Teacher-Centered Observations ● Across the board, teachers were prepared and had materials readily available for the lesson. Of the groups who completed two stations during our observation, the transition time between them was seamless due to teachers having their materials immediately accessible. ● Multiple teachers noted their appreciation for RISE/Up providing enough materials for each student, such as books, excerpts, and cards. ● By informing students of the day’s objective at the top of the lesson, instructors grounded students in the day’s work right at the start . Learners understood the order of events corresponding to that day’s station number, a testament not only to the consistency of RISE/Up but the fdelity to which these teachers have followed the guidance provided by Scholastic. ● In addition to the impressive independence expected of students during the fnal portion of the lesson, teachers did a great job of encouraging students to fnd text evidence rather than pointing it out for them. If students made an incorrect claim about events or facts from the text, each teacher took the opportunity to redirect students, asking them to verify their claim with textual evidence and adjust accordingly. ● Strong teacher and student relationships led to classroom environments that had warmthand joy while maintaining fdelity to the lesson . Students felt comfortable asking questions in front of their peers. They were supported through errors by both teachers and their fellow students. ● The structure provided by RISE/Up materials provides a sturdy routine that teachers and students enjoy; teachers were particularly grateful that they had that scafolding to depend on but still felt some degree of freedom in ways they could provide support to their students or add text-to-self connections that made stories more relatable to the students. Key Findings from Conversations ● Teachers repeatedly mentioned the ease of implementing RISE/Up materials becauseof the organization and clear labeling. The completeness of the resources and the variety of stories were repeatedly heralded by educators. ● One teacher noted that spending multiple days on a single text empowered students to solidify their knowledge of the material while expanding their comprehension skills. ● Notably, in both RISE/Up and LLI classrooms, teachers who felt empowered by their administrators to own the material by supplementing it or truncating portions they felt students previously mastered drew students in with powerful, engaging lessons thatmet learners where they were at while also pushing them to achieve the day’s objective.
LXD Research -RISE and RISE UP Winter 2022-Spring 2023 Report
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