Designing Literacy Routines for Knowledge Building in a High School Tier 2 Response to Intervention Course

• In Event: Poster Session 5
  In Poster Session: Vocabulary Research and Instruction

Abstract

Secondary Response to Intervention literacy models are limited. We present findings from the first year of a three-year curriculum development project for ninth grade students at risk of leaving school before graduating. The one-semester course consists of two inquiry units. The paper focuses on how the Professional Learning Community involved in the research used data to inform the design of literacy routines for specific content and literacy knowledge building goals. The paper also includes data across iterations demonstrating (1) why routines required changing and (2) how knowledge evident in student writing changed as a result of changed literacy routines. Exploring content and literacy learning within and across literacy routines will enhance RtI curricular development.

Authors

• Margaret Sheehy, Universtiy at Albany--SUNY

• Donna M. Scanlon

• Bridget Smith, University at Albany - SUNY