# Wall to Wall 2.0

## Technology Tools for Educators

Padlet - A virtual wall that allows students to express their thoughts, ideas, questions, etc. on a common topic. Think of it as an online sheet of paper that can be accessed on any device.

WeVideo - An online video creation tool that allows one to edit videos, collaborate to create videos, and share videos across multiple devices. The basic edition is FREE, and the upgrades start at or around \$10.

If you examine the image below, you will see that each grade level's Average Winter RIT Score (blue line) for Reading is above the National Average RIT Score (grey line) for Reading! Very nice! Your hard work, efforts, and commitment to improvement is making a difference.

## The Differentiated Classroom

Tiered Instruction

When you tier instruction, you make slight (or not so slight) adjustments within the same lesson to meet the needs of all of your students. The key to this strategy is that all students learn the same fundamental concepts and key ideas, but they do so through different modes and activities.

The activities and/or assignments can be adjusted in any of the following ways:

• Amount of materials
• Level of complexity (Bloom's, Webb's, and Costa's frameworks)
• Time allowed
• Pacing
• Number of required steps
• Form or expression of task
• Structure

Example:

Pythagorean Theorem Assignment

Tier 1: Apply the formula to triangles.

Tier 2: Identify applications of the formula that are used in the real-world.

Tier 3: Devise a real-life application of the formula and apply it.

## Reading Strategy/Intervention of the Month

"Word Attack" Hierarchy

When using this strategy, you prompt your students to apply a hierarchy of word-attack skills whenever the they misread a word. You will give specific cues in a descending order. If the student correctly identifies the word after any cue, you will stop delivering cues at that point and direct the student to continue reading. Keep in mind, however, that you want to avoid too many reading interruption, thus do not correct minor errors, i..e, misreading or omitting "the" or "a" or dropping suffixes such as -s, -ed-, and -ing.

Hierarchy of Cues:

1. "Try another way." This cue is given directly after a reading error and alerts the student to the fact that he or she has misread a word.
2. "Finish the sentence and guess the word." The student is encouraged to make use of the sentence context to discover the correct word pronunciation.
3. "Break the word into parts and pronounce each one." The student is directed to sound out the segments of a word independently.
4. Using an index card, cover parts of the word and ask the student to sound out only part of the word that is visible.
5. "What does '_____' make?" As you cover the selected parts of the word with an index card, ask the student to use phonics information to sound out the word.
6. "The word is ______." If the student cannot decode the word despite the cues and support, supply the word to him or her. Then, direct the student to repeat the word and to continue reading.

## Behavior Strategy/Intervention of the Month

Token Economy

For this strategy, students are given tokens when appropriate behaviors are displayed. The tokens can then be exchanged at a later date for reinforcers. Now, the key point is that the reinforcers need to be just that, reinforcers. Thus, it is a good idea to solicit student feedback on what would be ideal reinforcers. Ideas for tokens can include:

• Plastic chips
• Stars
• Smiley faces
• Stickers
• Paper clips
• Marbles or beans in a jar
• Holes punched in a card

Resource: http://165.139.150.129/intervention/Token.pdf

## Math Strategy/Intervention of the Month

Errorless Learning Worksheets

Students who are reluctant to practice math facts to build computational fluency may be motivated to work the problems if they are given worksheets that include the answer key displayed on the actual worksheets (usually the top of the page). Using this approach, students are told to complete the worksheet as quickly as possible, and if they come to problem that they cannot solve, they are encouraged to locate the problem and its correct answer in the key located on the page and write it in. This speed drill has been known to not only build computation fluency, but also promote students' ability to visualize and use a mental number line.

For an added motivational factor, consider having the students chart or graph their results and attempt to better the previous scores with each new trial.