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ERIC Number: EJ1014280
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0040-0599
Using Lesson Study to Align Elementary Literacy Instruction within the RTI Framework
Benedict, Amber E.; Park, Yujeong; Brownell, Mary T.; Lauterbach, Alexandra A.; Kiely, Mary Theresa
TEACHING Exceptional Children, v45 n5 p22-30 May-Jun 2013
The purpose of this article is to inform teachers about the dangers of misalignment between core (Tier 1) instruction and Tiers 2 and 3 supplementary instruction for struggling readers and students with learning disabilities. Misalignment between core and supplementary instruction is problematic for students at risk of academic failure because it may result in heightened confusion and decreased practice opportunities. Lesson study (LS), a collaborative planning process, can be used as a vehicle to support general and special education teachers in aligning their instructional goals, strategies, and practice opportunities throughout the response to intervention (RTI) multi-tiered instructional framework. The authors identify and explain the traditional features of the LS cycle. In addition, each phase of the LS cycle has been broken down to include practical steps to support general and special education teachers in aligning the curricula, goals, and strategies throughout the instructional tiers of the RTI framework. (Contains 7 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Reports - Descriptive; Journal Articles
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A