# Reading Comprehension: 1. "Click or Clunk?": A Student Comprehension Self-Check: Step 1: Tell students that they will be

Size: px
Start display at page:

Download "Reading Comprehension: 1. "Click or Clunk?": A Student Comprehension Self-Check: Step 1: Tell students that they will be"

Transcription

7 a reward on any day when the student's number of correctly computed digits on the worksheet exceeds that of the previous day. During each day of the intervention: 1. The student is given one of the math computation worksheets previously created by the teacher, along with an answer key. The student first consults his or her progress-monitoring chart and notes the most recent charted computation fluency score previously posted. The student is encouraged to try to exceed that score. 2. When the intervention session starts, the student is given a pre-selected amount of time (e.g., 5 minutes) to complete as many problems on the computation worksheet as possible. The student sets a timer for the allocated time and works on the computation sheet until the timer rings. 3. The student then uses the answer key to check his or her work, giving credit for each correct digit in an answer. (A 'correct digits' is defined as a digit of the correct value that appears in the correct place-value location in an answer. In this scoring method, students can get partial credit even if some of the digits in an answer are correct and some are incorrect.). 4. The student plots his or her computational fluency score on the progress-monitoring chart and writes the current date at the bottom of the chart below the plotted data point. The student is allowed to select a choice from the reward menu if he or she exceeds the most recent, previously posted fluency score. 5. Math Computation: Increase Accuracy By Intermixing Easy and Challenging Computation Problems 1.The teacher first identifies one or more 'challenging' problem-types that are matched to the student's current math-computation abilities (e.g., multiplying a 2-digit number by a 2-digit number with regrouping). 2.The teacher next identifies an 'easy' problem-type that the students can complete very quickly (e.g., adding or subtracting two 1-digit numbers). 3.The teacher then creates a a series of student math computation worksheets with 'easy' computation problems interspersed at a fixed rate among the 'challenging' problems. (NOTE: Instructions are included below for creating interspersal worksheets using a free online application from If the student is expected to complete the worksheet independently as seat work or homework, 'challenging' and 'easy' problems should be interspersed at a 1:1 ratio (that is, every 'challenging' problem in the worksheet is followed by an 'easy' problem). If the student is to have the problems read aloud and then asked to solve the problems mentally and write down only the answer, the items should appear on the worksheet at a ratio of 3:1 (that is, every third 'challenging' problem is followed by an 'easy' one). Directions for On-Line Creation of Worksheets With a Mix of Easy and Challenging Computation Problems ('Interspersal Worksheets') By following the directions below, teachers can use a free on-line Math Worksheet Generator to create computation worksheets with easy problems interspersed among more challenging ones:

9 ON MY OWN questions are based on the students' own experiences and do not require knowledge of the text to answer. 2. Compass Learning 3. Do the Math 4. Accelerated Math

### The Savvy Teacher s Guide: Reading Interventions That Work

The Savvy Teacher s Guide: Reading Interventions That Work Jim Wright jim@jimwrightonline.com www.interventioncentral.org The Savvy Teacher s Guide: Reading Interventions That Work Jim Wright ( www.interventioncentral.org)

### Peer Tutoring in Math Computation with Constant Time Delay

How RTI Works Series 2011 Jim Wright www.interventioncentral.org 1 Peer Tutoring in Math Computation with Constant Time Delay DESCRIPTION: This intervention employs students as reciprocal peer tutors to

### 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

### Unit 4 Module 1: Administering the Texas Middle School Fluency Assessment

Unit 4 Module 1: Administering the Texas Middle School Fluency Assessment Section 1 Slide 1 Title Slide Welcome to the first module in the Diagnostic and Progress Monitoring Data unit, Administering the

### Modifying Curriculum and Instruction

Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications

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

### 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

### (by Level) Characteristics of Text. Students Names. Behaviours to Notice and Support

Level E Level E books are generally longer than books at previous levels, either with more pages or more lines of text on a page. Some have sentences that carry over several pages and have a full range

Choral Reading Strategy Literacy Skill: Reading Fluency Grade Level Uses: K-20 Special Population: N/A; Need to modify the reading for ELL and Special Needs with accommodations Cognitive Process: Comprehension

### 240Tutoring Reading Comprehension Study Material

240Tutoring Reading Comprehension Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring PRAXIS II Middle School English Language Arts

### What is oral reading fluency?

What is oral reading fluency? Oral reading fluency is the ability to read, speak, or write easily, smoothly, and expressively. A fluent reader is one who reads and understands what he or she is reading

### KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

### (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

### 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

### APPENDIX B CHECKLISTS

APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3

### Making Reading Content Comprehensible for Intermediate Language Learners. Colin Dalton. University of Houston-Downtown, United States

Making Reading Content Comprehensible for Intermediate Language Learners Colin Dalton University of Houston-Downtown, United States 0135 The European Conference on Language Learning 2013 Official Conference

### Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

### Administering and Scoring of the Oral Reading Fluency and Maze Tests

Administering and Scoring of the Oral Reading Fluency and Maze Tests Path Driver for Reading uses two forms of curriculum-based measurements (CBMs) to monitor student reading development oral reading fluency

### From Our Classroom Strategy Library During Reading

Concept Map Use this map to organize your thoughts and make connections to your topic. Write the main idea in the center, and add supporting ideas or related topics in each surrounding oval. Continue to

### Writing Simple Stories Grade One

Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end

### Helping English Language Learners Understand Content Area Texts

Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency

### How To Read With A Book

Behaviors to Notice Teach Level A/B (Fountas and Pinnell) - DRA 1/2 - NYC ECLAS 2 Solving Words - Locates known word(s) in. Analyzes words from left to right, using knowledge of sound/letter relationships

### Transcript: What Is Progress Monitoring?

Transcript: What Is Progress Monitoring? Slide 1: Welcome to the webinar, What Is Progress Monitoring? This is one of 11 webinars developed by the National Center on Response to Intervention (NCRTI). This

FAQ about Reading Workshop My child is in Level M. What does that mean as far as a grade level that I can understand? Several different systems exist today for organizing reading levels. The one used in

### Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

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

mclass: Reading 3D By: Carlos Mattlock Vass Jonesville Elementary School mclass: Reading 3D By: Carlos Mattlock Vass Jonesville Elementary School Hold the device so the child cannot see it Say each word,

### As Approved by State Board 4/2/09

Improving students' ability to learn, communicate, and collaborate through literacy education As Approved by State Board 4/2/09 Nebraska Language Arts Standards As approved by State Board 4/2/09 Table

### 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

### Measurable Annual Goals

Measurable Annual Goals This document was developed to help special education teachers begin transitioning from standards based IEP goals to measurable annual goals that are specific to individual student

### & 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

### 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

### To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables

To learn to read is to light a fire; every syllable that is spelled out is a spark." Victor Hugo, Les Miserables Development and Management of an Effective Reading Intervention Program Research into Practice

### Objective The student will read with proper phrasing, intonation, and expression in connected text.

F.020 Connected Text Listen and Read The student will read with proper phrasing, intonation, and expression in connected text. Tape player Headphones Cassette tape Choose or make tapes of a book or passage

### 2 Mathematics Curriculum

New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic E: Model Numbers Within 1000 with Place Value Disks 2.NBT.A Focus Standard: 2.NBT.A Understand place value. Instructional

### LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

### Understanding Types of Assessment Within an RTI Framework

Understanding Types of Assessment Within an RTI Framework Slide 1: Welcome to the webinar Understanding Types of Assessment Within an RTI Framework. This is one of 11 webinars that we have developed at

### Content Strategies by Domain

Content Strategies by Domain In order to be proficient in a language, students need to develop proficiency in four domains: listening, speaking, reading and writing. Intentional practice each day in content

Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

### 1. Index Card Summaries/ Questions. 2. Hand Signals. 3. One Minute Essay. 4. Analogy Prompt. 5. Web or Concept Map

1. Index Card Summaries/ Questions 2. Hand Signals 3. One Minute Essay 4. Analogy Prompt 5. Web or Concept Map 6. Misconception Check 7. Student Conference 8. 3-Minute Pause 9. Observation 10. Self-Assessment

### 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

### OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

### 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

### 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

Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading

### 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

### 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

### Mini-Lessons for FLUENCY

Mini-Lessons for FLUENCY Rate 1. Fast finger: Guided Reading levels A-D) Prompt the child to Read it with a fast finger. Demonstrate this by having the students read it with their finger while you read

### RTI Toolkit: A Practical Guide for Schools The Classroom Teacher as Intervention First Responder : Tools for Academic Intervention and Assessment

RTI Toolkit: A Practical Guide for Schools The Classroom Teacher as Intervention First Responder : Tools for Academic Intervention and Assessment Jim Wright, Presenter29 May 2012Montauk Schools Contents

### Narrative Literature Response Letters Grade Three

Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details

### Glossary of Teaching Strategies

This list of teaching strategies and activities was developed out of a focused brainstorming process conducted with general education, special education and English as a Second Language teachers in Minnesota

TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

### Grade 8 English Language Arts 90 Reading and Responding, Lesson 9

GRADE 8 English Language Arts Reading and Responding: Lesson 9 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and

Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound

### Comprehension. Sentence Structure and Meaning C.001. Objective The student will identify key parts of the text.

C.001 Sentence Structure and Meaning Sentence-Picture Match Objective The student will identify key parts of the text. Materials Pocket chart Picture cards Use picture cards from core reading program or

### Curriculum-Based Measurement: A Manual for Teachers

Curriculum-Based Measurement: A Manual for Teachers Jim Wright Syracuse (NY) City Schools jim@jimwrightonline.com www.interventioncentral.org Chapter 1: Introduction to Curriculum-based Measurement 1 An

### 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.

### Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

### What is The Daily Five?

What is The Daily Five? The Daily Five is a literacy structure that allows for differentiation in the classroom and provides consistency. It is an integrated literacy instruction and classroom management

### 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

### Lesson Plan Template + ++ +++++

Lesson Plan Template + ++ +++++ Title : Goldilocks and the Three Bears: A Fairy Tale Author : Linda New Levine Proficiency level X Beginning X Intermediate X Advanced Grade level K-2 Skills _X Reading

### SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012

SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 ESOL/World Languages Department For additional resources and strategies, visit the ESOL/ World Languages Department website

### Reading is the process in which the reader constructs meaning by interacting with the text.

Part 1 Reading is the process in which the reader constructs meaning by interacting with the text. This interactive process involves the reader s prior knowledge, the text, and the reading situation. Literal

### Monitoring for Meaning

Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice

### Days of the Week Grade Kindergarten

History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety

### 1. Select a book that approximates the student's reading level. Explain that she/he will read out loud as you observe and record her/his reading

What is a Running Record? A running record allows you to assess a student's reading performance as she/he reads from a benchmark book. Benchmark books are books selected for running record assessment purposes.

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.

### How To: Assess Reading Speed With CBM: Oral Reading Fluency Passages

How the Common Core Works Series 2013 Jim Wright www.interventioncentral.org 1 How To: Assess Reading Speed With CBM: Oral Reading Fluency Passages A student's accuracy and speed in reading aloud is an

### National Dissemination Center for Children with Disabilities

Teaching Students with Disabilities Resources Developed by: National Dissemination Center for Children with Disabilities 1 Table of Contents* Disorder Page # Attention Deficit/Hyperactivity Disorder (AD/HD).3

### ESL I English as a Second Language I Curriculum

ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL program

### 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

ADD/ADHD in the Classroom TIPS FOR TEACHERS AND PARENTS At any given time, a teacher can expect to have at least one student with ADHD. The impulsive and hyperactive behavior of such students can be distracting

### Scaffolding Reading Comprehension in the Elementary Grades. A presentation by Dr. Anita Archer, December 5,2008

Scaffolding Reading Comprehension in the Elementary Grades A presentation by Dr. Anita Archer, December 5,2008 Systematic, Explicit instruction Active participation Total student involvement Explicit instructional

### Tips for Teaching. Word Recognition

Word Recognition Background Before children can begin to read they need to understand the relationships between a symbol or a combination of symbols and the sound, or sounds, they represent. The ability

### PICTURE DAY PERFECTION

A Common Core State Standards Aligned Discussion & Activity Guide for PICTURE DAY PERFECTION Grades: K-2 ISBN: 978-1-4197-0844-9 Written by Deborah Diesen Illustrated by Dan Santat Published by Abrams

### Possibilities For Wording Of IEP Goals and Objectives For Alignment Charts

Motivation and Interest Maintain attention to a literacy-related activity for minutes. Literacy Interactions Print and Book Awareness will stay with the adult while they look at or read the book for at

### School. Lesson plan. Topic. Aims. Age group. Level. Time. Materials. School, school objects, rules, subjects, rooms and uniforms

School Lesson plan Topic School, school objects, rules, subjects, rooms and uniforms Aims To practise (depending on stages chosen): vocabulary: words connected to school, school objects, rules, subjects,

Reading: Text level guide Text level guide for seen text and accompanying background information. As teachers we provide the range of experiences and the instruction necessary to help children become good

### Base-Ten and Place Value

1 Base-Ten and Place Value Jumping Jelly Beans Hundred Board-O Order Up! Number Neighborhood Stretching Numbers Place Value Pause Place Value Bingo 1 2 BRAIN-COMPATIBLE ACTIVITIES FOR MATHEMATICS, GRADES

### Growing Up With Epilepsy

Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well

### Background to the new Staffordshire Grids

Background to the new Staffordshire Grids The removal of levels for most pupils in 2014-15 and all pupils in 2015-16, has posed a problem for schools in how to assess children s progress in the New National

### MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).

listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of

### Ms. Cooper s Handbook

Ms. Cooper s Handbook First grade 2015-2016 Important information for you to know about our first grade.. ***I believe that there is a lot to be gained with a positive attitude and praise. Students will

### Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

### 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

Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

### How to Write a Compelling Personal Statement. Be True to Your Voice. What Format Should You Use? What Story Should You Tell?

1 Edmonds Community College Learning Support Center: Writing Center MUK 113: Phone 425-640-1750 http://lsc.edcc.edu How to Write a Compelling Personal Statement A typical university gets thousands of applications

### 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.

### CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND

STUDENT LEARNING SUPPORT TUTORIAL PRODUCED BY THE CENTER FOR TEACHING AND FACULTY DEVELOPMENT CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND CHAPTER 1: LEARNING THROUGH CLASS PARTICIPATION CLASS

### Teacher s Pet Publications

Teacher s Pet Publications a unique educational resource company since 1989 Dear Prospective Customer: The pages which follow are a few sample pages taken from the LitPlan TeacherPack title you have chosen

### "Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?"

"Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?" Monica Gonzalez Bilingual/ESL Specialist monica.gonzalez@esc13.txed.net "Tell me and I

### 3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

### How To: Promote Phonics Skills: Word Boxes & Word Sort

How the Common Core Works Series 2013 Jim Wright www.interventioncentral.org 1 How To: Promote Phonics Skills: Word Boxes & Word Sort Young children must master phonics--the mapping of the sounds of speech

### What Is Singapore Math?

What Is Singapore Math? You may be wondering what Singapore Math is all about, and with good reason. This is a totally new kind of math for you and your child. What you may not know is that Singapore has