Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A. June
|
|
- Joleen Osborne
- 7 years ago
- Views:
Transcription
1 11 Muhammad Ali Presents Go the Distance! 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 standards. These schools must develop a comprehensive plan to improve teaching and learning. The following chart shows how Muhammad Ali Presents Go the Distance! Classroom Libraries can support a schoolwide Title I program. The criteria are drawn from the December 2, 2002 Title I Final Rules and Regulations, posted at this site: 1. Provide opportunities for all students to meet the State s proficient and advanced levels of student academic achievement, particularly in the areas of math, reading/language arts, and science Go the Distance! is a program of carefully selected fiction and nonfiction trade books and teaching resources that inspire all students in Grades 3-8 to become accomplished readers. Using an inquiry-based approach developed by Jeffrey D. Wilhelm, Ph.D. and Alfred W. Tatum, Ph.D. and the passions and understanding of Muhammad and Lonnie Ali, Go the Distance! provides critical instructional support to raise reading achievement. The research-based instructional design of Go the Distance! helps students meet State standards in reading/language arts. Leveled books in multiple genres engage students with inspiring characters and encourage out-of-the-box thinking. (For a complete list of titles, please visit Provocative questions spark class discussions about personally relevant topics, such as building confidence, earning respect, and following one s convictions. Modeling comprehension and reading strategies, such as think-aloud and visualization, improve comprehension, boost vocabulary, and improve knowledge of literary elements. If you have any questions about Muhammad Ali Presents Go the Distance! or would like to place an order, please call your sales representative at or fax to Gradual release model helps students build resiliency. Teachers mentor students as they try new learning strategies, monitor them during independent reading, and assess and assist them as needed. Multiple instructional modalities, such as oral language activities, writing options, real-world connections, and review/reteach strategies, help students develop and monitor comprehension. June
2 Provide opportunities for all students to meet the State s proficient and advanced levels of student academic achievement, Continued Go the Distance! lesson plans contain easy-to-follow strategies for maximizing the program s effectiveness: Read-Aloud Lesson for each designated book includes before-, during-, and after-reading activities; explains how to use the Book Notes to model strategies and monitor and mentor students; provides oral-language activities; and connects the lesson to other books in the leveled library. Review/Reteach Comprehension Mini-Lessons introduce and model a comprehension strategy and provide practice activities in the context of a read-aloud book. Each lesson includes wrap-up strategies to provide additional instructional support as needed. Small-Group Lesson includes before-, during-, and afterreading activities for each designated book; writing option; real-world connections; and materials students will need, as well as connects the lesson to other books in the leveled library. ThinkMarks, designed to be used with the small-group lessons and independent reading books, encourage self-monitoring of comprehension strategies. Each Go the Distance! Classroom Library (for Grades 3-4, Grades 5-6, and Grades 7-8) contains all the components needed to successfully implement the program. 96 high-interest, paperback books for read-aloud instruction, small-group instruction, or independent reading as designated 25 copies of Scholastic Scope : Muhammad Ali Special Edition classroom magazine with content in a variety of genres, to be used for small-group instruction, to make personal connections, and to practice fluency and comprehension skills Professional Guide with the research behind the program and how to successfully implement it Professional Development Paper, Seeing Reading: Making Strategic Knowledge Visible and Available to Students (Chapter 1 from Dr. Wilhelm s book, Improving Comprehension with Think-Aloud Strategies) Book Notes for read-aloud titles that present modeling and think-aloud prompts for making personal connections, building comprehension strategies, and exploring literary genres June
3 Provide opportunities for all students to meet the State s proficient and advanced levels of student academic achievement, Continued Teacher Resources CD with reproducibles o Six read-aloud lessons o Six small-group lessons o Six review/reteach comprehension mini-lessons o 36 innovative ThinkMarks for students Classroom poster 2. Address the needs of all students in the school, particularly the needs of low-achieving students and those at risk of not meeting the State s student academic standards Go the Distance! is designed to benefit all students, including low-achieving students and those at risk of not meeting the State s student academic standards. The leveled program contains: Strong comprehension strategies taught through multiple modalities and measures Compelling, relevant personal connections to the text and instruction and inquiry-based class discussions that engage students and motivate them to read Small-group lessons that provide scaffolding through a sequence of modeling, mentoring, and monitoring comprehension strategies to guide students to become independent readers Flexible grouping, which allows teachers to differentiate instruction ThinkMarks, a smart version of a bookmark, which encourage students to become metacognitive, able to monitor their use of strategies, and evaluate their effectiveness Continual informal assessment allows teachers to adjust the curriculum to meet individual or group needs. By observing students use of reading and writing strategies, as well as having students retell what they have read in their own words, teachers can: Establish each student s current reading level Identify reading comprehension skill needs Monitor reading and writing development To foster reading development, the curriculum and instruction provide students with: Challenges, as well as support to meet these challenges Clear goals and feedback, which are supported by opportunities for students to apply what they have learned, name what they have learned, and decide how they could use it in the real world June
4 Address the needs of all students in the school, Continued A sense of students being in control of their own learning, expressing their own opinions, and constructing, sharing, and using their own understandings Social and collaborative activities Opportunities to learn how experts approach topics of interest and to become apprentices in how to approach their own topics Go the Distance! supports English-Language Learners (ELLs) through these strategies: Read-Alouds Students will develop oral vocabulary as they listen to quality literature and informational text read aloud Small-group instruction Teachers can build skills and differentiate instruction by: o Grouping students with similar needs and interests o Using the leveled books to scaffold skills development with less challenging text o Building background knowledge by linking story concepts to students backgrounds and experiences o Reviewing key vocabulary in greater depth o Adjusting the pace of instruction Independent reading Teachers can scaffold independent reading by: o Pairing students with native ELLs for buddy reading and book discussions o Allowing ELLs to make models, dramatize, or use visual aids to demonstrate their knowledge and comprehension of what they read Go the Distance! provides three leveled libraries with books that meet a wide range of reading abilities: Library A for Grades 3-4 Lexile Level: Guided Reading Level: H-V DRA Level: 14-44/55 Library B for Grades 5-6 Lexile Level: Guided Reading Level: L-X DRA Level: Library C for Grades 7-8 Lexile Level: Guided Reading Level: M-Z DRA Level: June
5 3. Close the achievement gap between high- and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers. By making reading relevant, providing targeted skills instruction, and guiding students to become independent readers, Go the Distance! can help close the reading achievement gap between high-performing children and lowperforming, minority, and disadvantaged children. Go the Distance! contains inspiring stories of children and adults who have overcome obstacles in school and in life. Muhammad Ali, a world-class athlete in the sport of boxing, was a struggling reader and has dyslexia. He relates to the challenges faced by children who can t read, who struggle with school, and who feel that reading and school have no real relevance in their lives often because of social and economic issues outside of their control. His commitment to increasing the academic achievement of these children underscores the entire Go the Distance! program. Go the Distance! motivates readers with leveled books and the Muhammad Ali Special Edition Scholastic Scope classroom magazine that explore topics and questions about six personal connections relevant to students lives: Following one s own convictions Building confidence Showing determination Giving of oneself Offering and earning respect Looking for mentors Go the Distance! uses an inquiry-based, active learning model, which is proven to create motivated, successful learners. The program s gradual release model enables students to maintain the reading skills they develop and apply them in all their schoolwork and in life. In the process, teachers: Read to students and model the effective use of strategies Read with students, informally assess them, and scaffold skills instruction Empower students to grow into confident and motivated readers by guiding them to independently and effectively using the strategies taught in the program June
6 4. Use effective methods and instructional practices that are based on scientifically based research and that: Strengthen the core academic program Provide an enriched and accelerated curriculum Increase the amount and quality of learning time, such as providing an extended school year, before- and after-school programs, and summer programs and opportunities Go the Distance! is based on the teaching experience and research of two leading academics: Dr. Jeffrey D. Wilhelm is Associate Professor of English Education at Boise State University and a well-known teacher and author interested in supporting the learning of students who are often considered to be reluctant or resistant Dr. Alfred W. Tatum is Assistant Professor at Northern Illinois University and author of Teaching Reading to Black Adolescent Males. This book describes the social and academic factors that contribute to the struggles of black adolescent male readers and guidelines for helping them achieve success. Go the Distance! uses strategies and materials shown by research to be highly effective in raising reading achievement, including: Leveled text that is appropriately challenging and that motivates readers of both genders and of diverse cultural backgrounds Inquiry-based instructional approach that addresses the same curricular content as traditional methods, but has been shown to develop more student interest, success, and retention Explicit instruction of comprehension strategies that include visualization and think-alouds June Strengthen the core academic program Go the Distance! is a reading/language arts supplemental program that provides explicit instruction and practice of essential comprehension strategies. The program also supports the development of vocabulary, fluency, oral language, and writing skills, as well as improves knowledge of literary elements. Comprehension The program provides direct skills instruction, modeling, and guided practice through the readaloud lessons, small-group lessons, review/reteach comprehension mini-lessons and their related books; Book Notes; ThinkMarks; and the special edition of Scholastic Scope. Students also practice strategies while independently reading books in the program. Skills include: Make a personal connection Think aloud Visualize/enact Make inferences Make predictions Monitor/self-correct Ask questions Summarize information Flag the text Identify the main idea Compare and contrast
7 Use effective methods and instructional practices that are based on scientifically based research, Continued Vocabulary Students encounter a wide variety of contentarea words and topics in the reading materials contained in Go the Distance! The Book Notes present teachers with point-of-use prompts for modeling vocabulary strategies to clarify key words in the read-aloud books. Students can apply these strategies to understand words in the books and magazine articles they read independently in the program. Strategies include: Using context clues Looking up words in the dictionary Fluency The Scholastic Scope magazine contains a reader s theater dramatic play that provides students with oral fluency practice. The play contains Say It! callouts, which contain the phonetic pronunciation of key words in the play, and cues for reading the dialogue with appropriate expression. In addition, teachers model fluent reading as they read aloud books provided with Go the Distance! Oral language Students practice listening and speaking skills through meaningful class and small-group discussions about books in the program. These are in response to questions posed by the teacher from prompts in the BookNotes and lesson plans. In addition, each read-aloud lesson contains an oral language activity, such as creating a song, riddle, or description of something to be shared orally with the class. Writing Go the Distance! uses writing to help students reinforce the connection between their own lives and what they read, as well as to monitor their own comprehension as they read. The program provides multiple opportunities to use writing in support of reading before, during, and after engaging with text. For example, students can: Flag the text and write predictions, important details, and their own thoughts on sticky notes Complete graphic organizers, checklists, and other writing activities found in the Scholastic Scope magazine and in the read-aloud, small-group, and comprehension mini-lessons Literary elements Students read a variety of genres, such as nonfiction, realistic fiction, fantasy, biography, cartoons, poetry, and dramatic play in book and magazine formats. Point-of-use Book Notes for the read-aloud books provide prompts to teach literary and text elements. Go the Distance! also provides strategies for understanding literary elements in the read-aloud, small-group, and comprehension mini-lessons and in the ThinkMarks. June
8 Use effective methods and instructional practices that are based on scientifically based research, Continued Provide an enriched and accelerated curriculum Research-based Go the Distance! can effectively fill the gaps in a reading/language arts curriculum, as well as enrich and accelerate it, by providing: A wide variety of high-interest, personally relevant paperback books and a colorful poster that motivate students to read Explicit instruction that provides students with the tools and support they need to comprehend text A gradual release model that moves students toward becoming successful, independent readers The opportunity for students to become active participants in the learning process by setting a purpose for reading, engaging in inquiry-based dialogues, and completing meaningful activities A safe environment in which students can openly explore real-life issues, such as following their convictions and building confidence All the components teachers need to successfully implement the program: lessons, paperback books, Scholastic Scope: Muhammad Ali Special Edition classroom magazine, Professional Guide, Book Notes, ThinkMarks, and a professional development paper. Increase the amount and quality of learning time, such as providing an extended school year, before- and afterschool programs, and summer program opportunities Go the Distance! can be flexibly implemented as a complement to the core reading/language arts program, as a stand-alone supplemental curriculum, as a motivational independent reading program, or for after-school enrichment. The program can be used with the entire classroom, in small groups, and for independent reading. June
9 5. Provide high-quality and ongoing professional development that aligns with the State s academic standards Go the Distance! provides teachers with support to help them effectively implement the program to raise student achievement. This includes: 80-page Professional Guide with guidance on how to: o Implement an inquiry-based program and use thinkalouds to improve comprehension o Optimally use the Go the Distance! action strategies to build skills o Create a motivating classroom reading environment o Make the most of independent reading time o Use informal assessment to differentiate instruction Teacher Resources CD that contains: o Printable, easy-to-follow lesson plans for read-aloud, small-group, and comprehension strategy instruction sessions o ThinkMarks, each of which creates excitement about one of the small-group lesson or independent reading books and reminds students of strategies they can use to understand the text 24-page Professional Development Paper: Seeing Reading: Making Strategic Knowledge Visible and Available to Students by Jeffrey D. Wilhelm, Ph.D. (excerpted from Improving Comprehension With Think- Aloud Strategies: Modeling What Good Readers Do) Book Notes, which are point-of-use sticky notes that accompany each read-aloud title and that provide thinkaloud prompts to model vocabulary and comprehension strategies, make personal connections, and identify text and literary elements 6. Involve parents in the planning, review, and improvement of the schoolwide program plan Parents can play an important roll in raising their children s achievement by encouraging them to independently read the books in the Go the Distance! program and praising them for finishing a book. Parents can keep abreast of their children s comprehension and written efforts by examining their work in Scholastic Scope and lesson assignments. 7. If appropriate, coordinate with other funding programs, including Reading First Go the Distance! can be effectively integrated with school activities that are being funded by other federal, state, or local sources. The federal programs for which this Scholastic product qualifies include, but are not limited to: Title V, Part A Innovative Programs 21 st Century Community Learning Centers Striving Readers Partnerships in Character Education June
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
More informationProgram 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
More informationAlignment 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
More informationELL Considerations for Common Core-Aligned Tasks in English Language Arts
ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical
More informationScholastic 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
More informationplanning support & sample lesson
planning support & sample lesson Fluent Guided Reading Lessons (Levels N Z) Comprehension is the ultimate goal of every guided reading lesson, but it plays an especially important role with fluent readers.
More informationReading 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
More informationReading 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
More informationAPPENDIX 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
More informationReading 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
More informationREAD 180 Aligns to Enhancing Education Through Technology Criteria (With Professional Development from Scholastic Red )
READ 180 Aligns to Enhancing Education Through Technology Criteria (With Professional Development from Scholastic Red ) According to the federal Guidance on the Enhancing Education Through Technology (Ed
More information21st 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
More informationHanover County Public Schools Professional Development Elementary Language Arts Overview of Courses and Opportunities STRAND TIER 1 TIER 2 TIER 3
Elementary Language Arts Overview of Courses and Opportunities STRAND TIER 1 TIER 2 TIER 3 Planning Instruction and Experiences for All s Technology Integration What is the Literacy Diet? (Reader s Workshop
More informationTeacher'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................................................
More informationMStM 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 informationCommon Core Writing Standards
Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College
More informationScholastic Leveled Bookroom, 3rd Edition
Scholastic Leveled Bookroom 3rd Edition Aligns to Title I, Section 1003(g) SCHOOL IMPROVEMENT GRANTS School Improvement Grants () are intended to help Title I schools, identified for improvement, corrective
More information240Tutoring 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
More informationReading 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
More informationHelping 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
More informationMassachusetts Tests for Educator Licensure
Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development
More informationEnglish Language Arts Targeted Tutoring Plan For Middle and High Schools. Lafayette Parish Schools
English Language Arts Targeted Tutoring Plan For Middle and High Schools Lafayette Parish Schools Developed in 2009-2010 Table of Contents Introduction........... 1 Research Findings.......... 2 Procedures
More informationDistrict 203 K-4 Elementary Summer School 2015
District 203 K-4 Elementary Summer School 2015 The following Elementary Summer School courses will be conducted from Monday, June 8, 2014, through Friday, June 26, 2015. THE SAME COURSES WILL BE OFFERED
More informationSt. 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
More informationFoundation 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
More informationREADING 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
More informationScholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities
Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good
More informationCALIFORNIA 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
More informationLiteracy. 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
More informationGrade Level: 2 nd Grade
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.
More informationMove 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
More informationDynEd International, Inc.
General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken
More informationPre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language
. EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical
More informationScientifically 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
More informationCorrelation of Scholastic ReadAbout to SRA/Open Court Reading
Correlation of Scholastic to SRA/Open Court Reading is a flexible supplement that teaches nonfiction comprehension skills and strategies, vocabulary, and content-area knowledge. software uses an adaptive
More informationFRENCH IMMERSION GRADE ONE
FRENCH IMMERSION GRADE ONE Welcome to the French Immersion Experience! The curriculum for the French Immersion Program is based on the guidelines of the Milton Public School Curriculum, the Curriculum
More informationPrinciples of Data-Driven Instruction
Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan
More informationThe English Language Learner CAN DO Booklet
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 1-2 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
More informationPosition Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008
Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12
More informationLiteracy 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
More information& 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
More informationKey Principles for ELL Instruction (v6)
Key Principles for ELL Instruction (v6) The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the soon-to-be released Next Generation Science Standards (NGSS) require
More informationMy Review Use My Review pages to assess your students' understanding of the vocabulary and key concepts in this chapter.
Review Fluency Practice Attend to Precision These pages encourage students to demonstrate fluency for addition facts. You can use these as a timed or untimed exercises. Pages 267-268 Have students practice
More information(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
More informationExpository Reading and Writing By Grade Level
Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or
More informationGrade 7: Module 3A: Unit 2: Lesson 1 Introducing the Narrative Arc: The Last Day of Slavery
Grade 7: Module 3A: Unit 2: Lesson 1 The Last Day of Slavery This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated
More informationSEMINOLE 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
More informationPrimrose Hill Primary School Literacy Policy: A baseline for outstanding practice
.. Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning that each
More informationBiography-Driven Culturally Responsive Teaching
Selected Instructional Aids from Biography-Driven Culturally Responsive Teaching SOCORRO HERRERA Teachers College, Columbia University New York and London This material appears in Biography-Driven Culturally
More informationA GUIDE TO THE SHIFTS IN THE ELA COMMON CORE STATE STANDARDS
A GUIDE TO THE SHIFTS IN THE ELA COMMON CORE STATE STANDARDS English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Introduction Building on the strength of Delaware
More informationPlanning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts).
Planning Commentary Respond to the prompts below (no more than 9 single-spaced pages, including prompts). 1. Central Focus a. Describe the central focus and purpose for the content you will teach in this
More informationStandards 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
More informationProgram Overview. Introduction. Program Components and Philosophy. Program Philosophy
Program Overview Introduction This guide explains how to use Vocabulary Their Way : Words and Strategies for Academic Success to help students in middle grades meet the rigors of the Common Core State
More informationTargeted 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
More informationCorrelation Map of LEARNING-FOCUSED to Marzano s Evaluation Model
Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model Correlation Map of LEARNING-FOCUSED to Marzano s Evaluation Model LEARNING-FOCUSED provides schools and districts with the best solutions
More informationScientifically 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.
More informationCompleted Formal Classroom Observation Form
Completed Formal Classroom Observation Form (Once participants have filled in and discussed the blank Formal Classroom Observation Form, facilitators should hand out copies of this completed form) August
More informationAUDIOBOOKS & LITERACY
AUDIOBOOKS & LITERACY An Educator s Guide to Utilizing Audiobooks in the Classroom By Dr. Frank Serafini Introduction The challenges facing individuals in today s society who are unable to read are well
More informationHow To Write The English Language Learner Can Do Booklet
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English
More informationBalanced Literacy in Seattle Public Schools
Introduction Balanced Literacy in Seattle Public Schools The goal for literacy instruction in Seattle Public Schools is to ensure that all pre- Kindergarten through twelfth grade students become proficient
More informationModifying 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
More informationFLORIDA ATLANTIC UNIVERSITY COLLEGE OF EDUCATION LESSON PLAN FORMAT
FLORIDA ATLANTIC UNIVERSITY COLLEGE OF EDUCATION LESSON PLAN FORMAT Teacher Sarah M. Brown Date March 10 and 11, 2011 Subject Media/Technology Grade Level 1 st Length of Lesson Forty-five minutes Instructional
More informationWhat 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
More informationOCPS 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
More informationRevised Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K 2
Revised Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K 2 David Coleman Susan Pimentel INTRODUCTION Developed by two of the lead authors of the Common
More informationPrinciples to Actions
Principles to Actions Executive Summary In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement in North America with the release of Curriculum and
More informationTest 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
More informationSelecting an Intervention to Meet Students Needs: A How-to Resource for Educators
Selecting an Intervention to Meet Students Needs: A How-to Resource for Educators This resource is for educators seeking intervention programs proven to close the knowledge gaps of students struggling
More informationparent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
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
More informationPoetry Kids Online Learning Environment
Poetry Kids OLE 1 Poetry Kids Online Learning Environment by Penny Reed Instructional Technology Master Program Dr. I-Chun Tsai Strategies for On-line Learning 5100:639 Descriptive Paper Summer II 2009
More informationUnit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks
Unit 1 Title: ing Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit Overview: In Unit 1 students will gain an understanding of the overall structure of a story and its components. also be able to identify
More informationFOR ADOLESCENT READING INTERVENTION AND DEVELOPMENT AN UPDATED MODEL PLAN
AN UPDATED MODEL PLAN FOR ADOLESCENT READING INTERVENTION AND DEVELOPMENT A resource for Minnesota schools and districts to provide guidance in developing quality reading intervention programs for adolescent
More informationLearning 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
More informationReading Apprenticeship: An Introduction
1 Tab 2 - Intro to Reading Appr. - Page 1 Reading Apprenticeship: An Introduction Reading Apprenticeship (RA) is an approach to reading instruction that helps students develop the knowledge, strategies,
More informationENGLISH 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
More informationWords Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade
TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com
More informationDr. Seuss and Read Across America
Published on AASL Learning4Life Lesson Plan Database Dr. Seuss and Read Across America Created by: Honor Zalewski Title/Role: Teacher-Librarian Organization/School Name: Cumberland County Public Schools
More informationIntervention 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,
More informationMake a Plan of Your Classroom
Level D/5 Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Identify Sequence of Events How-To Phonemic Awareness Count the number of sounds in words Phonics Initial, medial, and final
More informationCOMPUTER 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
More informationTeaching All Students to Read: With Strong Intervention Outcomes
Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes Summary Document Elizabeth Crawford and Joseph Torgesen Introduction One of the most critical needs
More informationReading 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.
More informationSecondary English Language Arts
Teacher Performance Assessment (TPA) Secondary English Language Arts Assessment Handbook October 2011 This handbook is intended for use only by participants in the TPA Field Test. This Field Test TPA Handbook
More informationRequirements 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
More informationSelecting 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
More informationContent 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
More informationSchool and classroom structures for comprehensive ELD instruction
A SCOE Publication, October 2008 Resource School and classroom structures for comprehensive ELD instruction As more and more English learners join our school communities, administrators and classroom teachers
More informationESL 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
More informationREADING 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
More informationP-3: Create objective-driven lesson plans
Decide on Lesson Plan Model While the five step lesson cycle will often efficiently and effectively lead students to mastery of a given objective, successful teachers recognize that other common lesson
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Reading at Key Stages 1 and 2 www.primarycurriculum.me.uk Deriving the Key Objectives This booklet was based on the earlier booklet of Maths Key Objectives.
More informationA Principal s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools
BUILDING A C OMMUNITY OF R EADING E XPERTS A Principal s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools PROFESSIONAL DEVELOPMENT We will never teach all our students
More informationILLINOIS CERTIFICATION TESTING SYSTEM
ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June
More informationTable of Contents. What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4
Table of Contents Context for STEP What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4 2005 Annual Report of the Auditor General of Ontario The ELL Policy
More informationAdult Education Online Professional Development Series. Give your instructors the tools to lead adult learners to success.
Adult Education Online Professional Development Series Give your instructors the tools to lead adult learners to success. 1 Empower your diverse educators and their diverse learners. Adult educators have
More informationEffectiveness of Direct Strategy Instruction through SIOP
Effectiveness of Direct Strategy Instruction through SIOP What s the problem? SINI school for 2 subgroups: Students with disabilities (SWD) and English Language Learners (ELL) Strategies that work with
More informationCriteria 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
More informationContents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4
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
More informationMinnesota 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
More informationMiddle School Physical Science Curriculum Guide
Middle School Physical Science Curriculum Guide Contents General Course Information... 2 Instructor Orientation... 2 Core Instruction... 2 Supplemental Instruction... 2 Complementary Instruction... 2 Types
More information