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RIT at FRC

RIT at FRC. Transition Program Credit Program Optional Credit. Cathy Oresnik coresnik@pembinatrails.ca www.literacytakesflight.com. 5-10 At Risk Students Grade 9 to Grade 10. Individualized Half Day Program . Flexible Time and Assignments. Built on Relationship and

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RIT at FRC

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  1. RIT at FRC Transition Program Credit Program Optional Credit Cathy Oresnik coresnik@pembinatrails.ca www.literacytakesflight.com

  2. 5-10 At Risk Students Grade 9 to Grade 10 Individualized Half Day Program Flexible Time and Assignments Built on Relationship and Community Transition Program

  3. RIT in Transition Program • Independent Programming • Student topics/ genre of choice • Appropriate level of material • Modeling and think-alouds • 7 Strategies bookmarks • Discussions • Connections to community • Building confidence Repetition, Repetition, Repetition

  4. Credit Program • Designed for at-risk students • Failed course previously • Course work was incomplete • Recently moved to country or catchment • Need credit to graduate • Are unsuccessful in regular classrooms

  5. RIT in Credit Program • Working on a subject (English, Social Studies, Family Studies) and RIT outcomes simultaneously. • RIT strategies are used to make sense of curricular material. • Assessments measure curricular outcomes and RIT thinking ‘big ideas’. • As a result, student will receive both credits.

  6. RIT as an Option Credit • 12-15 students per class • Teacher/case manager/ parental recommendation • Student choice • Mixed class in terms of • grade • ability • engagement in learning

  7. Course Focus • Individual choice within a structured class • Community building

  8. Course Structure • RIT big ideas of Thinking about Self, Text and the World are interwoven throughout the semester • Identity building, goal setting, reflecting • Independent Reading • Strategy instruction Inquiry Project

  9. 1. Goal Setting and reflecting • Interest inventories, bio poems, reading identities • Conferencing on goal setting at beginning, midterm and end of course

  10. 2. Strategy Instruction • Gradual Release of Responsibility • Teacher modeling/think alouds/talking to the text • Student practice: groups, partners • Individual work: journals, think sheets, handouts, discussions

  11. Content and Scaffolding • Current events, print and online • Leveled texts • Published series • Students’ own textbooks

  12. Inquiry Project

  13. Focus • The goal of the inquiry project is to help students put into practice the strategies we have been working on, and learn skills that will help them complete projects in other subject areas. • Students work on following the inquiry model through exploring a topic or question of their own choice. • Topics may be related to individual interests or may tie into a course the student is taking.

  14. Inquiry topics • Hockey lockout • Basketball teams • Human cloning • Cyber bullying • Homophobia • Environmental protection • Water rights • Animal welfare • Art vsgraffitti • Iraq (history) • Chess • Gambling • Professional athlete salaries • Drugs in sport

  15. 3. Independent Reading • Develop a reading identity • Set goals • Explore genres • Read at own level • Share experiences with other students

  16. Independent Reading Activities • Journals (paragraph/double entry/reading logs • Shelfari • book cards • Big Ideas Books • Book talks • Group activities: dinner party, title cycles, six word memoirs, card sorts (genre, narrator, setting, etc)

  17. Assessment • continuum • conferencing • portfolio of student work • RIT big idea tracking sheet

  18. In Conclusion • RIT allows for the flexibility our at- risk students need to succeed. • In our option course, we allow lots of choice in reading material for independent work but still include many group, community building activities.

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