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18 Students
1 Classroom teacher
1 Special education teacher (push-in interventionist)

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Running records- teacher records all significant behaviors and interactions while the student reads a section or sections.
Developmental Reading Assessment (DRA)- Students read a selection (or selections) and then retell what they have read.
Standardized Test for the Assessment of Reading (STAR)- computer-adaptive assessment that identifies which skills and sub-skills your students know, and which skills they're ready to work on next

The picture below is a running record for fourth grade which I was given by the reading specialist when I visited her classroom for one of the visits.

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The classroom library is organized by genre, the teacher choose to organize it this way because then students can choose a book based on topics they find interesting. Organizing the library this way allows students to be able to find text that are at their level, become familiarized with genres by their name, and practice selecting "just right" books.

The picture below is of the classroom library, in the third grade classroom, which was organized by genre.

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The teacher likes to use technology, anchor charts, and other strategies.  She uses technology to find texts to differentiate instruction, model, and guide student instruction. Anchor charts provide a concrete representation of how the strategy is used, so it helps students visually understand the strategy they are working on.  One strategy that this teacher used for word study is a choice board with many different options for the students to choose from to study their spelling words.  Some examples from the word study choice board are writing all the words in bubble letters or "ghost words" were you write the words in write crayon then color over them in black marker.  The students loved working on their word study because the choice board made it more fun.  Another strategy that they used was C.U.B.E.S. which are steps in a student should take when answering a question, such as circle, underline important words, and showing all your work and checking.  The teacher uses this strategy across disciplines.

The picture below is of three posters (of many) made by the teacher and students that are hung around the room for the students to reference different literacy strategies.

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There is ability grouping and tracking. The teacher group students into flexible reading groups for target instruction. The teacher focuses on differentiating instruction by repeating and rephrasing, providing more teacher time and modifying assignments. The class uses Words Their Way to work on literacy skills in groups that are homogeneous and support the students by working on skills they need more support with.

The picture below is of Words Their Way booklets that the students used in the classroom during RtI.

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This third grade classroom spends about two and a half hours, the instruction first starts with language skill, then they move into whole group reading or writing lessons followed by whole group practice of the literacy skill being taught. Then, they have guided reading and ELA centers (with support group instruction). Lastly, they have an RtI block to support literacy. They use Lucy Calkin's Units of Study to support teaching literacy. They also use a program called the "Jan Plan" which is a 4 step intervention for spelling words from the book "The Next Step in Guided Reading" by Jan Richardson.

The picture below is of a Units of Study program by Lucy Calkins.

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The teacher does not have "I can" statements or learning targets posted in her classroom because administration, teachers and students never looked at them. Instead the teacher begins each lesson with an essential questions or learning outcome statement which are based on state standards.

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There is a push-in special education teacher who's role is to  support classified students in their deficient areas during whole group lessons and then also pull students for small group instruction focusing also in the deficient areas.  There is also an ESOL, push-in teacher who comes in in 3 days a week to support vocabulary development with one bilingual student.