Both. The selected texts engage and challenge all students. The program's tools enable the teacher to scaffold reading for struggling students while exposing the challenges of the text for more advanced students. In each section of text, every student can read the essential content and practice skills that will make him or her better able to read the next section of text. The modularity of the content and tools enables differentiation by class, by small group, and by student.
The program has been tested with ELs and works quite well with everyone except the most recent newcomers. The section plans contain glossaries that highlight the most important words for that chunk of text and also point out to the teacher where in the text ELs or other students might become particularly confused by complex, historical, or figurative language. The careful practice with short chunks of text is particularly useful for ELs.
The College Board believes that the kind of practice that Riveting Results™ provides in fluency, rereading, paraphrasing, and analysis is what every student needs to be prepared for AP-level reading. All students should have the chance to prepare properly for AP-level courses and this type of work in 9th and 10th grade gives all students the opportunity to succeed in AP classes.
Each tool includes formative assessments so that you can determine if your students are getting better at the skill being practiced. Cross referencing these formative assessments helps teachers see if students' work on fluency is having an impact on rereading comprehension or if practice paraphrasing is improving work on analysis prompts. Riveting Results™ also recommends that a school use benchmark assessments from PSAT or PreACT or diagnostics from Zinc Learning Labs 2X/year to measure the impact of the program on students' general comprehension skills.
The program is designed to help students enjoy reading whole books. The section plans help teachers focus students' attention on particular passages that are especially rich and important to understanding the trajectory of the book. The plans help teachers decide which pages to assign to the whole class and which pages to assign to readers who may be slower readers so that these students can focus in on just those essential passages. Whole class activities focus on passages and themes that all students are examining in common. Riveting Results™ recommends that students also practice applying their reading skills to additional text excerpts that challenge them with unfamiliar authors and topics. Riveting Results suggests sources of authentic texts at the right level of complexity.
To be effective, teachers need to use Riveting Results on most school days for at least a few months. The more time students spend practicing reading complex text, the more growth they will see. A discussion or email with us will help you determine the best implementation for your site.
No. Riveting Results™ has designed each learning module and customized it for the content of each section of text to provoke students' thinking and get them to develop ideas about the text. Passages and questions have been tested with students for engagement: the lines of text identified in the section plans are those that have caught other students' attention and piqued their curiosity.
Riveting Results™ provides engaging vocabulary exercises designed to familiarize students with carefully selected words (academic vocabulary) that students will encounter in the text that day.
In addition, each section plan includes a glossary that highlights the academic words (also known as tier 2) and other words that students especially need to know to understand this part of the book. Instead of general definitions, the plan offers "word substitutions" that students can use to replace these words in order to keep reading and understand the sentences in which they are found.
Riveting Results™ suggests that there are times in the school year for students to do just that. But, reading whole class books is an invaluable way to engage all students in the joy of reading and to make steady progress in reading skills.
When the whole class is reading the same book, the teacher can focus more on students' individual needs and can also bring the class together in a variety of socially satisfying ways. The common text is a uniquely powerful focus that puts every student, no matter his or her background, on the same playing field during classroom activities.
When an individual chooses his or her own book, it is necessarily a gamble, and that individual can't know whether or not the text will serve the purposes he or she hopes it will. Books that are part of the Riveting Results program are guaranteed to both hold students' attention and provide the instructional experiences necessary for a range of student readers to make progress on their skills.
The professional development helps teachers become more adept at pulling the levers on these particular tools when working with these particular books. It may take teachers a few times through a new lesson, even ones they write themselves, to figure out how to maximize learning. Riveting Results™ PD aims to shorten that learning curve and make the teacher more effective using the section plans the very first time.
It is hard to predict how students will respond to feedback on different types of new work. And, it is difficult to know how to interpret student results on new work and adjust implementation in a new program. Riveting Results professional development makes all of that work go much more quickly and smoothly so that adopting a new instructional program is fun instead of exhausting.