Finally! A practical Response to Intervention (RTI) activity book with a focus on oral language. It’s ready to use in the classroom!!
RTI in Action: Oral Language Activities for K–2 Classrooms, published by the American Speech-Language-Hearing Association (ASHA), capitalizes on the power of collaboration between speech-language pathologists (SLPs) and teachers. Designed to enhance K–2 students’ oral language skills, the book offers practical activities based on general education curricular standards and provides specific, straightforward strategies to help SLPs and teachers modify instruction.
Organized by grades K, 1, and 2, and using RTI’s three tiers of instruction, the book provides activities to build oral language skills in five major areas critical to success in language, literacy, academics, and social skills: basic concepts, vocabulary, listening and speaking, phonological awareness, and print knowledge.
The accompanying CD features PDFs of all activities in the book for convenient downloading and sharing, a sample PowerPoint for in-service training, and helpful, informative handouts for SLPs, teachers, parents, caregivers, and day care providers.
• More than 40 instructional strategies to use in the classroom when implementing an RTI model
• Activities that indicate what teachers say and expected student responses
• Web resources related to RTI
• Appendices with easy to copy graphic organizers, a cultural competence checklist, a developmental milestones checklist, progress-monitoring charts, and an RTI intensity grid
“The format of the book is very practical and the design enables SLPs to quickly locate information and evidence-based instructional strategies that can be matched to student’s unique needs. The activities can easily be implemented by busy teachers within the classroom context. Thumbs up for this resource!”
Jean Blosser, Ed.D., CCC-SLP
Vice President, Therapy Programs and Quality
"With the scaling up of RTI in school districts across the country, now is the time for a practical manual like this to help SLPs effectively collaborate with other educators and meet the needs of the children on their caseloads in a tiered approach to prevention and intervention. SLPs will find this resource essential as they strive to situate themselves in the RTI paradigm.”
Gary A. Troia, PhD, CCC-SLP
Associate Professor of Special Education at Michigan State University
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