while reading.
RISE-specifc Instructional Materials & Moves:
Instructional Materials & Moves Observed
Treatment
Control
● Comprehension cards (2 groups) ● Red Question cards (1 group) ● Journals (5 groups) ● RISE books & excerpts (5 groups) ● Student whiteboards (4 groups) ● Teacher whiteboards (3 groups)
● Graphic organizer (teacher created) ● Independent reading texts ● Student whiteboards
● Smartboards for instruction ● Text annotation (1 group)
LXD Research -RISE and RISE UP Winter 2022-Spring 2023 Report
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