Strategies for Struggling English Learner Readers in the Elementary Classroom
|
|
- Cody May
- 5 years ago
- Views:
Transcription
1 Strategies for Struggling English Learner Readers in the Elementary Classroom 2018 MS English Learner Teacher Symposium July 27, 2018 Laurie Weathersby, M.Ed., CALT, LDT Student Intervention Specialist Mississippi Department of Education VISION To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens MISSION To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community 2 1
2 State Board of Education Goals FIVE-YEAR STRATEGIC PLAN FOR All Students Proficient and Showing Growth in All Assessed Areas 2. Every Student Graduates from High School and is Ready for College and Career 3. Every Child Has Access to a High-Quality Early Childhood Program 4. Every School Has Effective Teachers and Leaders 5. Every Community Effectively Uses a World-Class Data System to Improve Student Outcomes 6. Every School and District is Rated C or Higher 3 AGENDA Five Components of Reading Appropriate Strategies Accommodations Tier I Overview Hands-on Materials 4 2
3 Five Components of Reading 5 Five Components of Reading 6 3
4 Phonological Awareness and Phonemic Awareness Phonological awareness encompasses a wide range of skills that lead to and include phoneme awareness 7 Phonological Awareness and Phonemic Awareness Phonological Awareness - Refers to a student s awareness of speech and speech segments that are larger than a phoneme - Students are able to manipulate units of oral language (syllables, onset and rime, phonemes) 8 4
5 Phonological Awareness and Phonemic Awareness Phonemic Awareness A conscious awareness of the identity of speech sounds in words and the ability to manipulate those sounds It does not require the use of printed words or letters Increases a student s awareness of the features of speech Being sensitive to rhyme 9 Phonological awareness and phonemic awareness EL students may not have enough experience with English to be able to distinguish sounds that differ from their native language. Incorporating these tips may help: Help students become familiar with the sounds of English by playing songs, poems, chants and read-alouds. Allow for more practice with sounds that can potentially cause confusion (short vowel sounds). Learn to discriminate sounds that are different between their native language and English. 10 5
6 Phonological Awareness and Phonemic Awareness Activities Compare or match sounds in words Which word does not begin with /h/? hat, hair, wind, house Isolate and pronounce separate speech sounds Say the last sound in rich. Put words together from their separate sounds (blending) /sh/ /ou/ /t/ - Say it fast (shout) 11 Phonological Awareness and Phonemic Awareness Activities Break words apart into their component phonemes (segmentation) Say the sounds in crash. (/k/, /r/, /a/, /sh/) Add, change, or delete phonemes from words (phoneme manipulation) Say heart. Change /t/ to /d/. What the new word? (hard) 12 6
7 Phonological Awareness and Phonemic Awareness Activity Onset and rime-recognition and production of rhyming words depend on the ability to break any syllable into two parts cat dog bat hat rat fog log hog 13 Phonological Awareness and Phonemic Awareness Activity Syllables-students should be able to segment and blend spoken syllables to remember, read, and compare longer words basket doghouse 14 7
8 Phonological Awareness and Phonemic Awareness Activity Phonemes-the individual speech sounds that distinguish words /s/ /m/ /ar/ /t/ /ē/ /t/ Provide additional work on English phonemes that are not present in the student s native language 15 Phonics Teaches the relationships between the letters (graphemes) and the individual sounds (phonemes) Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction Effective for children from various social and economic levels 16 8
9 Phonics EL students benefit from having reading instruction combined with intensive development of the oral language Provide a print-rich environment that exposes students to appealing reading materials in varied genres Be aware if the students native language uses a nonalphabetic system. This can effect their ability to recognize the letters of the English alphabet 17 Phonics Most ELs need additional time to master phonics Provide extra time to hear and produce the sounds of English Learn multiple combinations of letters that make the same sounds 18 9
10 Phonics ee = (ē) feet three 19 Phonics (oi) = oi, oy coil boy 20 10
11 Fluency Ability to read a text accurately and at an appropriate rate to support comprehension Prosody Expression Repeated and monitored oral reading improves reading fluency and overall reading achievement 21 Fluency EL students must achieve fluency in speaking before they can become fluent in oral reading When using repeated readings make sure you use text the students are familiar with and can understand 22 11
12 Fluency Letter names Letter sounds 23 Fluency Sight Words 24 12
13 Fluency Passage 25 Vocabulary Instruction Plays an important part in learning to read Very important to reading comprehension Readers cannot understand what they are reading without knowing what most of the words mean EL students need vocabulary to understand everything else 26 13
14 Vocabulary instruction Utilize specific word instruction that tie in with meaningful conversations Repeated exposure to vocabulary in many contexts EL students need high-quality vocabulary instruction throughout their day Use cognate words in the native language as synonyms when teaching vocabulary 27 Vocabulary Instruction Teaching common prefixes and suffixes prefix meaning example suffix meaning example Un- not uncover -less without hopeless Re- again recycle -ful Full of hopeful Dis- Not, opposite of disengaged -ive Having the quality of Creative, divisive 28 14
15 Comprehension Instruction The reason for reading If readers can read the words but do not understand, they are not really reading ~ word calling Use specific comprehension strategies 29 Comprehension Instruction EL students may lack background knowledge to the material Teachers can evaluate student s prior knowledge and fill in any gaps Provide opportunities for activities such as science experiments, role playing, and sharing predictions 30 15
16 Comprehension Instruction Provide nonverbal support, including pictures, diagrams, real objects, gestures, acting, and graphic organizers Explicit and direct (modeling and guided practice) 31 Appropriate Strategies 32 16
17 Language Arts Strategies Keep copying to a minimum, provide notes and handouts Allow students to make predictions while previewing the title, pictures, chapter names, and bold-faced 33 Language Arts Strategies Encourage students to visualize a mind movie while reading Encourage multiple readings of text Provide a visual for students to take notes and write down key concepts as they read: (story line, webs, map) 34 17
18 Language Arts Strategies Encourage students to use a line guide as he/she is reading to avoid skipping lines 35 Language Arts Strategies Give visual pictures for commonly reversed or flipped letters b/d 36 18
19 7/19/18 Practical Strategies Encourage good organizational skills: - use folders and dividers - write down exactly what is required - ensure that the appropriate worksheets/books are with the student to take home - encourage a daily routine - provide a set of textbooks for the students to take home. 37 Spelling Strategies Count the number of sounds in a word and then correlate the sounds with the letters Explicitly teach phonics rules and review them multiple times Group words into word families with multiple patterns of each phonetic sound 38 19
20 Writing Strategies Brainstorm key vocabulary prior to writing Group nouns, verbs, and adjectives together to ensure students are using a variety of words Emphasize the need to write in stages rather than completing a long narrative in one sitting 39 Handwriting Strategies Encourage students to study their writing and decide what needs more practice Discuss the advantages of good handwriting Improve penmanship with a larger pen, pencil grip and/or raised lined paper 40 20
21 At-Home Strategies Be your child s #1 fan Create a book together Take control of the TV Be patient Colorincolorado.org 41 Accommodations 42 21
22 Accommodations Do not change the actual content being delivered. They are add-ons, tools that ensure that students can demonstrate what they know without lessening their expectations. 43 Accommodations These are allowable accommodations for students in the general education classroom: - Allow extra time for completing tests - Shorten assignments - Provide books on tape - Provide a copy of the notes - Reduce homework load - Reduce copying tasks 44 22
23 Examples of Accommodations Alternate responses Advance notes Extended time Teacher modeling Simplified written and verbal directions Frequent breaks Use of dictionaries/glossaries 45 Tier I Overview 46 23
24 Tier I Tier I is the first line of defense. 47 Tier I - High Quality Instruction Use instructional strategies that address patterns of weaknesses among students ALL students receive instruction within an evidencebased, scientifically researched core program Differentiation occurs to meet the needs of ALL students Providing high-quality instruction can make a substantial difference for struggling students 48 24
25 Differentiation Four elements of the curriculum that can be differentiated: Content Process Product Environment 49 Tier I Behavior Universal Supports The core programs and strategies provided to all students within the school Agree upon 3-5 broad school-wide behavioral expectations 50 25
26 7/19/18 Tier I The classroom teacher is the first responder for students with academic delays. -Jim Wright 51 ALL Students 52 26
27 Teacher Growth Rubric 53 Hands-on Materials 54 27
28 7/19/18 Hands-on Materials 55 Hands-on Materials 56 28
29 7/19/18 Hands-on Materials 57 Hands-on Materials 58 29
30 Hands-on Materials 59 Activity 60 30
31 Resources ColorinColorado.org National Reading Panel Publication 2000 Put Reading First: The Research Building Blocks for Teaching Children to Read 2003 Dyslexia Therapy Program at Mississippi College 61 Student Intervention Supports Secondary Specialist Jayda Brantley English Learner Specialist Sandra Elliott (PreK 12) Gifted Coordinator Jen Cornett Technology Specialist Melissa Banks Director of Student Intervention Services Robin Lemonis 62 31
32 Laurie Weathersby Elementary Student Intervention Specialist 63 32
Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading
Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,
More informationFlorida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
More informationCLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction
CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets
More informationELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading
ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix
More informationUnderstanding and Supporting Dyslexia Godstone Village School. January 2017
Understanding and Supporting Dyslexia Godstone Village School January 2017 By then end of the session I will: Have a greater understanding of Dyslexia and the ways in which children can be affected by
More informationKings Local. School District s. Literacy Framework
Kings Local School District s 2016 Table of Contents Introduction... 1 Vision... 1 TABLE OF CONTENTS Balanced Literacy... 3 Gradual Release of Responsibility... 9 Phonemic Awareness... 10 Phonics...13
More informationFisk Street Primary School
Fisk Street Primary School Literacy at Fisk Street Primary School is made up of the following components: Speaking and Listening Reading Writing Spelling Grammar Handwriting The Australian Curriculum specifies
More informationLiteracy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2)
Literacy THE KEYS TO SUCCESS Tips for Elementary School Parents (grades K-2) Randi Weingarten president Lorretta Johnson secretary-treasurer Mary Cathryn Ricker executive vice president OUR MISSION The
More informationLoveland Schools Literacy Framework K-6
Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary
More informationBooks Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny
By the End of Year 8 All Essential words lists 1-7 290 words Commonly Misspelt Words-55 working out more complex, irregular, and/or ambiguous words by using strategies such as inferring the unknown from
More informationStages of Literacy Ros Lugg
Beginning readers in the USA Stages of Literacy Ros Lugg Looked at predictors of reading success or failure Pre-readers readers aged 3-53 5 yrs Looked at variety of abilities IQ Speech and language abilities
More informationSLINGERLAND: A Multisensory Structured Language Instructional Approach
SLINGERLAND: A Multisensory Structured Language Instructional Approach nancycushenwhite@gmail.com Lexicon Reading Center Dubai Teaching Reading IS Rocket Science 5% will learn to read on their own. 20-30%
More informationCorrespondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy
1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain
More informationGrade 2 Unit 2 Working Together
Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to
More informationJack Jilly can play. 1. Can Jack play? 2. Can Jilly play? 3. Jack can play. 4. Jilly can play. 5. Play, Jack, play! 6. Play, Jilly, play!
Dr. Cupp Readers & Journal Writers Name Date Page A. Fluency and Comprehension New Sight Words Students should practice reading pages -. These pages contain words that they should automatically recognize,
More informationDIBELS Next BENCHMARK ASSESSMENTS
DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading
More informationHoughton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationGOLD Objectives for Development & Learning: Birth Through Third Grade
Assessment Alignment of GOLD Objectives for Development & Learning: Birth Through Third Grade WITH , Birth Through Third Grade aligned to Arizona Early Learning Standards Grade: Ages 3-5 - Adopted: 2013
More informationTaught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,
First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational
More informationMARK 12 Reading II (Adaptive Remediation)
MARK 12 Reading II (Adaptive Remediation) The MARK 12 (Mastery. Acceleration. Remediation. K 12.) courses are for students in the third to fifth grades who are struggling readers. MARK 12 Reading II gives
More informationTier 2 Literacy: Matching Instruction & Intervention to Student Needs
Tier 2 Literacy: Matching Instruction & Intervention to Student Needs Stephanie Spadorcia, Ph.D. Lesley University Michael McSheehan University of New Hampshire Stephanie Spadorcia, Ph. D. Associate Professor
More informationPrimary English Curriculum Framework
Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been
More informationTEKS Comments Louisiana GLE
Side-by-Side Comparison of the Texas Educational Knowledge Skills (TEKS) Louisiana Grade Level Expectations (GLEs) ENGLISH LANGUAGE ARTS: Kindergarten TEKS Comments Louisiana GLE (K.1) Listening/Speaking/Purposes.
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationMARK¹² Reading II (Adaptive Remediation)
MARK¹² Reading II (Adaptive Remediation) Scope & Sequence : Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationWeave the Critical Literacy Strands and Build Student Confidence to Read! Part 2
Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2 Jenny W. Hamilton jenny.hamilton@voyagersopris.com VSLWebinars@voyagersopris.com www.voyagersopriswebinars.com www.facebook.com/voyagersopris
More informationTest Blueprint. Grade 3 Reading English Standards of Learning
Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the
More informationGet Your Hands On These Multisensory Reading Strategies
Get Your Hands On These Multisensory Reading Strategies Laurie Wagner Master Instructor Accredited Phonics First Orton-Gillingham Multisensory Reading Instruction Reading and Language Arts Centers, Inc.
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationLarge Kindergarten Centers Icons
Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room
More information1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature
1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationChapter 5. The Components of Language and Reading Instruction
Chapter 5 The Components of Language and Reading Instruction Multiple references have been made in preceding chapters to the use of balanced reading instruction in studies of reading instruction. Prior
More informationCriterion Met? Primary Supporting Y N Reading Street Comprehensive. Publisher Citations
Program 2: / Arts English Development Basic Program, K-8 Grade Level(s): K 3 SECTIO 1: PROGRAM DESCRIPTIO All instructional material submissions must meet the requirements of this program description section,
More informationOpportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
More informationPlainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)
Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent
More informationRichardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010
1 Procedures and Expectations for Guided Writing Procedures Context: Students write a brief response to the story they read during guided reading. At emergent levels, use dictated sentences that include
More informationJ j W w. Write. Name. Max Takes the Train. Handwriting Letters Jj, Ww: Words with j, w 321
Write J j W w Jen Will Directions Have children write a row of each letter and then write the words. Home Activity Ask your child to write each letter and tell you how to make the letter. Handwriting Letters
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationPhonemic Awareness. Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES
Phonemic Awareness Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES jgondek@tstboces.org Participants will: Understand the importance of phonemic awareness in early literacy development.
More informationFirst Grade Curriculum Highlights: In alignment with the Common Core Standards
First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features
More informationPhilosophy of Literacy Education. Becoming literate is a complex step by step process that begins at birth. The National
Philosophy of Literacy Education Becoming literate is a complex step by step process that begins at birth. The National Association for Young Children explains, Even in the first few months of life, children
More informationConsiderations for Aligning Early Grades Curriculum with the Common Core
Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance
More informationLet's Learn English Lesson Plan
Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA
More informationRED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education
RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education Table of Contents Curriculum Background...5 Catalog Description of Course...5
More informationPublisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades:
KEY: Editions (TE), Extra Support (EX), Amazing Words (AW), Think, Talk, and Write (TTW) SECTION 1: PROGRAM DESCRIPTION All instructional material submissions must meet the requirements of this program
More information1. READING ENGAGEMENT 2. ORAL READING FLUENCY
Teacher Observation Guide Animals Can Help Level 28, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection
More informationUsing SAM Central With iread
Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing
More informationDickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks
3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and
More informationTears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of
May 8-12 2017 Crème de la Crème- Haynes Bridge Ms. Jamie Marini Kindergarten Day of the Week Language Arts/ Phonics 10:30am-12pm HWT 9:30-10:00am Math 1:00-1:45pm Science 1:45-2:30pm Unit 8 By the Sea
More informationThe ABCs of O-G. Materials Catalog. Skills Workbook. Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling
2008 Intermediate Level Skills Workbook Group 2 Groups 1 & 2 The ABCs of O-G The Flynn System by Emi Flynn Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling The ABCs of O-G
More informationRICHLAND SCHOOL DISTRICT ONE BALANCED LITERACY PLATFORM
RICHLAND SCHOOL DISTRICT ONE BALANCED LITERACY PLATFORM DR. CRAIG WITHERSPOON, SUPERINTENDENT 1616 RICHLAND STREET COLUMBIA, SC 29201 Literacy is the road to human progress and the means through which
More informationIntensive Writing Class
Intensive Writing Class Student Profile: This class is for students who are committed to improving their writing. It is for students whose writing has been identified as their weakest skill and whose CASAS
More informationC a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l
C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationMissouri GLE FIRST GRADE. Communication Arts Grade Level Expectations and Glossary
Missouri GLE FIRST GRADE Communication Arts Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to first grade. It is simply
More informationDaily Assessment (All periods)
School Year 04 05 Distribution of marks & types of questions Grade One العام الدراسي: - 04 05 Daily Assessment (All periods) Participation Work sheets Activity Book& homework (segment &blend ) Oral Fluency
More informationUNIT PLANNING TEMPLATE
UNIT PLANNING TEMPLATE GRADE K/Unit # 1 Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.a Print many upper- and lowercase letters. CC.K.L.1.b Use frequently occurring nouns and verbs. CC.K.L.5.a
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary
More informationPROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials
Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online
More informationENGLISH LANGUAGE ARTS SECOND GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS SECOND GRADE Prepared by: Heather Schill Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content Area: English Language Arts Reading
More informationGrade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7
Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate
More informationCalifornia Treasures Combination Classrooms. A How-to Guide with Weekly Lesson Planners
California Treasures Combination Classrooms A How-to Guide with Weekly Lesson Planners Combination Classes: The Challenge Teaching combination classes is a formidable challenge. The need to teach two curriculums
More informationTests For Geometry Houghton Mifflin Company
Tests For Geometry Company Free PDF ebook Download: Tests For Geometry Company Download or Read Online ebook tests for geometry houghton mifflin company in PDF Format From The Best User Guide Database
More informationThe Oregon Literacy Framework of September 2009 as it Applies to grades K-3
The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The State Board adopted the Oregon K-12 Literacy Framework (December 2009) as guidance for the State, districts, and schools
More informationScholastic Leveled Bookroom
Scholastic Leveled Bookroom 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
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationYMCA SCHOOL AGE CHILD CARE PROGRAM PLAN
YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN (normal view is landscape, not portrait) SCHOOL AGE DOMAIN SKILLS ARE SOCIAL: COMMUNICATION, LANGUAGE AND LITERACY: EMOTIONAL: COGNITIVE: PHYSICAL: DEVELOPMENTAL
More informationCalifornia Department of Education English Language Development Standards for Grade 8
Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language
More information5. UPPER INTERMEDIATE
Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional
More informationTHE HEAD START CHILD OUTCOMES FRAMEWORK
THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress
More informationOVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE
OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Formative Evaluation to Inform Teaching Summative Assessment: Culmination measure. Mastery
More information1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.
Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:
More informationMichigan GLCE Kindergarten Grade Level Content Expectations
Michigan GLCE Kindergarten Grade Level Content Expectations A Guide for Parents, Teachers and Students St. Robert Bellarmine School St. Robert Bellarmine School Dear Parents, Teachers and Students: The
More informationPlayful Practice of Early Literacy Skills via Customized Digital Books and Apps. Barbara Culatta and Kendra Hall-Kenyon
Playful Practice of Early Literacy Skills via Customized Digital Books and Apps Barbara Culatta and Kendra Hall-Kenyon Playful Practice of Early Literacy Skills Via Customized Digital Books and Apps Hall-Kenyon,
More informationPhonology Revisited: Sor3ng Out the PH Factors in Reading and Spelling Development. Indiana, November, 2015
Phonology Revisited: Sor3ng Out the PH Factors in Reading and Spelling Development Indiana, November, 2015 Louisa C. Moats, Ed.D. (louisa.moats@gmail.com) meaning (semantics) discourse structure morphology
More informationTracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg
Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Verbal Behavior-Milestones Assessment & Placement Program Criterion-referenced assessment tool Guides goals and objectives/benchmark
More informationPRESENTED BY EDLY: FOR THE LOVE OF ABILITY
HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be
More informationProgress Monitoring Assessment Tools
Starfall Kindergarten Second Edition! Progress Monitoring Assessment Tools Starfall Kindergarten Assessment Overview 3 Entry Assessment 5 Mid-Year Assessment 9 Exit Assessment 13 Progress Monitoring Assessments
More informationOrganizing Comprehensive Literacy Assessment: How to Get Started
Organizing Comprehensive Assessment: How to Get Started September 9 & 16, 2009 Questions to Consider How do you design individualized, comprehensive instruction? How can you determine where to begin instruction?
More informationP a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1
P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,
More informationBASIC TECHNIQUES IN READING AND WRITING. Part 1: Reading
BASIC TECHNIQUES IN READING AND WRITING Part 1: Reading This handout lists supplementary reading activities for students. If your student does not grasp a concept as presented in a Laubach skill book,
More informationEnglish as a Second Language Unpacked Content
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better
More informationTEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12
TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com
More informationName of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1
Name of Course: French 1 Middle School Grade Level(s): 7 and 8 (half each) Unit 1 Estimated Instructional Time: 15 classes PA Academic Standards: Communication: Communicate in Languages Other Than English
More informationDyslexia/dyslexic, 3, 9, 24, 97, 187, 189, 206, 217, , , 367, , , 397,
Adoption studies, 274 275 Alliteration skill, 113, 115, 117 118, 122 123, 128, 136, 138 Alphabetic writing system, 5, 40, 127, 136, 410, 415 Alphabets (types of ) artificial transparent alphabet, 5 German
More informationWonderland Charter School 2112 Sandy Drive State College, PA 16803
Wonderland Charter School 2112 Sandy Drive State College, PA 16803 Wonderland Request to Modify Charter June 2011 Appendix F: The Research Base For Reading Mastery The Research Base For READING MASTERY
More informationCDE: 1st Grade Reading, Writing, and Communicating Page 2 of 27
Revised: December 2010 Colorado Academic Standards in Reading, Writing, and Communicating and The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and
More informationOhio s New Learning Standards: K-12 World Languages
COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationK-12 Math & ELA Updates. Education Committee August 8, 2017
K-12 Math & ELA Updates Education Committee August 8, 2017 Framework for High Quality Instruction culture Equity and Efficacy Rigor Student Engagement student achievement instruction Demonstration of Student
More informationMFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE
MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE TABLE OF CONTENTS Contents 1. Introduction to Junior Cycle 1 2. Rationale 2 3. Aim 3 4. Overview: Links 4 Modern foreign languages and statements of learning
More informationReading Horizons. A Look At Linguistic Readers. Nicholas P. Criscuolo APRIL Volume 10, Issue Article 5
Reading Horizons Volume 10, Issue 3 1970 Article 5 APRIL 1970 A Look At Linguistic Readers Nicholas P. Criscuolo New Haven, Connecticut Public Schools Copyright c 1970 by the authors. Reading Horizons
More informationAnalyzing Linguistically Appropriate IEP Goals in Dual Language Programs
Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description
More informationCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words:
More information1. READING ENGAGEMENT 2. ORAL READING FLUENCY
Teacher Observation Guide Busy Helpers Level 30, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection
More informationBuilding Fluency of Sight Words
The College at Brockport: State University of New York Digital Commons @Brockport Education and Human Development Master's Theses Education and Human Development 8-2008 Building Fluency of Sight Words
More information