introduction

Hi, its chani raitzik. Im so excited to be here. Check out my voki here.

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week 14-1

THE IMPLICATIONS OF RTI FOR THE READING TEACHER (  assignment 1)    RTI is not something you can buy or acquire. It is an attitude- to be aggressive about getting students to understand and read. RTI makes sure teaching is up to par and to catch the students before they fall, providing rich sufficient instructional response.     There are 3 or 4 tiers in the RTI. The FIRST is providing ALL students with high quality classroom teaching. The LAST  is moving students into supportive special ed programs. What is in between? In class  extra instruction by the regular teacher or another teacher. It can be outside school time as well. There would be no need for special ed if the classroom is providing all the improvements necessary. We need the coordination of teachers, professionals and the students themselves to make these decisions.     Reading teachers must possess a great scope of knowledge about reading. They need to know how...
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ell case study interview

TEACHER INTERVIEW Please describe your ELL teaching experience: My name is Chanie Weissman. I worked in Lakewood Public School for 7 years. I worked with many Spanish speaking children but did not have any formal ELL  training at that time. This was a springboard to learn to make modifications for these children. I then went to school to become ESL certified and stayed on in public school. Last of the seven years, I worked with ESL students only with a wide range of levels and class size. I then worked on developing a curriculum for TENDER TOUCH based on the WIDA  standard. What is your perception on ELLs in terms of their learning motivation and performance (especially in reading and writing)? What learning difficulties do ELLs usually encounter in schools? What is the role of family and community in helping ELLs’ learning? ELL students struggle tremendously with motivation and performance in reading and writing especially. Teachers need to constantly give out ext...
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