WiggleWorks With professional development from Scholastic Red
|
|
- Jerome Powell
- 1 years ago
- Views:
Transcription
1 WiggleWorks With professional development from Scholastic Red Aligns to WiggleWorks is a multimedia reading and writing program for Grades K-3. The following chart details how WiggleWorks, with professional development support from Scholastic RED, addresses these Reading First criteria* and can enrich and strengthen a comprehensive reading program: Instructional Assessments Instructional Programs and Strategies Instructional Materials Instructional Assessments Access to Print Materials Instructional Leadership Professional Development WiggleWorks Valid and reliable screening, diagnostic, and classroom-based assessments WiggleWorks contains Benchmark Books for initial placement in a just right level. The Teacher s Assessment Guide provides continuous assessment instruments that can be used regularly to assess students growth and needs as they move through the program. The software s Work Record tracks the stages, levels, and books in which individual children have worked. The Student Log records individual student s work in each activity area, and it displays children s progress and time spent in each area. In the Student Work section, teachers view children s saved work in each area and then can copy it to children s Portfolios. In addition, WiggleWorks contains these assessment tools: Benchmark Books and Running Records. Teachers periodically monitor students reading strategies by listening to them read Benchmark Books and tabulating miscues. When a student reads with 95% accuracy he/she is ready to move to the next stage of instruction. Informal Assessment. The Teaching Plan for every book includes questions to help teachers evaluate students reading and writing abilities and skills. Observation. Teachers observe selected students throughout the day in a variety of settings, such as during small-group and whole-class instruction, during independent reading time at the computer, or in the classroom library. Teachers assess students oral language facility; attitudes and interests; and behaviors related to print, reading, writing, and book handling. Surveys and Interviewing. The Teacher s Assessment Guide provides sample questionnaires that teachers can use with students and parents to assess student ability. *From the Guidance for the Reading First Program and the for Review of State Applications, United States Department of Education February
2 Assessments that are aligned with the instructional program and that measure progress in the five essential elements of reading instruction (phonemic awareness, phonics, vocabulary, fluency, and comprehension) WiggleWorks assessments inform instruction. They allow for the evaluation of student development in listening and speaking skills, print awareness, early writing skills, and the following essential elements of reading: Phonemic Awareness. Teachers observe during class whether students can recognize rhyming words and patterns. Teachers also check students work on the software s Magnet Board, where students break words into their component sounds and manipulate phonemes. Phonics. Through Benchmark Books and Running Records, teachers observe what decoding strategies students use during reading. The teacher records a student s miscues and determines what percent of the text the student is reading accurately. In addition, teachers check students phonics activities done on the software s Magnet Board. Vocabulary. Teachers assess whether students are learning vocabulary words from the story, are using context cues and prior knowledge to help them understand word meanings, and whether they understand sensory words and meanings. Many of the Teaching Cards include questions to guide teachers in evaluating student progress in vocabulary development. Fluency. Teachers listen to readings of the story that students have recorded on the computer, and evaluate their expressiveness and accuracy. The software s Student Log records the number of minutes students spent in reading the story aloud. During in-class shared reading, teachers observe whether children recognize words and repetitive sentence patterns. Comprehension. Teaching Plan assessment questions help teachers evaluate whether students are using comprehension strategies, such as mental imagery, activating prior knowledge, identifying cause and effect, and using picture cues to help them understand the book. February
3 Instructional Programs and Strategies/ Instructional Materials Instructional strategies and programs based on scientifically based reading research WiggleWorks Reading research findings outlined by Put Reading First, 2001; the Report of the National Reading Panel, 2000; and leading researchers, such as Elfrieda Hiebert and Catherine Snow, support the WiggleWorks instructional program. The research foundation includes the following: Phonemic awareness instruction helps children learn to read, spell, and comprehend text (Put Reading First, 2001). Systematic and explicit phonics instruction significantly improves children s word, recognition and reading comprehension, and is effective for children from various socioeconomic levels (Put Reading First, 2001). Repetition and multiple exposures to new words are crucial to vocabulary development (National Reading Panel, 2000). Fluency develops as a result of many opportunities to practice reading with a high degree of success (Put Reading First, 2001). Students can be taught to use comprehension strategies through direct explanation, modeling, guided practice, and application (Put Reading First, 2001). A scientific evaluation of WiggleWorks concluded that the program is highly effective in raising the reading scores of first grade students. Lynn Hickey Schultz, Ed.D., of Harvard University, conducted an independent Validation Study in 1995 to determine whether WiggleWorks increased first graders literacy gains significantly more than those of students using their traditional language arts program. The study revealed that WiggleWorks students raised their scores on the Reading, Vocabulary, Word Analysis, and Language subtests of the Iowa Test of Basic Skills significantly higher than the control group. The experimental students also achieved significant increases in the Writing subtests scores compared to the control group. (Additional information on the Validation Study and the research base is available upon request.) February
4 Instructional strategies and programs that provide explicit and systematic instruction in the five essential components of reading: Phonemic awareness Phonics Vocabulary Fluency Comprehension Students using WiggleWorks receive instruction and reinforcement in the five essential components of reading: Phonemic Awareness. Through structured lessons, students progress beyond simple consonant-vowelconsonant words to more complex phonemic structures such as consonant blends and digraphs. Students work with phonemes in all word positions initial, final, and medial. Letter-sound associations are reinforced as students click words in the computerized text to hear them read aloud. Phonics. Phonics lessons on the WiggleWorks Teaching Cards and in the Phonics Guide explicitly teach and reinforce key skills first in isolation and then in words and connected text. The software s Magnet Board, with the text to speech function, introduces a letter-sound and enables students to read a whole word, learn blends, and work on syllabication, prefixes, and suffixes. Vocabulary development. The Teaching Plans have a previewing section to build background of new concepts and a section that teaches content-related vocabulary. Students learn new words in multiple contexts, including a word study prior to reading new words, discussion of word meanings, and explicit follow-up lessons to review vocabulary. Fluency. WiggleWorks offers a variety of opportunities for students to read connected text and hear models of fluent reading in print, in the software, and with audiocassettes. Students can also record themselves reading the books and playback these recordings to monitor their progress. Comprehension. Children learn strategies explicitly taught on the Teaching Cards, such as drawing on prior knowledge, mental imagery, identifying the main idea, and using context clues. Software options help students focus on the text structure and meaning of a book. February
5 Materials and programs that provide explicit instructional strategies, have a coordinated instructional sequence, and offer ample practice opportunities WiggleWorks Teaching Plans provide explicit instruction and reinforcement in reading and writing strategies. Each Teaching Plan contains the following sections sequencing from pre-reading skills to connecting and extending beyond the story: Previewing the text Content-related vocabulary words Strategies for reading the book Discussing the book Writing ideas and strategies Specific comprehension strategies Phonics lessons Curriculum connection Books are grouped by stage and level to provide students with appropriately challenging books. When a child reads a book with confidence and becomes knowledgeable about successful reading strategies, the child and teacher select a new book to reinforce and build on those strategies. Lessons are connected to text and provide students with many practice opportunities using a variety of materials: Leveled trade books (in four stages) that feature multiple genres, curriculum connections, and works by noted authors and illustrators CD-ROM format for each book Audiocassette for each book Materials and strategies that are aligned with the instructional program and to state standards WiggleWorks aligns to a school s reading program through instruction and reinforcement of the critical early literacy skills: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The program also presents writing strategies, provides listening and speaking opportunities, and connects to other curricula. Students learn, practice, and develop the skills they need to meet state standards. February
6 Materials and programs that are integrated with and connect meaningfully to the comprehensive reading program WiggleWorks contains high-quality materials and instructional strategies that enrich any comprehensive reading program: Leveled fiction and nonfiction books available in trade book, CD-ROM, and audiocassette formats Six-page Teaching Plans that present instructional strategies for each book Software support that enables children to listen to a book, hear specific words read aloud, record and playback their reading of a book, write, create their own version of a book, and develop phonics skills using the Magnet Board. Assessment Guide, which includes Benchmark Books Research foundation and validation for the program User s Guide (including software guide and key program questions) Staff Development Video Strategies to meet the needs of all students, including those that are below grade level, limited English proficient, and students with disabilities WiggleWorks technology provides built-in instructional support for children who need extra help to become confident readers. Teachers can choose how the text is read and highlighted by the narrator to appropriately support students with differing abilities. In addition, each Teaching Plan includes instructional recommendations for supporting the needs of English Language Learners. Because WiggleWorks delivers instruction primarily through the medium of technology, it is more accessible to students with a wide range of abilities. Created in consultation with the Center for Applied Special Technology (CAST), WiggleWorks uses the principles of Universal Design to provide a flexible and customizable environment for all students, including those with specific cognitive or physical needs. For example, students may use a screen keyboard with options for changing text size. Also, the software options can be set to highlight text word-by-word or line-byline as a narrator reads it aloud. WiggleWorks-español is the Spanish language version of WiggleWorks. It combines authentic Spanish-language literature and concept books with the instructional power of technology to help children become independent readers and writers. The program enhances students skills in their native language so transfer to the English language is facilitated. February
7 Strategies that accelerate performance and monitor progress of students who are reading below grade level Students who are reading below grade level benefit from WiggleWorks instructional strategies, skill reinforcement, and engaging literature. The program s technology captivates children and motivates them to read, listen, speak, and write. The interactive software increases children s success and encourages their smallest steps toward progress. In the WiggleWorks program, teachers use a variety of strategies to monitor the progress of students who are reading below grade level so that their performance can be accelerated: Each Teaching Plan provides teachers with questions they can use to informally assess students and differentiate instruction as needed. Teachers have multiple options for assisting struggling readers so they can reach their fullest potential. The Teacher s Assessment Guide contains tools to inform instruction, including Running Records, Benchmark Book information, and stage-appropriate behaviors to notice while observing students. WiggleWorks software allows teachers to manage how particular students move through the books by providing computer options, including the speed at which the book is read aloud and how the text is highlighted. The WiggleWorks electronic management system provides teachers with information on the number of books students have read, the dates, time on task, and additional relevant data for individual children. This enables the teacher to monitor student progress, follow up with students who are not adequately progressing, and modify instruction as needed. Access to Print Materials Variety of engaging reading materials including expository and narrative WiggleWorks The program s literature is available in a variety of topics and genres including poetry, science, multicultural, folk tale, autobiography, and other fiction and nonfiction. Selections include books by favorite and award-winning authors and illustrators. The high-interest literature is age-appropriate and engaging. The program includes 84 leveled trade books in four stages. Each stage has three levels, so that the material is appropriately challenging and progresses at an appropriate rate of difficulty. February
8 Materials to promote reading and library programs Instructional Leadership Training for principals and building leaders in the essential components of reading and the specific instructional programs and materials in use in their buildings, including the scientific base, implementation process and progress monitoring related to those programs and materials WiggleWorks' interactive technology provides enjoyable, dynamic reading experiences that motivate students to explore and read more books more often. Children build confidence as they successfully read leveled books. In addition, students discover what it is like to be an author or illustrator when they use the software to adapt or expand WiggleWorks stories. Classroom Library Packs are available so that teachers can provide their students with trade books in multiple genres. Scholastic RED Scholastic RED helps ensure that Principals, Reading Coaches, and building leaders have all the resources they need to implement a scientifically based reading program. On-site training helps principals understand their role in the professional development taking place in their schools. The training also supports them as instructional leaders. For each RED course, they receive a Principal s Guide, which includes: o A review of reading research o Content overview of the RED course o Learning snapshots to guide principals as they conduct classroom observations of research-based teaching strategies o Tools for coaching teachers District Facilitators are trained to use effective techniques for observing, coaching, and mentoring in order to provide effective ongoing support for teachers. Building leaders receive intensive instruction on the essential components of reading instruction through Scholastic RED courses and services. These training sessions are designed to foster a strong sense of shared leadership. Professional Development Use of a variety of delivery methods to carry out intensive and focused professional development in: 1. Essential components of reading instruction Scholastic RED RED provides professional development designed to meet the requirements of Reading First. RED offers five researchbased, facilitated online courses that specifically address the essential elements of reading instruction for Grades K-3: Putting Reading First in Your Classroom, Grades K-2 Building Fluency, Grades K-2 Reading Success for English Language Learners, Grades K-3 Building Vocabulary for Reading Success, Grades K-3 Guided Reading: Making It Work in Your Classroom, Grades K-6 Building Decoding Skills and Strategies, 3-5 Improving Reading Comprehension, 3-5 Improving Fluency, 3-8 February
9 Professional Development, Continued RED s interactive online courses train teachers in the five essential components of reading instruction: Phonemic Awareness Oral blending, oral segmentation and phonemic manipulation are modeled on video and audio; users practice via online simulation. Phonics RED defines alphabet recognition, phonics, and decoding and how to apply them in classroom practice. Vocabulary Development The role of vocabulary in early reading instruction is covered, with attention paid to building students oral vocabularies. Fluency Teachers learn how to assess fluency, build it, and incorporate independent and small-group activities into classroom routines. Comprehension Topics covered include teaching children techniques for previewing text, building and activating background knowledge, and matching children to text. 2. Implementing scientifically based instructional materials, programs, and strategies All professional development from Scholastic RED is grounded in research-based, validated practices that result in teachers learning and applying new strategies that directly influence student performance. Scholastic RED courses incorporate the characteristics that research confirms are key for effective professional development: Research-based content and strategies Modeling and presentations by skilled practitioners Practice in a controlled, risk-free environment Coaching, feedback, and reflection Coherence and alignment to academic standards and core reading programs Promotion of strong, shared leadership by principals and district leaders More than 10,000 teachers in over 150 school districts have participated in Scholastic RED professional development. Teachers, RED course facilitators, and principals report that: Scholastic RED courses helped them learn about research-based methods and strategies. Scholastic RED materials can be implemented immediately into classroom activities. The modeling of effective strategies helped teachers apply the skills in their classrooms. Local Facilitator-led meetings provide valuable opportunities for additional instruction, collaboration, and personalized support. February
10 3. Screening, diagnostic, and classroom-based instructional assessments Scholastic RED courses include assessment skills and strategies for working with different student populations, including special education students, ELD/ELL, and advanced learners. Subsequent to modeling and practice of such assessments, teachers receive ideas and resources for targeting instruction based on diagnostic data. In ongoing professional development, RED-trained Facilitators can instruct teachers on how to use data and diagnostic assessments to inform instruction. Professional development that is ongoing, continuous, and includes the use of coaches and other teachers of reading who provide feedback as instructional strategies are put in place District Reading Coaches and Staff Developers receive special training to become RED Facilitators, who can provide teachers with ongoing, continuous support. Through this training, Facilitators: Become familiar with the online courses, including all research-based content and accompanying materials Receive tools and training for observing and coaching teachers who are implementing newly learned strategies Learn how to demonstrate course strategies in Facilitator-led workshops and in teachers classrooms Receive a Facilitators Handbook, which contains: o Explicit plans, activities, and agendas to conduct workshops o Management tools, including observation and evaluation forms o Guidelines for conducting classroom demonstration lessons RED Facilitators receive ongoing support through the Facilitator Care Program, which offers: An online discussion board guided by RED Reading Consultants Offline guidance from RED Reading Consultants A toll-free hotline for technical support Recommended professional reading and web links February
WiggleWorks Aligns to Title I, Part A
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
Reading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
READING SPECIALIST STANDARDS
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word
Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005
Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.
Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities.
Voyager Passport Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. You can make a diff The Reality of Illiteracy According to recent statistics, the average
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online
What Does Research Tell Us About Teaching Reading to English Language Learners?
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
Selecting Research Based Instructional Programs
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews
21st Century Community Learning Center
21st Century Community Learning Center Grant Overview The purpose of the program is to establish 21st CCLC programs that provide students with academic enrichment opportunities along with activities designed
Nevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together.
Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:
Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008
Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................
Reading K 12 Section 35
Reading K 12 Section 35 * *Competencies and skills incorporate the scientifically based reading research (SBRR) and the components of Florida's formula for reading success addressing improved reading outcomes
ENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes
Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
Florida International University Master s of Science in Reading Education. Florida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children
An Early Childhood Practitioner s Guide: Developmentally Appropriate Literacy Practices for Preschool-Age Children SUMMARY In her discussion of user-friendly and developmentally appropriate literacy strategies
Foundation Paper Supporting Special Education Students with READ 180
Foundation Paper Supporting Special Education Students with READ 180 READ 180 is a scientifically research-based, intensive reading intervention program with a proven track record of delivering measurable
St. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
Scientifically Based Reading Programs: What are they and how do I know?
Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals
Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
Reading Specialist (151)
Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.
TAS Instructional Program Design/ Scientifically-based Instructional Strategies 2012-2013
TAS Instructional Program Design/ Scientifically-based Instructional Strategies 2012-2013 Use effective methods and instructional strategies that are based on scientifically based research that strengthens
READING WITH. Reading with Pennsylvania Reading Specialist Certificate
READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration
Learning Today Smart Tutor Supports English Language Learners
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
Exam papers from RE 5100, Beginning Readers and Writers. Assessment Summary Sheet from RE 5715, Reading Assessment and Correction
Name: Angela McCrary Steele IRA Standards Artifacts Rationale Standard 1. Foundational Knowledge. 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic,
Opportunity Document for STEP Literacy Assessment
Opportunity Document for STEP Literacy Assessment Introduction Children, particularly in urban settings, begin school with a variety of strengths and challenges that impact their learning. Some arrive
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
Bilingual Education: English Language Learners Secondary Reading/LA Instruction
POINTS TO BE EARNED: 120 MPP PART I PLANNING DESCRIPTION: Write a brief description of content and intent of component. This component will enable the participants to identify processes and the techniques
Teaching Young Children How to Read: Phonics vs. Whole Language. Introduction and Background
Kelly Waldo Senior Capstone Paper Paoze Thao, PhD California State University Monterey Bay Teaching Young Children How to Read: Phonics vs. Whole Language Introduction and Background I am interested in
Main Idea in Informational Text Grade Three
Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central
Alignment Guide Supplemental Educational Services Featuring ReadAbout
Alignment Guide Supplemental Educational Services Featuring ReadAbout The following chart details how ReadAbout can support the development of a Supplemental Educational Services (SES) program. The criteria
A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis
A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis National Center to Improve thetools of Educators Deborah C. Simmons, Ph. D. Edward J. Kame enui, Ph. D.
Teaching Reading Essentials:
Teaching Reading Essentials: Video Demonstrations of Small-Group Interventions OVERVIEW Fully aligned with and This is the professional development you ve been asking for! TM Sopris West Educating Our
Reading Street and English Language Learners
Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying
One Teacher, One Student. Assessment for Personalized Instruction. New! DRA2 + App for ipad. Program Overview
New! DRA2 + App for ipad Developmental Reading Assessment Second Edition PLUS One Teacher, One Student Assessment for Personalized Instruction Program Overview How Do You DRA2? 1 OR 2 Assess with Confidence
Leveled Literacy Intervention (LLI) consists of a series of planned lessons designed to provide supplementary instruction
Research Base for Leveled Literacy Intervention Leveled Literacy Intervention (LLI) consists of a series of planned lessons designed to provide supplementary instruction to kindergarten, first, and second
DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1
DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.
Wave 3 Intervention Guide Intervention Briefing Sheets plus Examples of Intervention Monitoring Templates
Wave 3 Guide Briefing Sheets plus Examples of Monitoring Templates Moving On Reading and Writing AcceleRead, AcceleWrite Direct Phonics Speed Challenge Fresh Start Programme Read, Write Inc. Rapid Reading
BA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics
The University for World-Class Professionals BA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics Faculty of Education mmu.ac.uk/education MMU 2015 Faculty
Debbie Hepplewhite s suggestions for effective and supportive phonics provision and practice
Debbie Hepplewhite s suggestions for effective and supportive phonics provision and practice Are the following suggestions features of your phonics provision and practice? You may find this information
Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work
Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted
There are many reasons why reading can be hard. This handout describes
Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic
Exceptional Student Education K 12
Exceptional Student Education K 12 Section 61 1 Knowledge of foundations of exceptional student education 1. Identify state and federal legislation and case law that have affected the education of students
Information Provided by the Qualitative Reading Inventory-5
3 Information Information Provided by the Qualitative Reading Inventory-5 Finding Reading Levels Identifying Reading Levels The Independent Level The Instructional Level The Frustration Level Level Variety
TExMaT I Texas Examinations for Master Teachers. Preparation Manual. 085 Master Reading Teacher
TExMaT I Texas Examinations for Master Teachers Preparation Manual 085 Master Reading Teacher Copyright 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and
Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features.
Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
20 by Renaissance Learning, Inc. All rights reserved. Printed in the United States of America.
R4 Advanced Technology for, Renaissance, Renaissance Learning, Renaissance Place, STAR Early Literacy, STAR Math, and STAR Reading, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered,
Pasco County Schools. Add-On Program. Reading K-12. Endorsement
Pasco County Schools Add-On Program Reading K-12 Endorsement - 1 - I. Program Title: Add-on Program for Reading (K-12) Endorsement II. Program Rationale and Purpose In1998, Pasco County began a study of
AND LEARNING 21st Century Teaching and Learning
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
South Carolina Literacy Competencies. for Reading Coaches
2014 15 South Carolina Literacy Competencies for Reading Coaches Standard 1: Foundational Knowledge Coaches understand the theoretical and evidence-based foundations of reading and writing processes and
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
Intervention Strategies for Struggling Readers
PROGRAM OVERVIEW Intervention Appropriate K 6 Intervention Strategies for Struggling Readers M BA SE G IL LI NG M ORT N- HA O D PRO G RA What is Recipe for Reading? Recipe for Reading is a research-based,
& Sample Lesson. Before Reading. Sight Word Review (1 minute)
Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in
Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7.
Reading Policy Policy Data Sheet Policy Name: Document Reference: Reading Policy BLSch026 Version Number: 1 Ratified By Principal: Chair of Governing Body Ratified Date: Board approval needed? Board Ratified
How to Take Running Records
Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted
the sites selected for participation in the study were targeted Assistance schools with a history of unacceptably low achievement.
Houghton Mifflin Reading Program Efficacy Studies Recent initiatives at the federal and state level have focused attention on reading instruction in an effort to improve the reading performance of our
Test Blueprint. Grade 3 Reading. 2010 English Standards of Learning
Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective with the administration of the 2012-2013 English Standards of Learning (SOL) tests. Notice
NFL Quarterback Bernie Kosar told
RESEARCH PAPER VOLUME 1 Why It Is Important to Teach Phonemic Awareness and Alphabet Recognition by Dr. Cathy Collins Block Professor of Education Texas Christian University NFL Quarterback Bernie Kosar
Mendham Township School District Reading Curriculum Kindergarten
Mendham Township School District Reading Curriculum Kindergarten Kindergarten Unit 1: We Are Readers Exploring the Exciting World of Books Reading Level Benchmark: Emergent Story Books & Shared Reading
Ms Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English
Literacy Policy Status: Advisory Member of Staff responsible: Principal Associated Policies and documentation: SEND, Teaching of English Implementation Date: September 2014 Review Date: September 2015
(MIRP) Monitoring Independent Reading Practice
(MIRP) Monitoring Independent Reading Practice ~ A Returning Developer ~ For further information contact Kathy Robinson Lake Country Elem. School 516 County Road 29 Lake Placid, Florida 33852 863.699.5050
Master of Science in Education Major in Early Childhood Literacy Online Graduate Education for Today s Teacher
Master of Science in Education Major in Early Childhood Literacy Online Graduate Education for Today s Teacher Build a Foundation. Develop Independent Readers and Writers. Master s Degree: Major in Early
Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight
Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight Instructional materials are adopted by the state for the purpose of helping teachers present the content set
SD 308 Elementary Summer School Course Offerings
SD 308 Elementary Summer School Course Offerings Dates: June 8 th June 26 th Hours: 8:30a.m. 11:30a.m. Location: Churchill Elementary School 520 Secretariat Lane Oswego, IL 60543 Contact: Please contact
Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the
READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level
Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne
Raynham Primary School Policies Reading Policy Foundation & Key stage 0ne Raynham Primary School Reading Policy (KS1) Aims So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place
Guidelines for Examining Phonics & Word Recognition
Guidelines for Examining Phonics & Word Recognition Revised Edition 2002 Texas Education Agency. These materials are copyrighted and trademarked as the property of the Texas Education Agency and may not
Language Reading Connection
Language Reading Connection Collaborating with Your SLP WELCOME! What is Project CENTRAL? Coordinating g Existing g Networks To Reach All Learners The ultimate goals are to provide professional development
COMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
Charleston Southern University Graduate School of Education
Charleston Southern University Graduate School of Education Professional Development Contract Course Syllabus EDUC 695, STEPS, Sequential Teaching of Explicit Phonics and Spelling The Conceptual Model
Using Direct Instruction Programs as Intervention Programs in Grades K 3
Using Direct Instruction Programs as Intervention Programs in Grades K 3 Direct Instruction News Volume 5, Number 2 Summer 2005 Introduction This article is about the use of Direct Instruction as an intervention
Move Students to Grade Level Performance. Hampton-Brown
Move Students to Grade Level Performance Hampton-Brown Program Authors READING AND LANGUAGE David W. Moore, Ph.D. Professor of Education, Arizona State University Dr. David Moore taught high school social
K-12 Information and Digital Literacy
K-12 Information Digital Literacy K-12 Information Digital Literacy It is the goal of the educators of the Burlington Public Schools to foster a dynamic learning environment that promotes engagement, relevant
Psychology of Learning to Read
Psychology of Learning to Read Learning Goals Explain the six skills necessary for learning how to read. Explain instructional strategies for each of the six skills. 1 Background Teachers play a very important
LiteracyPlanet & the Australian Curriculum: Pre-School
LiteracyPlanet & the Australian Curriculum: Pre-School We look at learning differently. LiteracyPlanet & the Australian Curriculum Welcome to LiteracyPlanet & the Australian Curriculum. LiteracyPlanet
DR. PAT MOSSMAN Tutoring
DR. PAT MOSSMAN Tutoring INDIVIDUAL INSTRuction Reading Writing Math Language Development Tsawwassen and ladner pat.moss10.com - 236.993.5943 tutormossman@gmail.com Testing in each academic subject is
Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom
Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom I. Overview: This unit will address students understanding, performance, and achievement in literacy
School Library Media Specialist (502)
School Library Media Specialist (502) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s).
TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target
TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the
Florida Center for Reading Research Project Read
1 Florida Center for Reading Research Project Read What is Project Read? Project Read is a comprehensive language arts program designed to provide explicit instruction in a structured reading curriculum.
Common Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014
Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan North Carolina Department of Public Instruction 2013-2014 1 TABLE OF CONTENTS INTRODUCTION PAGE 3 NCDPI PAGE 4 STANDARDS-BASED
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.
Florida Center for Reading Research
1 Florida Center for Reading Research Reading Recovery What is Reading Recovery? Reading Recovery is a short term, early reading intervention for the lowest performing students in first grade. Descubriendo
Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D.
Bebop Books Guided Reading with Emergent Readers by Jeanne Clidas, Ph.D. What Is Guided Reading? Guided reading involves a small group of children thinking, talking, and reading through a new text with
One Teacher, One Student. Assessment for Personalized Instruction. New! DRA2+ App for the ipad. Grades K 8 Overview
New! DRA2+ App for the ipad One Teacher, One Student Developmental Reading Assessment Second Edition PLUS Assessment for Personalized Instruction Grades K 8 Overview Assess with Confidence The Developmental
Reading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
STAR. Early Literacy Teacher s Guide
STAR Early Literacy Teacher s Guide STAR Early Literacy Teacher s Guide The STAR products logo, STAR Early Literacy, STAR Reading, Accelerated Reader, Power Lessons, Renaissance Learning, Renaissance
8710.4725 TEACHERS OF READING.
1 REVISOR 8710.4725 8710.4725 TEACHERS OF READING. Subpart 1. Scope of practice. A teacher of reading is authorized to facilitate and provide for kindergarten through grade 12 students instruction that
Effective Literacy Instruction for Early Childhood Education Students
Effective Literacy Instruction for Early Childhood Education Students Clara Rouse, PhD Educational Leadership Consultant Melissa Morris Curriculum Specialist January 2012 The Importance of Early Literacy
Teaching Reading. A Guide to the Report and Recommendations for Parents and Carers
Teaching Reading A Guide to the Report and Recommendations for Parents and Carers National Inquiry into the Teaching of Literacy December 2005 Commonwealth of Australia 2005 This work is copyright. It
U.S. Department of Education Rod Paige Secretary. Office of Intergovernmental and Interagency Affairs Laurie M. Rich Assistant Secretary
U.S. Department of Education Rod Paige Secretary Office of Intergovernmental and Interagency Affairs Laurie M. Rich Assistant Secretary John McGrath Senior Director, Community Services and Partnerships
Stages of Instructional Design V. Professional Development
Stages of Instructional Design V. Professional Development Derived from Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design (4th ed.). Fort Worth, TX: Harcourt Brace
Scholastic READ 180 Next Generation
Scholastic READ 180 Next Generation READ 180 Next Generation is a comprehensive system of curriculum, assessment, human capital development, and family engagement tools that empower everyone to contribute
1. Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction as follows:
Effective June 15, 2016 505-3-.96 READING ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals to teach reading
Reading K 10 Grade Level Expectations: A New Level of Specificity
Reading K 10 Grade Level Expectations: A New Level of Specificity Washington State s Essential Academic Learning Requirements Introduction Contents Introduction................................... 1 Overview..................................