SAVI Frequently Asked Questions

Size: px
Start display at page:

Download "SAVI Frequently Asked Questions"

Transcription

1 FAQ #1: Why SAVI? SAVI : Systematic Academic Vocabulary Instruction SAVI is an All-ACCESS program designed by ACCESS teachers and based on the work of Robert Marzano (Building Background Knowledge for Academic Achievement, 2004). There are basically two types of vocabulary instruction. The one we are all most familiar with is the typical direct vocabulary instruction program that focuses on teaching about 10 to 12 words per week. The teacher selects words from high frequency word lists of general utility, such as analyze, relevant, institute, correspond and specify. Most of us were taught vocabulary this way when we were in school: introduce words on Monday, dictionary definition on Tuesday, write the words in a sentence on Wednesday, review on Thursday, test on Friday. This is the way we were taught vocabulary, hence this is the way we often teach. Instruction of these high frequency general utility words is valuable for comprehension of school-based reading material, and research indicates that this method increases student comprehension by 12 percentile points (Marzano, 2004). The value of targeting academic terms is much more impressive. Research indicates that direct vocabulary instruction that targets specialized terms related to content areas increases students comprehension by 33 percentile points (Marzano, 2004). This is why we chose four terms per week from the core content areas of English Language Arts, Math, Social Studies and Science that are directly related to the California State Standards. When you look at the list of terms for each week, you will notice they are specialized terms that require a great deal of description and examples in order for students to understand them, and they provide the background knowledge so many of our ACCESS students lack. In addition, we have included high utility general academic words that occur frequently over a wide range of academic texts. Teaching the SAVI content area terms gives our students the background knowledge necessary for comprehending academic text, increasing their chances of passing the CAHSEE, completing coursework required for graduation, preparing for college or vocational programs, and for general academic achievement. That s because of the compelling fact that what students already know about the content is one of the strongest indicators of how well students will learn new information relative to the content. Teaching the SAVI terms consistently over time goes a long way in filling in the knowledge holes so many of our ACCESS students have. 1

2 FAQ #2: Should I teach the SAVI terms of the week or can I teach the vocabulary related to the specific lesson or standard I am teaching? The answer is yes! It is interesting to remember there are three objectives of the SAVI program: 1. Fill in background knowledge in core content areas for our students. 2. Provide teachers with a research-based, systematic method of teaching SAVI terms, or any other term or essential vocabulary word. 3. Provide ACCESS teachers with a teaching strategy that is incorporated across all ACCESS classrooms, creating continuity for students and teachers. On the one hand, teaching the SAVI terms of the week in the core content areas of English Language Arts, Math, Social Studies and Science clearly fulfills the first objective of building the background knowledge of our students. Teaching the four terms from each core content area, concepts which are directly aligned with the State Standards, also directly supports coherent standards based classroom instruction. These are specialized terms that are needed to comprehend academic texts, and can also stand alone as a standards based lesson. For example, teaching entrepreneur, capitalism, industrialization and commerce (the four Social Studies terms from SAVI week 32) can provide the basis for a week of learning about the role of economics in world and U.S. history. Teaching ecosystem, organism, abiotic and biodiversity (the four Science terms of week 32) addresses the Ecology strand of the Life Sciences Standard. Clearly, the terms of the week are quite useful. Secondly, SAVI is a research-based, systematic method of teaching vocabulary terms. The SAVI method can be used to teach the terms of the week or any other term or essential vocabulary word. CBL teachers use the SAVI method to teach essential background concepts related to the time period or setting of the novel. Math teachers will use the SAVI method to introduce the vocabulary terms of each specific math lesson. The SAVI method is comprised of four basic steps: 1. Provide a description, explanation or example of the term (not a dictionary definition!). 2. Students restate and record their descriptions, explanations and examples of the term. 3. Students sketch a picture, symbol or other non-linguistic representation of the term. 4. Students use the SAVI worksheet to record steps 1-3 and to assess their own understanding of the term. 2

3 SAVI FAQ # 2 (cont d) As teachers, we continuously introduce new vocabulary terms to our students. Our ACCESS students experience little in the way of continuity as they move from placement to placement in our various ACCESS programs. As more and more ACCESS teachers implement the SAVI method of vocabulary instruction, students and teachers will greatly benefit from familiarity with this basic method. For example, students who are introduced to the SAVI method at Fischer and later move into a community school program will be immediately ready to continue building background knowledge in their new classroom setting. In conclusion, it is your choice to use the SAVI method to teach the SAVI terms of the week and/or the essential vocabulary terms of the lesson you are planning for your day school class, or for the reading or activities you are assigning a contract learning student. Note: for a complete description of the SAVI SIX-STEP Method, click on the attachment above. For more information about implementing SAVI in your teaching practice, contact your friendly RELL. FAQ #3: How much time should I spend teaching SAVI terms each day and each week? Clearly, teaching the SAVI terms of the week adequately using the Six Steps of Instruction requires a time commitment. Most ACCESS teachers include vocabulary in their instructional practice, so teaching four target terms per week in the four content areas should easily fit into classroom routines. The SAVI instructional method is comprised of four basic steps: 1. Provide a description, explanation or example of the term (not a dictionary definition!). 2. Students restate and record their descriptions, explanations and examples of the term on the SAVI student worksheet. 3. Students sketch a picture, symbol or other non-linguistic representation of the term on the SAVI student worksheet. 4. Students use the SAVI student worksheet to record steps 1-3 and to assess their own understanding of the term. 3

4 SAVI FAQ # 3 (cont d) And two additional steps: 5. Students engage periodically (15-20 minutes per week) in review of terms (highlight a prefix or suffix, identify a cognate or Greek/Latin root, identify synonyms and antonyms, translate the term into another language, identify common confusions about the term). 6. Involve students periodically (once every two weeks) in games that allow students to reexamine their understanding of terms (Jeopardy PPT is attached, Pictionary). Following is a sample time frame for the three classroom settings we have in ACCESS. Contract Learning CL teachers might want to select terms according to the course in which the student is enrolled. Attached to this is a sample CL assignment record that indicates how you might add SAVI to the assignment record. Below is a sample from that sheet. Course(s) # Assignments, Activities, Materials, Personnel, and Resources 2102 Book: AGS Exploring Literature English 9A Read pages 1-40 and complete Selection Reviews Complete Academic Vocabulary Worksheet for following five terms: Figure of speech, hyperbole, italics, Latin root, understatement Time must be made initially to instruct the CL student in the use of the four basic steps as well as the SAVI worksheet. Once that process is understood by the student, the amount of time spent by the teacher at each weekly appointment in step one is about ten minutes for four terms. Steps 2-4 can then be completed by the student before they leave or as part of the weekly homework assignment. A clever way to save time and enhance student learning is to group students who have overlapping appointment times into a learning lab setting and present the weekly terms to the small group. Steps 5 and 6 can be accomplished by having the CL student play the Jeopardy game on the appointment that follows the study of the terms. Day School Day school classrooms typically have multiple grade levels, and day school teachers typically have scheduled class time for Math, English, Social Studies and Science. Some day school teachers direct teach Math and English and have students work independently in Social Studies, Science and Electives. SAVI terms of the week can be easily incorporated in Math and English by teaching just one term per day. Instruction of the four basic steps (see above) should take about 10 minutes per term once the 4

5 SAVI FAQ # 3 (cont d) process is routine for the class. Many day school teachers who have students working independently in Social Studies and Science report that they use the SAVI weekly terms as a whole class activity once a week, for about one hour. Since these content area terms are grouped it s simple to turn the terms into a standards-based science or history lesson. It s important to note that the SAVI weekly terms are all based on CA State Standards for grades 9 and 10. If you have an exclusively middle school class, contact Dawn Shelley about selecting terms for your students. Day school teachers can engage students in steps 5 and 6 (see above), which incorporate games and review activities that enhance their knowledge of the term. Subject-matter classrooms (Juvenile Hall, HLC and others) Several ACCESS sites have students move from class to class throughout the school day. These subjectmatter teachers might establish the classroom routine of studying one term day as a focus activity at the beginning of class or at the end when students need refocusing. Many subject matter teachers find that using the four basic steps of SAVI instruction (see above) to introduce the core vocabulary of the lesson of the day is a highly effective strategy to focus student attention upon the enduring understanding they should gain from the lesson. FAQ #4: What is the rubric for My Understanding on the SAVI Student Worksheet? Students and teachers want to be able to easily assess the level of understanding of a term that is taught in class. A simple way to help students is to encourage students to self-assess. When we teach students to self-assess, we are helping them take responsibility for their own learning. The top section of the SAVI Student Worksheet (attached) looks like this: Name: Subject: Term: My Understanding: Describe: The My Understanding section of the student worksheet gives students the chance to selfassess their understanding of the term. 5

6 SAVI FAQ # 4 (cont d) Marzano's Building Academic Vocabulary Teacher's Manual (2005) provides the following descriptions for the four levels of knowledge that students can use to self-assess his/her understanding of the term: Knowledge Level Level 4 Level 3 Level 2 Level 1 Description I understand even more about the term than I was taught. I understand the term and I m not confused about any part of what it means. I m a little uncertain about what the term means, but I have a general idea. I m very uncertain about the term. I really don t understand what it means. Day School and Content Area (Fischer AU) teachers: Use this rubric to get a quick formative assessment of the entire class by saying: All the 4s please raise your hands. Thank you, hands down. All the 3s please raise your hands. Thank you, hands down etc. Contract Learning teachers: Review the completed student worksheets and quickly check for student understanding. Remember to make the rubric available to your students. Feel free to copy and paste the table above and provide it to you students or make a poster to hang in your classroom or office area. FAQ #5: How do I monitor the accuracy of student work in SAVI? After guidance and modeling of the four basic steps of SAVI instruction, students generate their own descriptions and non-linguistic representations for the terms they are learning. It is ideal that student SAVI work be kept in a notebook of some kind. As we are teaching each term, we strive to identify and clarify any misconceptions students might have about a term, students record their initial Level of Knowledge of the term, and periodically students add to or revise their understanding and re-assess their Level of knowledge of the term (see table below for rubric). It is important to monitor the accuracy and clarity of student work throughout the process. Contract Learning students: It is highly recommended that CL students maintain a SAVI notebook of some kind. Many teachers have students use an inexpensive spiral notebook for this purpose. It can be given a title such as Academic Vocabulary Notebook. CL students can initially record the SAVI four steps on the SAVI Student Worksheet. Once the student is familiar with the student worksheet, the 6

7 SAVI FAQ # 5 (cont d) student can transfer the headings to the lined paper of the spiral notebook. The CL teacher can then regularly review the notebook. Other notebook options are a section in a binder, or a handmade notebook using lined paper. Day School teachers/ Content Area teachers (Fischer AU): It is highly recommended that CL students maintain a SAVI notebook of some kind. Many teachers have students use an inexpensive spiral notebook for this purpose. It can be given a title such as Academic Vocabulary Notebook. Once the student is familiar with the student worksheet, the student can transfer the headings to the lined paper of the spiral notebook, thereby limiting the need to photocopy. In general, when students are working in their notebooks, move around the room and look at their work. This simple action gives you the teacher the chance to catch individual students errors. You may observe patterns of misconceptions that will give you the chance to call the class back together for more instruction. Review student notebooks regularly to give yourself an overall impression of how well students are learning the terms. Finally, Marzano (2005) recommends that students be encouraged as a class to ensure that everyone is learning the terms accurately. Pairing up students to check each other s entries can help clear up misconceptions of the term. Marzano's Building Academic Vocabulary Teacher's Manual (2005) provides the following descriptions for the four levels of knowledge that students can use to self-assess his/her understanding of the term: Knowledge Level Level 4 Level 3 Level 2 Level 1 Description I understand even more about the term than I was taught. I understand the term and I m not confused about any part of what it means. I m a little uncertain about what the term means, but I have a general idea. I m very uncertain about the term. I really don t understand what it means. FAQ#6: How do I keep track of student progress in SAVI? Ideally, students keep a notebook devoted to Academic Vocabulary (see FAQ #5). Students like to observe their own progress over time as they learn new terms. Students use their Academic Vocabluary Notebooks to record, describe, sketch and mark their initial understanding of the terms as they learn them. One simple way to help students track their progress is to encourage them to self-assess. 7

8 SAVI FAQ # 6 (cont d) Marzano's Building Academic Vocabulary Teacher's Manual (2005) provides the following descriptions for the four levels of knowledge that students can use to self-assess his/her understanding of the term: Knowledge Level Level 4 Level 3 Level 2 Level 1 Description I understand even more about the term than I was taught. I understand the term and I m not confused about any part of what it means. I m a little uncertain about what the term means, but I have a general idea. I m very uncertain about the term. I really don t understand what it means. Students self-assess their initial understanding every time they learn a new term using the scale above. Periodic quizzes can be given to keep track of student progress. Student responses can be scored as correct or incorrect and recorded in the grade book. Or, after the quiz, the correct answers can be reviewed in class and students can once again indicate their level of understanding of each word tested. The big picture is that at the same time teachers assess and grade student knowledge of the term, students are self-assessing their own understanding of the term. To help students determine how well they are learning the vocabulary terms in general, teachers can periodically ask them to create a visual representation of their progress by creating their own Student Progress Chart. Using the sample chart below (also provided as an attachment to this ). Periodically (bi-weekly, monthly) give students the assignment of going through the pages of their notebook and counting the number of terms for which they have rated their own level of understanding as a 4, then the number of terms rated as a 3, and so on. The chart creates a little histogram of their learning. Have students complete a new chart once a month or so. Over time, the total number of terms will increase. The teacher can review the charts and the notebooks periodically. Naturally, periodic quizzes or tests can be given to assess and give a grade. Care should be taken when designing the tests. Because the SAVI four-step teaching process allows for a great deal of variation in the way students describe and represent terms, it is NOT advisable to give a matching or multiplechoice assessment. Marzano (2005) recommends constructing tests with open-ended assessments that allow students to show what they understand about the terms. Many ACCESS teachers use the SAVI student worksheet as an assessment. They make double-sided copies of the two-on-a-page worksheet, give the quiz terms and have students complete the worksheet. See chart on following page 8

9 SAVI FAQ # 6 (cont d) Student Progress Chart Date: November 4 # of Items Level 4 Level 3 Level 2 Level X 10 X X 9 X X 8 X X 7 X X X 6 X X X X 5 X X X X 4 X X X X 3 X X X X 2 X X X X 1 X X X X FAQ#7: How can the SAVI Four Step Process be utilized for word study? The SAVI Four Step Process lends itself very well to word study. When we introduce new terms or vocabulary words to students, it is beneficial to teach the word variants, as well as morphemes that are related to the given term. Word variants are the many variations of a given word, and morphemes are comprised of Greek and Latin prefixes, roots and suffixes. Teaching Word Variants: The word enforce is one of this week s SAVI Academic word. Initially the word is introduced to students as a verb. Next students are asked to think of other words 9

10 SAVI FAQ # 7 (cont d) that can be made with the word enforce. Students might mention enforcement, enforceable, unenforceable and then the class discusses the part of speech that correlates with each word. Word Study for Academic Vocabulary TERM NOUN VERB ADJECTIVE ADVERB example: select selection select selective selectively enforce enforcement enforce enforceable unenforceable Now it s time to carry on with the Four Basic Steps of SAVI Instruction: 1. Provide a description, explanation or example of the term (not a dictionary definition!). 2. Students restate and record their descriptions, explanations and examples of the term on the SAVI student worksheet. 3. Students sketch a picture, symbol or other non-linguistic representation of the term on the SAVI student worksheet. 4. Students use the SAVI student worksheet to record steps 1-3 and to assess their own understanding of the term. Teaching Morphemes to Enhance Vocabulary Instruction: Morphemes consist of Greek and Latin prefixes, roots, and suffixes. Study of morphemes is a tried and true method of building one s academic vocabulary in all the content areas. Morphemes are especially helpful for students who speak a Latin based language, such as Spanish, because Latin morphemes are all cognate words. Cognate words are words from two separate languages that are related to each other because they are derived from the same language, in this case, Latin. So if we teach the word enforce, then introduce enforceable, refer to a suffix list and see the suffix able means able to, then students easily access the meaning of enforceable. Finally, we introduce the final variant, unenforceable, refer students to a prefix list where they find un- and students are able to determine that unenforceable means not able to enforce. If morphemes are a consistent element of Systematic Academic Vocabulary Instruction, students will be able to apply their knowledge of prefixes, roots and suffixes to myriad new words in academic texts. 10

11 FAQ#8: What should students do during a Review Week? By now you and your students are quite familiar with the Four Basic Steps of SAVI Instruction. They are proficient with descriptions, they sketch with gusto at every opportunity and they use the SAVI rubric with ease. And here comes a review week what now? It is essential to provide students periodically with the opportunity to engage in fun review activities designed to help them add to their knowledge of the terms. The SAVI Worksheet provides a place for students to mark their understanding of the term at the time when they first learn it. If students are keeping a vocabulary notebook (recommended) after engaging in a review activity, encourage students to go through their notebooks and decide whether they have increased their understanding of any of the terms. Review Activity: FREE ASSOCIATION This is perhaps the quickest and most unstructured of the review activities. It involves asking students simply to say any words that come to mind when they hear a particular term. For example, upon hearing the term reference materials, students might respond with words like encyclopedia, dictionary, atlas, periodical, internet, thesaurus, and so on. An alternative to verbal free association, students can write their responses on a piece of scratch paper and then exchange papers with a partner and ask each other to explain any of the words on their lists. This activity allows students to express their own ideas, and engage with the thinking of others. Review Activity : Jeopardy! Every week we include a Jeopardy! game with our SAVI . It s likely that during a typical week, you don t have time to play Jeopardy! in class. This review week is perfect opportunity to give it a whirl! Simply down load one of the PPTs from a previous week or alter the PPT to only include the terms you want to review. I ll take Mathematics for 100! Review Activity: Pictionary This game requires players to draw pictures as clues to help teammates identify a particular term. Playing this game in the classroom helps students attach images to word meanings. Make a list of review terms, put students in teams. One student from each team draws the term without using any letters or numbers. The drawer keeps drawing until someone from his/her team guesses the term. Then all teams stop drawing and the winning team earns a point for that round. The game continues until a team reaches a determined number of points. 11

Unit 1. Unit Vocabulary. Before You Read. How to Study for a Test

Unit 1. Unit Vocabulary. Before You Read. How to Study for a Test Unit 1 Before You Read Before you read a text, you should look at the title and the pictures and think about what you know about the topic. These questions will help you prepare to read the text on this

More information

Building Academic Vocabulary Teacher s s Manual

Building Academic Vocabulary Teacher s s Manual The Need for a Program to Build Academic Vocabulary Presented By: Amy Huether & Barbara Ice Building Academic Vocabulary Teacher s s Manual Robert J. Marzano & Debra J. Pickering 1 By the end of this session

More information

Marzano s Six Step Process Teaching Academic Vocabulary

Marzano s Six Step Process Teaching Academic Vocabulary Marzano s Six Step Process Teaching Academic Vocabulary 1. Provide a description, explanation, or example of the new term. (Include a nonlinguistic representation of the term for ESL kids.) 2. Ask students

More information

Support for Student Literacy

Support for Student Literacy Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

More information

Academic Vocabulary Building Activities

Academic Vocabulary Building Activities Academic Vocabulary Building Activities Vocabulary Strategies Marzano s Six Steps to Effective Vocabulary Instruction Purpose of academic vocabulary building: Academic vocabulary is the vocabulary critical

More information

UNLOCKING NEW WORDS. Performance Standard 1A.F

UNLOCKING NEW WORDS. Performance Standard 1A.F UNLOCKING NEW WORDS Performance Standard 1A.F Students are placed in teams of two and assigned several words from predetermined vocabulary lists. Using the rubric as a guide, each student will teach the

More information

CC8.EE Analyze and solve linear equations and pairs of simultaneous linear equations. Prioritized Common Core Mathematical Practice Standard(s)

CC8.EE Analyze and solve linear equations and pairs of simultaneous linear equations. Prioritized Common Core Mathematical Practice Standard(s) Math Solutions Lesson from the Classroom Cats and Birds A Lesson for Grades 6 8 This lesson was adapted from the Math Solutions publication Supporting English Language Learners in Math Class, Grades 6

More information

Meeting the Standard in Wisconsin

Meeting the Standard in Wisconsin GRADE FOUR B.4.1 Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice. Write creative pieces

More information

Tier 1: Common, Known Words. Examples: big, small, house, table, family

Tier 1: Common, Known Words. Examples: big, small, house, table, family Tier 1: Common, Known Words Examples: big, small, house, table, family Tier I words are basic, everyday words that are a part of most children s vocabulary. These are words used every day in conversation,

More information

3. Present Level of Performance download Present Level of Performance examples by

3. Present Level of Performance download Present Level of Performance examples by Handouts for Activities: 1. Selection of standards math and reading broken into grade levels, based on participants in class 1 copy for each person in grade level/topic group 2. Marzano ELA and Math vocabulary

More information

MAV Conference December 2011

MAV Conference December 2011 Improving the Development of Mathematical Vocabulary Stephen Cox, Michael Portaro & Rob Park MAV Conference December 2011 By the end of this session You will: understand characteristics of effective vocabulary

More information

Chapter 3. Vocabulary Development

Chapter 3. Vocabulary Development Chapter 3. Vocabulary Development Why Teach Vocabulary Development? Effective vocabulary instruction is critical for increasing students academic achievement. Educational researchers have shown for years

More information

Marzano's Six Steps to Effective Vocabulary Instruction

Marzano's Six Steps to Effective Vocabulary Instruction Marzano's Six Steps to Effective Vocabulary Instruction 1. The teacher gives a friendly description, explanation, or example of the new vocabulary. 2. Students give a description, explanation, or example

More information

Vocabulary. Building Academic. For. Six Step Process. Marzano s. What Research Has Found. http://innovativocab.wikispaces.com

Vocabulary. Building Academic. For. Six Step Process. Marzano s. What Research Has Found. http://innovativocab.wikispaces.com Marzano s Six Step Process For Building Academic Vocabulary http://innovativocab.wikispaces.com What Research Has Found Over the last five years, I have been involved in more than 50 studies that involve

More information

ACADEMIC VOCABULARY Semester: Spring 2006 Days/Time: Tues/Thurs, 1:00-2:15 pm Room: 503B Eiesland

ACADEMIC VOCABULARY Semester: Spring 2006 Days/Time: Tues/Thurs, 1:00-2:15 pm Room: 503B Eiesland ACADEMIC VOCABULARY Semester: Spring 2006 Days/Time: Tues/Thurs, 1:00-2:15 pm Room: 503B Eiesland Instructor: Helen Huntley Office: 116 Eiesland Hall Tel: 304-293-3604 x 1102 Office Hours: 11:00-1:00,

More information

Vocabulary Journal. Name: Class:

Vocabulary Journal. Name: Class: Vocabulary Journal Name: Class: Teacher Notes Marzano's Six Steps to Effective Vocabulary Instruction Academic vocabulary is the vocabulary critical to understanding the concepts being taught in class.

More information

Providing Academic Feedback

Providing Academic Feedback Creating Environments that Work for All Students: Real Manuals for Real Teachers Providing Academic Feedback for Special Populations Provided by Albert Duchnowski, Ph.D., Susan Sheffield, Ph.D., & Krista

More information

Learn more about i-ready at i-ready.com/empower 1

Learn more about i-ready at i-ready.com/empower 1 Learn more about i-ready at i-ready.com/empower 1 World s Worst Pet: Introduction Research Common Core For Teachers For Parents 2 4 5 6 8 What is World s Worst Pet? World s Worst Pet is a vocabulary game

More information

Portfolio Assessment

Portfolio Assessment Portfolio Assessment What is portfolio assessment? Purposeful collection of student work that has been selected and organized to show student learning progress (developmental portfolio) or to show samples

More information

Paragraph of the Week

Paragraph of the Week Paragraph of the Week A Daily Practice Approach to Paragraph Writing Created by: Stephanie Moorman http://teachinginroom6.blogspot.com Thank you so much for purchasing this Resource. I have been using

More information

Our Narrative Memory 3:1:1:What Is Slang? / What Is a Dialect? /

Our Narrative Memory 3:1:1:What Is Slang? / What Is a Dialect? / NOTE: Please make sure you sign up for the computer lab for the following lessons: 2, 11, 12, 17, 19, 23, 27, 28, 32, and 35 43. TITLE OF LESSON American Literature Unit 1 Lesson 1 What Is Slang? / What

More information

Spanish 101: Hybrid Elementary Spanish I. COURSE CONTRACT Fall, 2014

Spanish 101: Hybrid Elementary Spanish I. COURSE CONTRACT Fall, 2014 COURSE DESCRIPTION AND OBJECTIVES Spanish 101: Hybrid Elementary Spanish I COURSE CONTRACT Fall, 2014 Spanish 101W Hybrid is a three-credit hour course designed to introduce you to the Spanish language

More information

Vocabulary Strategies Toolbox

Vocabulary Strategies Toolbox Graphic organizers help students to visualize the relationships between words and their possible meanings. Teachers can use these graphic organizers and games with explicit vocabulary instruction. These

More information

Tips for Working With ELL Students

Tips for Working With ELL Students Session One: Increasing Comprehensibility One goal for every teacher working with ELL students is to increase comprehensibility. In other words, to increase understanding or make course content more intelligible.

More information

Mathematics. Fourth Grade Everyday Mathematics Units :

Mathematics. Fourth Grade Everyday Mathematics Units : Mathematics The Everyday Mathematics program is a standards based program that is designed to spiral through the grade levels. Each year, concepts build on the knowledge gained the previous year. At the

More information

Unit 2 Module 3: Generating Examples and Nonexamples

Unit 2 Module 3: Generating Examples and Nonexamples Unit 2 Module 3: Generating Examples and Nonexamples Section 1 Slide 1 Title Slide Welcome to the third module in the Vocabulary Instructional Routines unit, Generating Examples and Nonexamples. Slide

More information

Career & College Readiness Lesson Plans Studying for Careers

Career & College Readiness Lesson Plans Studying for Careers Career & College Readiness Lesson Plans Studying for Careers Grade Level 5 21st Century Skills Overview When students learn and practice effective study habits, they are setting themselves up for career

More information

Keys To a Powerful Vocabulary by Maker and Lenier Oxford Students' Dictionary of American English Pencil

Keys To a Powerful Vocabulary by Maker and Lenier Oxford Students' Dictionary of American English Pencil COURSE NUMBER COURSE TITLE CREDIT HOURS INSTRUCTOR PREP-008 VOCABULARY SKILLS 1 CREDIT HOUR BETTY CORLE OFFICE LOCATION LEARNING LAB ROOM 153 OFFICE HOURS PREREQUISITE(S) REQUIRED TEXT AND MATERIAL COURSE

More information

uilding Academic Vocabulary

uilding Academic Vocabulary rocess for Teaching Vocabulary uilding Academic Vocabulary Susan G. Dalton Coordinator Instruction and Professional Development Tennessee Education Association 800.342.8367 1) Provide a description, explanation,

More information

Student Friendly Definition

Student Friendly Definition Word: Definition: Crow Translation: Word Family: Student Friendly Definition Examples or Synonyms Non Examples or Antonyms Student Engagement Strategies: Teacher Explicit Vocabulary Planning Template Planning

More information

Vocabulary and Reading Comprehension

Vocabulary and Reading Comprehension Vocabulary and Reading Comprehension WALCH PUBLISHING Table of Contents To the Student...............................vii Unit 1: Vocabulary: Word Parts Activity 1 Identifying Compound Words..............1

More information

Graphic Organizers, Games, and Activities to Aid in Vocabulary Acquisition. Polly Westfall Union Elementary School Brunswick County Schools

Graphic Organizers, Games, and Activities to Aid in Vocabulary Acquisition. Polly Westfall Union Elementary School Brunswick County Schools Graphic Organizers, Games, and Activities to Aid in Vocabulary Acquisition Polly Westfall Union Elementary School Brunswick County Schools Illustration: Part of Speech: Synonyms: Definition: Sentence:

More information

The Performance-Based System, FAQs

The Performance-Based System, FAQs The Performance-Based System, FAQs The Lindsay Unified School District has developed and formally adopted a guaranteed and viable student-centered curriculum that is based on the California state standards,

More information

Combination Classroom Management

Combination Classroom Management Combination Classroom Management Combination Classroom Management With Envision Math 2009 Every teacher faces challenges managing the many aspects of effective instruction in the classroom. For the teacher

More information

Guided Math: A Framework for Mathematics Instruction

Guided Math: A Framework for Mathematics Instruction Guided Math: A Framework for Mathematics Instruction Laney Sammons, Mathematics Consultant LaneyAS@aol.com Menu of Instruction Daily: Classroom Environment of Numeracy A classroom where students are surrounded

More information

Grade 5: Module 1: Unit 1: Lesson 3 Vocabulary Human Rights

Grade 5: Module 1: Unit 1: Lesson 3 Vocabulary Human Rights Grade 5: Module 1: Unit 1: Lesson 3 Vocabulary This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer:

More information

Instructional Unit Template

Instructional Unit Template Instructional Unit Template This instructional unit template provides an example of how teachers may organize a Common Core aligned unit with culminating performance tasks. This template is a work in progress

More information

Omaha Public Schools Effective Best Practices in Mathematics

Omaha Public Schools Effective Best Practices in Mathematics Daily Cumulative Review Daily cumulative review at some point in every lesson is one of the most effective strategies for fostering mastery and retention of critical skills. Students need 5 to 7 exposures

More information

Best Practices for Helping All Students Get Ready for the SAT. Prepared for Idaho SDE January 2014

Best Practices for Helping All Students Get Ready for the SAT. Prepared for Idaho SDE January 2014 Best Practices for Helping All Students Get Ready for the SAT Prepared for Idaho SDE January 2014 SAT Readiness Program Agenda: SAT Introduction SAT Preparation The Official SAT Online Course PSAT Participation

More information

Example Provide an example of the word used in a meaningful sentence. Say: I cooperate with my sister to clean our room.

Example Provide an example of the word used in a meaningful sentence. Say: I cooperate with my sister to clean our room. Ways to Develop Oral Vocabulary VOCABULARY What is vocabulary development? Vocabulary is the knowledge of words and their meanings. Vocabulary development focuses on words beyond basic sight words. It

More information

Students will know Vocabulary: verb tenses conjunctions interjections prepositions correlative conjunctions sequence adjectives adverbs

Students will know Vocabulary: verb tenses conjunctions interjections prepositions correlative conjunctions sequence adjectives adverbs Grade 5 Language Standards : Conventions of Standard English Essential Questions 1. Why is it important to have command of Standard English conventions? 2. How do I determine the meaning of an unfamiliar

More information

Context Clues. Reading Module Context Clues. Lesson Objective. Vocabulary. Reviewed Vocabulary Instructional Materials

Context Clues. Reading Module Context Clues. Lesson Objective. Vocabulary. Reviewed Vocabulary Instructional Materials Lesson Objective Vocabulary Reviewed Vocabulary Instructional Materials (Vocabulary) Students will learn to find and interpret context clues to help determine the meaning of unfamiliar words. context clues:

More information

SMART Goals: Getting Started

SMART Goals: Getting Started SMART Goals: Getting Started Look over the goals you have set for yourself in Unit 1 of this course. Then, using the table below, write down the top 5 goals you have identified that relate to your success

More information

Spelling Workout. Reading/Language Arts Framework for California Public Schools Grade 3. Level C. Correlated to READING

Spelling Workout. Reading/Language Arts Framework for California Public Schools Grade 3. Level C. Correlated to READING Spelling Workout Level C Correlated to Reading/Language Arts Framework for California Public Schools READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic

More information

What are the SATs? The children are tested on all of the work they have covered in Key Stage 2 in English and Maths.

What are the SATs? The children are tested on all of the work they have covered in Key Stage 2 in English and Maths. The SATs Tests 2016 What are the SATs? SATs are Standard Assessment Tests. These statutory assessments are part of the Government's commitment to raising standards. They are used to show your child's progress

More information

Teaching Vocabulary to English Learners

Teaching Vocabulary to English Learners Presentation Full Details and Transcript Teaching Vocabulary to English Learners April 2007 Topic: Teaching Literacy in English to K-5 English Learners Practice: Teach Vocabulary Highlights Vocabulary

More information

MARZANO RESEARCH LABORATORY TINA H. BOOGREN

MARZANO RESEARCH LABORATORY TINA H. BOOGREN MARZANO RESEARCH LABORATORY TINA H. BOOGREN Academic Vocabulary 2.7: Developing Vocabulary: Identifies academic vocabulary aligned to the learning target and uses various strategies for student acquisition

More information

Building Academic Vocabulary with Secondary Students

Building Academic Vocabulary with Secondary Students Building Academic Vocabulary with Secondary Students Renée Davis Irving ISD Content Objectives Language Objectives Participants will..... Learn to emphasize vocabulary in all content lessons. Understand

More information

Mississippi Language Arts Curriculum Frameworks Grades 1 6

Mississippi Language Arts Curriculum Frameworks Grades 1 6 A Correlation of Scott Foresman Writing Book to the Mississippi Language Arts Curriculum Frameworks Grades 1 6 T/R-64 Introduction This document demonstrates how Scott Foresman Writing Book meets the objectives

More information

Scholastic Scope Meets

Scholastic Scope Meets THE LANGUAGE ARTS MAGAZINE THE LANGUAGE ARTS MAGAZINE Scholastic Meets Common Core State Standards Scholastic is aligned to the Common Core State Standards. This language arts magazine THEsupports LANGUAGE

More information

Second Grade Language Arts Learning Targets - Common Core

Second Grade Language Arts Learning Targets - Common Core Second Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask questions (5 W s and How) about important details in a text. RL 1-1 Literature 1

More information

10/23/2013. This element of the teaching cycle involves :

10/23/2013. This element of the teaching cycle involves : This element of the teaching cycle involves : Use of appropriate speech for the students proficiency level, clear explanation of academic tasks, & a various techniques to make content concepts clear. (SIOP)

More information

Daily Vocabulary Scaffolding

Daily Vocabulary Scaffolding Daily vocabulary scaffolding is a good way to give all of your students the opportunity to really learn and understand science vocabulary. Many vocabulary terms in science are also concepts. Students cannot

More information

TIMBERVIEW HIGH PRESENTS: CRAFTING CORNELL NOTES FOCUSED NOTE-TAKING THE CORNELL WAY

TIMBERVIEW HIGH PRESENTS: CRAFTING CORNELL NOTES FOCUSED NOTE-TAKING THE CORNELL WAY TIMBERVIEW HIGH PRESENTS: CRAFTING CORNELL NOTES FOCUSED NOTE-TAKING THE CORNELL WAY OUR GOAL OUR GOAL IS TO CREATE A COLLEGE- GOING CULTURE AND PREPARE EVERY STUDENT TO COMPLETE COLLEGE AND ENTER INTO

More information

ASSESSMENT RESOURCES. Understanding Equivalent Fractions

ASSESSMENT RESOURCES. Understanding Equivalent Fractions M A T H N A V I G A T O R ASSESSMENT RESOURCES Understanding Equivalent Fractions This work is protected by United States copyright laws and is provided solely for the use of teachers and administrators

More information

The child who is a slow learner

The child who is a slow learner Teachers Resource Manual The child who is a slow learner THE CHILD WHO IS A SLOW LEARNER A child may be a slow learner for various reasons, including: heredity, inadequate brain development due to lack

More information

Unit 7: Quadratic equations and functions

Unit 7: Quadratic equations and functions Essential Question Why are there usually 2 solutions to a quadratic equation? How do quadratic functions model real-world problems and their solutions? How you determine the best method for solving quadratic

More information

INTRODUCTION. Welcome to BUILDING VOCABULARY SKILLS & STRATEGIES!

INTRODUCTION. Welcome to BUILDING VOCABULARY SKILLS & STRATEGIES! CONTENTS Introduction.......................5 Using Definitions 1.................6 Using Definitions 2.................7 Using Definitions 3.................8 Using Definitions 4.................9 Synonyms

More information

Chapter 2 Measurement- Student s will need a Calculator and a Metric Ruler.

Chapter 2 Measurement- Student s will need a Calculator and a Metric Ruler. Mrs. Wash Lesson Plans September 20- October 1 Chapter 2 Measurement- Student s will need a Calculator and a Metric Ruler. * Students will add Chapter 2 vocabulary words to their notebook as we begin each

More information

Probability and Statistics

Probability and Statistics Probability and Statistics Activity: TEKS: Your Average Joe (6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (B) identify mean

More information

Plan your spelling practice. Make a plan for each day. Here is an example:

Plan your spelling practice. Make a plan for each day. Here is an example: Spell Well to Know More I can make an exhibit to explain a topic. The Spelling Bee is a chance to build your vocabulary and your spelling know-how. These activities can help you prepare for the Spelling

More information

Tools to Use in Assessment

Tools to Use in Assessment Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too

More information

GREEK 104: ELEMENTARY MODERN GREEK II

GREEK 104: ELEMENTARY MODERN GREEK II University of Arizona GREEK 104: ELEMENTARY MODERN GREEK II Spring 2006, MTWTh 2-2:50pm, Modern Languages Bldg. Rm. 303 Instructor: Eleni Saltourides Office Hours: Learning Services Building (corner of

More information

Science Unit 1 Sample Lesson Plans 1

Science Unit 1 Sample Lesson Plans 1 Science Unit 1 Sample Lesson Plans 1 Week 1, Lessons 1-5 1 Lesson Plan format was adapted from Echevarria, Vogt, & Short (2013). Making Content Comprehensible for English Learners: The SIOP Model. Science

More information

FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES

FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES 1 Minute Essay Give students an open-ended question and one to three minutes to write their answers. Good questions: What is the most important thing

More information

Hicksville Public Schools Common Core State Standards Parent Workshops

Hicksville Public Schools Common Core State Standards Parent Workshops Hicksville Public Schools Common Core State Standards Parent Workshops I. Elementary Common Core Frequently Asked Questions (FAQ) Elementary Q: Where can parents get extra help for the Common Core? A:

More information

Math Learning Tips Make Learning Fun! Turn off the television and video games. Encourage your child to participate in workshops and classes

Math Learning Tips Make Learning Fun! Turn off the television and video games. Encourage your child to participate in workshops and classes Math Learning Tips 1. Make Learning Fun! Use incentives (verbal praise, stickers, diplomas, prizes, outings, rewards) and positive reinforcement. This enhances self-esteem and increases the child's selfconfidence.

More information

Learning Area: English Language and Literacy Year Level : 2 and 3 Class Size: 24

Learning Area: English Language and Literacy Year Level : 2 and 3 Class Size: 24 Learning Area: English Language and Literacy Year Level : 2 and 3 Class Size: 24 students Timing: 45 minutes lesson Topic: Action Verbs Curriculum Outcomes 1. Understand that successful cooperation with

More information

Introduction Course Organization Units genre Short Stories Play or Drama Novel. Poetry Nonfiction. Generic Novel, Book Selection Materials

Introduction Course Organization Units genre Short Stories Play or Drama Novel. Poetry Nonfiction. Generic Novel, Book Selection Materials Introduction Course Organization Portable Assisted Study Sequence (PASS) courses are organized in five Units for each semester of study. In the English Language Arts subject area, each of the five units

More information

Vocabulary Instruction

Vocabulary Instruction Vocabulary Instruction Learners move from not knowing a word, to being somewhat acquainted with it, to attaining a deeper, richer knowledge that allows them to use new words in many modalities of expression.

More information

Math Vocabulary Intervention Strategy Vocabulary Journal

Math Vocabulary Intervention Strategy Vocabulary Journal Math Vocabulary Intervention Strategy Vocabulary Journal For: Any student in Grade 1 or above who is not performing satisfactorily on vocabulary components of classroom math curriculum assessments, who

More information

LANGUAGE ARTS CONTENT STANDARDS GRADE 3 READING

LANGUAGE ARTS CONTENT STANDARDS GRADE 3 READING Irvine Unified School District LANGUAGE ARTS CONTENT STANDARDS GRADE 3 READING Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken

More information

Module 5 - How to Teach Vocabulary

Module 5 - How to Teach Vocabulary Module 5 - How to Teach Vocabulary I. The characteristics of a word... 2 II. Teaching new words... 3 1. Some tips for teaching words... 3 2. Some techniques of teaching words... 3 3. Examples of how to

More information

Supplemental Activity

Supplemental Activity Materials: Test-Taking Skills Assessment on page 80 in this workbook (page 19 in the student workbook) Test-Taking Tips on page 81 in this workbook (page 20 in the student workbook) Tactics for Studying

More information

Math 406B Fall, 2013 Virginia Bohme

Math 406B Fall, 2013 Virginia Bohme The Practicum Component You have been assigned to a middle school or a high school class based on availability, preferences, and location. You should be in a classroom for 1 2 hours per day, 5 days per

More information

Monthly Letter from the Principal

Monthly Letter from the Principal A Montessori Point: All Built-In Monthly Letter from the Principal A Musing by Bob Ruud May 2014 Montessori Education is nothing if not integrated. The arc of psychological development stems from budding

More information

ELA/Literacy Grade-Level Instructional Materials Evaluation Tool

ELA/Literacy Grade-Level Instructional Materials Evaluation Tool ELA/Literacy Grade-Level Instructional Materials Evaluation Tool Quality Review GRADE 2 Textbooks and their digital counterparts are not only vital classroom tools but also a major expense, and it is worth

More information

Useful classroom language for Elementary students. (Fluorescent) light

Useful classroom language for Elementary students. (Fluorescent) light Useful classroom language for Elementary students Classroom objects it is useful to know the words for Stationery Board pens (= board markers) Rubber (= eraser) Automatic pencil Lever arch file Sellotape

More information

SAMPLE VOCABULARY INCLUDES. Vocabulary Instruction Research Tiered Vocabulary Powerful Words to Teach Vocabulary Instruction Vocabulary Strategies

SAMPLE VOCABULARY INCLUDES. Vocabulary Instruction Research Tiered Vocabulary Powerful Words to Teach Vocabulary Instruction Vocabulary Strategies VOCABULARY INCLUDES Vocabulary Instruction Research Tiered Vocabulary Powerful Words to Teach Vocabulary Instruction Vocabulary Strategies Vocabulary at a Glance is a guide on how to identify which words

More information

Testing Vocabulary B. Vocabulary Teaching Techniques in General

Testing Vocabulary B. Vocabulary Teaching Techniques in General Testing Vocabulary To produce the language in teaching vocabulary, the English teachers must have ability to: a. recognize it in its spoken or written form; b. recall It at will; c. relate it to an appropriate

More information

Bob s Job: Compound words

Bob s Job: Compound words Aim: to present and practise a set of 14 compound words related to jobs Level: intermediate to upper-intermediate Class size: any size (large or small groups, one-to-one) Time: 90 minutes of activities

More information

A Checklist for Vocabulary Instruction

A Checklist for Vocabulary Instruction A Checklist for Vocabulary Instruction Does the physical environment show that vocabulary is important? Are there collaboratively made word lists on the wall? Is there a word wall? Is there a list of vocabulary

More information

Discovering Language Arts Parts of Speech Teacher s Guide

Discovering Language Arts Parts of Speech Teacher s Guide Discovering Language Arts Parts of Speech Grade Level: K 2 Curriculum Focus: Language Arts Lesson Duration: 1 2 class periods Program Description Nouns in the Desert (4 min.) A noun is a word that names

More information

A Guide For Studying Physical Science. Follow these steps for maximum benefits from this course (and a high grade):

A Guide For Studying Physical Science. Follow these steps for maximum benefits from this course (and a high grade): A Guide For Studying Physical Science Follow these steps for maximum benefits from this course (and a high grade): 1. Attend Lecture and Lab every day!!!! 2. Read the assigned text chapters and lab exercises

More information

Prentice Hall Writing and Grammar: Communication in Action, Bronze 2001 Correlated to: Nebraska Reading/Writing Standards (Grades 6-8)

Prentice Hall Writing and Grammar: Communication in Action, Bronze 2001 Correlated to: Nebraska Reading/Writing Standards (Grades 6-8) Prentice Hall Writing and Grammar: Communication in Action, Bronze 2001 Nebraska Reading/Writing Standards (Grades 6-8) 8.1 Reading The standards for grade 8 presume that basic skills in reading have been

More information

Book Club and the Common Core

Book Club and the Common Core Book Club and the Common Core Book Club provides many opportunities to integrate your curriculum with Common Core State Standards. This chart shows how the Grade 5 CCSS for English Language Arts can be

More information

Building Vocabulary: Getting Started Grade 4

Building Vocabulary: Getting Started Grade 4 Building Vocabulary: Getting Started Grade 4 Day 1: Pre-Assessment This pre-assessment is found on the teacher resource CD in the back of the Teacher Guide. Click on the Assessment folder and then click

More information

Building Academic Vocabulary

Building Academic Vocabulary Building Academic Vocabulary Granite School District Math Department Miguel Garcia Heather Riddle Dee Rigdon Angie Osness January 2011 Acknowledgements Mary Alice Rudelich, Director Curriculum and Instruction

More information

Overview. Grade 6 Mathematics, Quarter 4, Unit 4.2 Area, Surface Area, and Volume of Geometric Shapes. Number of instruction days: 10 12

Overview. Grade 6 Mathematics, Quarter 4, Unit 4.2 Area, Surface Area, and Volume of Geometric Shapes. Number of instruction days: 10 12 of Geometric Shapes Number of instruction days: 10 12 Overview Content to Be Learned Calculate the area of polygons by composing and decomposing shapes into rectangles, triangles, or other shapes. Develop

More information

LESSON PLAN (Dr. Donna M. Post, Summer 2013)

LESSON PLAN (Dr. Donna M. Post, Summer 2013) LESSON PLAN (Dr. Donna M. Post, Summer 2013) TEACHER NAME: Donna M. Post DATE: May 14, 2012 COURSE: 9th Grade Grammar & Composition UNIT: Understanding Parts of Speech LESSON TOPIC: Diagramming Simple

More information

Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego

Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Courtney O Donovan Class: Algebra 1 Day #: 6-7 Grade: 8th Number of Students: 25 Date: May 12-13, 2011 Goal: Students will

More information

Feedback / Marking Policy. Rationale

Feedback / Marking Policy. Rationale Feedback / Marking Policy This policy sets out how staff at Stoberry Park School intend to ensure that verbal feedback and written marking is an integral part of both our formative and summative assessment

More information

2 Mathematics Curriculum

2 Mathematics Curriculum New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic F: Use Place Value to Compare Two Three Digit Numbers 2.NBT.4 Focus Standard: 2.NBT.4 Compare two three digit numbers based

More information

Welcome to Amplify s Vocabulary app. We re really excited to share it with you, so let s get started.

Welcome to Amplify s Vocabulary app. We re really excited to share it with you, so let s get started. Welcome to Amplify s Vocabulary app. We re really excited to share it with you, so let s get started. The purpose of this app is to help students master vocabulary words. We define mastery as when a student

More information

The Eight Components Sheltered Instruction

The Eight Components Sheltered Instruction The Eight Components of Sheltered Instruction Adapted from Making Content Comprehensible for English Language Learners, The SIOP Model by Jana Echevarria, Mary Ellen Vogt and Deborah J. Short. The Eight

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

Week of: August 15 19, 2016 Unit : Nature of Science Dates: August 15 September 9, Summative Assessment: Lab Safety Test

Week of: August 15 19, 2016 Unit : Nature of Science Dates: August 15 September 9, Summative Assessment: Lab Safety Test Teacher(s): Amos, Littles, McGhee Grade/Subject: 8 th Physical Science Week of: August 15 19, 2016 Unit : Nature of Science Dates: August 15 September 9, 2016 Florida Standard(s): Benchmarks, descriptions,

More information

Lesson Segments Addressing Content. Lesson Segments Involving Routine Events. Lesson Segments Enacted on the Spot

Lesson Segments Addressing Content. Lesson Segments Involving Routine Events. Lesson Segments Enacted on the Spot Marzano Observation and Feedback Protocol The Marzano Observation and Feedback Protocol identifies the 41 key strategies revealed by research for effective teaching presented in a robust, easy-to-understand

More information

Fact Mastery and More!

Fact Mastery and More! I1 Fact Mastery and More! Table of Contents Page OVERVIEW FOR TEACHING MATH FACTS PRETESTS Addition Subtraction Multiplication TEMPLATES FOR VISUAL REPRESENTATIONS I4 I8 I9 I11 I13 I15 MATH FACT STRANDS

More information