Literacy Profile. Jordan
|
|
- Noel Barton
- 6 years ago
- Views:
Transcription
1 Literacy Profile Jordan Background: 8 th grade Social Studies student, female; previously 7 th grade Language Arts student; an active participant in classroom and school activities, she plays multiple sports, has been a member of the student government, and is well-liked by her peers; dependable student who turns in every student on time, yet this year relationships at school and home have been distracting her from putting in the necessary effort Test Scores/Academic Performance: Received a score of 2 (out of a maximum of 4) on her first attempt of the North Carolina End-of-Grade 7 th grade Reading Comprehension Test, second attempt passed with a 3; Measure of Academic Progress (MAP) computerized test used as a formative assessment for teachers to gauge student knowledge in reading and language usage with immediate results broken down into multiple subcategories, Jordan scored a 221 on the reading portion with the high end of the range set at 250+, she scored a 213 on the language usage portion with the high end of the range set at 250+; in 7 th grade language arts Jordan averaged in the 80% range, currently in 8 th grade language arts she is earning an 87% ; Jordan works very hard to earn average to above average grades as many subjects do not come easily to her, but she is willing to put in extra time with her teachers to ensure her success Interests: Basketball, soccer, cheerleading; shopping, watching television and spending time on social networking sites; social studies is her favorite subject; she would rather watch the movie than read the book; enjoys Nicholas Sparks novels and beauty/pop culture magazines such as Cosmopolitan; socializing with friends; college Strengths: Eagerness to learn because her goal is to attend college; drawing inferences and developing creative/alternative solutions to problems; speaks well, especially when confident of the topic; identifying overall main ideas; asking questions; Jordan says her greatest strength in literacy is speaking and visual learning. I do well when I watch something and write down answers to questions about it. Weaknesses: Decoding skills; vocabulary; drawing conclusions; comprehending texts at grade level; complex writing; grammar and spelling rules; fluency and flow; retelling; organization of writing and analytical writing; Jordan says her greatest weakness is pronouncing big words and determining the better answer on reading tests. Assessment Results: On original, formal pre-assessment which was an 8 th grade North Carolina EOG reading comprehension practice test Jordan answered 40% of the questions correctly, areas she scored relatively high were drawing inferences and identifying details, areas she scored low were drawing conclusions and words in context; while Jordan s MRR exhibits 89%
2 reading accuracy, she has a 1:9 error rate and only 86 WCPM, it was during the MRR that her struggles with multi-syllabic vocabulary became obvious, she earned a fluency score of 2 where she read fairly confidently and accurately, but she struggled with flow and prosody; during retelling Jordan did not perform well as she was able to recall only limited information which earned her a Frustrational level score; SWLOM score: 16, Phase II due to significant issues with vocabulary and sentence variety; Jordan filled in less than half of the blanks correctly in her Cloze assessment and experienced difficulty in correctly unscrambling the sentences; her predictions and questions demonstrated relevancy as well as accuracy but lacked depth. Progress: Jordan entered my tutorial sessions with most of the components of literacy underdeveloped. Through the tutoring sessions, Jordan is developing a better understanding of strategies she can use to help in identifying and retaining vocabulary. By continually reviewing prefixes, suffixes, and roots she will be able to recall their meanings, which will be useful in decoding along with vocabulary recognition. Since many of the tutorials focused on using context clues, Jordan has become more active in using surrounding words to help determine the meanings of unfamiliar terms. However, Jordan and I must continue to work on her using these skills to as a part of comprehending the passage s whole meaning. Jordan says she learned from these tutorials how to look around and find what a word might mean. Reviewing prefixes and suffixes has helped me in my writing. Additionally, Jordan expresses that she needs most to become better at reading passages and not getting stuck on the big words all the time.
3 Literacy Profile Andy Background: 7 th grade Language Arts student, female; somewhat active participant in classroom and school activities, while performing very well in art class; liked by peers and works well with others; wants to do many things in school, but often does not follow through on her goals, which may be limited by home situation Test Scores/Academic Performance: Received a passing score of 3 on the North Carolina End-of Grade 6 th grade Reading Comprehension Test; MAP results: Reading-221, Language Usage-219; in 7 th grade language arts Andy is currently earning a 78%; Andy s biggest struggle academically is completing her work on time, I often have her work during her PE time to make sure she finishes assignments, most homework assignments or longer assignments such as essays are almost always submitted late; Andy is willing to put in extra time to learn the information, but she often becomes distracted in class, which contributes to her struggles with literacy Interests: Enjoys science and PE; watching crime related television shows and visiting social networking sites; basketball and volleyball; shopping and arts/crafts projects; UNC basketball; socializing with friends; does not enjoy reading, but will read mysteries, horror, and science fiction genres; college Strengths: Decoding; creative and artistic abilities; making connections; Andy says her best literacy skill is reading books and passages. I come up with ideas easily for writing journals. Weaknesses: Vocabulary recognition and usage; retelling accurately; critically analyzing text to find deeper meanings; comprehending texts at grade level; persuasive/analytical writing; Andy says her greatest weakness is remembering the meaning of vocabulary words. Assessment Results: On original, formal pre-assessment which was a 7 th grade North Carolina EOG reading comprehension practice test Andy answered 42% of the questions correctly, the area she scored relatively high was in connecting text to world and, areas she scored low were words in context, author s purpose, and drawing conclusions; Andy s MRR results reflect high reading accuracy at 96% with only four errors, but her WCPM is only 100 with a fluency score of 2.5, Andy read confidently and accurately, but her flow, prosody, and expression are skills she must improve; her retelling score of 2 earned her an Instructional level ranking, she could recall details from the passage, yet did not have developed opinions she was willing to share; Andy completed approximately 75% of the Cloze assessment correctly, but exhibited her need to improve grammatically by not successfully unscrambling sentences; Andy made appropriate
4 predictions; however, she did not answer all parts of the questions and her completed answers were not done so with the necessary depth to demonstrate her knowledge of the subject matter. Progress: While Andy enjoys reading, her ability to read critically is an area that we set out to improve over the course of the tutorial sessions. Andy consistently demonstrates acceptable decoding skills, but she lacks advanced vocabulary. Instead of having her memorize words and definitions, which was not her preferred method, Andy improved her context clues interpretation skills. By requiring these students to use the 6 step process, she has cemented some new words into her permanent vocabulary that she can recall on comprehension tests and during writing assignments; Andy needs to do a better job of incorporating vocabulary in the pursuit of finding the main idea or theme of a passage. Andy states that she learned how to figure out what words mean using the context and being to understand passages better. To improve her literacy, Andy says I need to read even more and practice using these strategies to learn vocab. I must know what more words mean.
5 Literacy Profile Daniel Background: 7 th grade Language Arts student, male; new student this year; active participant in class when he is focused and awake, but does not partake in other school activities yet; still becoming acclimated with peers so does not have many relationships established; has significant amount of background information on a variety of topics that he draws upon to contribute to discussions Test Scores/Academic Performance: Received a score of 3 on the North Carolina End-of Grade 6 th grade Reading Comprehension Test; MAP results: Reading-224, Language Usage-218; in 7 th grade language arts Daniel is currently earning an 84% ;easily distracted with daydreams so has to be monitored for remaining on task, forgets assignments and supplies consistently, which lowers academic performance; Interests: Skateboarding; video games and movies; music and playing guitar; horror, science fiction books; reading; making it out of high school Strengths: Decoding; summarizing and recalling story facts; narrative writing; creativity; sharing opinions; making connections; grammar; public speaking; Daniel says his greatest literacy strength is writing fiction stories and I like to read a lot, but I just have some problems with larger words. Weaknesses: Unorganized; inattentiveness; vocabulary recognition; spelling; retelling beyond summarizing; analytical/persuasive writing; drawing conclusions; Daniel says his greatest literacy weaknesses are vocabulary and spelling. Assessment Results: On original, formal pre-assessment which was a 7 th grade North Carolina EOG reading comprehension practice test Daniel answered 40% of the questions correctly, the area he scored relatively high was characterization and, areas he scored low were relevant details, author s craft, and drawing conclusions; Daniels MRR results include a 96% accuracy with five errors and a low 106 WCPM, his fluency score of 3 reflects his accuracy and confidence, while he did not demonstrate prosody or expression at all; Daniel s retelling placed him as border-line retelling because he makes insightful interpretations and connections, but has difficult summarizing passages for their main ideas and important details; Daniel scored a 16 on his SWLOM performance which places him in Phase III as he does well expressing fluency, while needing significant help with spelling and grammar; Daniel completed slightly more than 50% of the Cloze blanks correctly; however, he exemplified his strong writing skills by re-
6 creating the scrambled sentences accurately; his predictions and question answers were interesting and appropriate, but need to be explained more fully to better gauge his comprehension. Progress: Daniel has a strong foundation of reading skills since he does it quite frequently. Yet, he still has trouble with multi-syllabic vocabulary. He has used our lessons to break down words by referencing roots, prefixes, and suffixes. The next step for Daniel is to use these word parts to incorporate larger words into his vocabulary, which in turn will enhance his writing. Daniel says he learned from this literacy project what a couple of new words meant and how to use root words. For example, I guessed the word gunwale right because I knew what gun was and wale was similar to wall, so I was able to figure it out. Daniel says he needs to work on writing strategies. I am really good at writing and have great ideas. But I need a lot of help on format, grammar, and putting it all together.
7 Literacy Profile Myra Background: 7 th grade Language Arts student, female; extremely quiet in class; rarely participates without begin called on; will ask questions; liked by peers and is more vocal around friends and people she is comfortable with; does not really participate in school activities; completes assignments on time and is a responsible student, but struggles with almost all aspects of literacy, particularly reading comprehension Test Scores/Academic Performance: Received a score of 2 on the North Carolina End-of-Grade 6 th grade Reading Comprehension Test and recorded the same score on her re-test; MAP results: Reading-202; Language Usage-205; in 7 th grade language arts Myra is currently earning a 79% ; Myra is responsible and reliable which enhances her academic performance, but in LA she struggles to answer questions on every level regardless of the topic; her writing skills reflect knowledge of basic grammar principles, but it lacks depth and cohesion Interests: Taking pictures and making movies; country music; basketball; socializing with friends; fiction books and beauty/pop culture magazines; shopping; earning good grades Strengths: Artistic creations; creativity; work ethic; responsibility; recalling information from texts that interest her; making connections from text to the world; identifying relevant details; Myra says her greatest literacy skill is writing through the ideas I come up with. Weaknesses: Decoding; vocabulary recognition and usage; drawing inferences and conclusions; critical thinking; spelling; retelling without being prompted; reading comprehension; Myra says her biggest weakness in literacy is grammar practices and tests. Assessment Results: On original, formal pre-assessment which was a 7 th grade North Carolina EOG reading comprehension practice test Myra answered 46% of the questions correctly, the areas she scored relatively high were making connections and identifying relevant details, areas she scored low were drawing conclusions, drawing inferences, and conclusions; on her MRR Myra read with 96% accuracy, made five errors and earned a WCPM score of 104; fluency and flow also proved difficult as she scored a 2 because low point totals in flow and prosody; the biggest part of the MRR Myra struggled with was the retelling where she score a Frustrational 1 due to her inability to reveal the main events of the story or any personal feelings about it; with SWLOM assessment Myra earned 14 points that placed her at the Phase II limited proficiency level because of her difficulties with organization and vocabulary; Myra did not perform well on the Cloze with 30% accuracy and many words that did not adequately finish the sentence (she
8 may have rushed through this) but she unscrambled the sentences relatively accurately; there is incongruence between Myra s predictions and question responses as she makes a suggest that she already knows does not happen in the book, this may from undeveloped higher level thinking skills that encourage applicable predictions. Progress: Part of my reason for selecting Myra was due to her lower level literacy skills. She struggles not just with decoding and analytical thinking, but also vocabulary. During her MRR, Myra could not identify almost any multi-syllabic terms found within the passage. Consequently, through the tutorials Myra has learned new strategies to acquire and maintain vocabulary, including creating a depiction (which artistic people like Myra enjoy) of the words meaning. Now, she actively searches larger words for familiar prefixes, suffixes and roots to aid in discovering Myra says she learned from the tutorials that when you get stuck on a big word to look within the word for smaller ones you already know. Myra says that the skill she needs to improve the most to be successful on the EOG is to comprehend what I read so I can understand the events of a story and the author s message.
9 Literacy Profiles Profiles Interest Inventories Life Circle Literacy Memories
Grade 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 informationUDL AND LANGUAGE ARTS LESSON OVERVIEW
UDL AND LANGUAGE ARTS LESSON OVERVIEW Title: Reading Comprehension Author: Carol Sue Englert Subject: Language Arts Grade Level 3 rd grade Duration 60 minutes Unit Description Focusing on the students
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
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 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 informationComprehension Recognize plot features of fairy tales, folk tales, fables, and myths.
4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts
More informationNumber of Items and Test Administration Times IDEA English Language Proficiency Tests/ North Carolina Testing Program.
IDEA English Language Proficiency Tests/ North Carolina Testing Program IPT Kindergarten Subtest Tasks Number of Items Testing Time Answer Questions about Yourself & Follow Directions Give Directions Understand
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 informationAssociation Between Categorical Variables
Student Outcomes Students use row relative frequencies or column relative frequencies to informally determine whether there is an association between two categorical variables. Lesson Notes In this lesson,
More informationWonderworks Tier 2 Resources Third Grade 12/03/13
Wonderworks Tier 2 Resources Third Grade Wonderworks Tier II Intervention Program (K 5) Guidance for using K 1st, Grade 2 & Grade 3 5 Flowcharts This document provides guidelines to school site personnel
More informationThe Effect of Close Reading on Reading Comprehension. Scores of Fifth Grade Students with Specific Learning Disabilities.
The Effect of Close Reading on Reading Comprehension Scores of Fifth Grade Students with Specific Learning Disabilities By Erica Blouin Submitted in Partial Fulfillment of the Requirements for the Degree
More informationFlorida Reading for College Success
Core provides an English curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness in reading. This single semester elective aligns to Florida's Postsecondary
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 informationImplementing the English Language Arts Common Core State Standards
1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationCurriculum and Assessment Guide (CAG) Elementary California Treasures First Grade
Curriculum and Assessment Guide (CAG) Elementary 2012-2013 California Treasures First Grade 1 2 English Language Arts CORE INSTRUCTIONAL MATERIALS 2012-2013 Grade 1 Macmillan/McGraw-Hill California Treasures
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationMCAS_2017_Gr5_ELA_RID. IV. English Language Arts, Grade 5
IV. English Language Arts, Grade 5 Grade 5 English Language Arts Test The spring 2017 grade 5 English Language Arts test was a next-generation assessment, featuring a new test design and new item types.
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationCandidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
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 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 informationTRAITS OF GOOD WRITING
TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,
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 informationcorrelated to the Nebraska Reading/Writing Standards Grades 9-12
correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
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 informationFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,
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 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 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 informationHighlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
More informationCoast Academies Writing Framework Step 4. 1 of 7
1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and
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 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 informationLoughton School s curriculum evening. 28 th February 2017
Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's
More informationMyths, Legends, Fairytales and Novels (Writing a Letter)
Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess
More informationClassroom Assessment Techniques (CATs; Angelo & Cross, 1993)
Classroom Assessment Techniques (CATs; Angelo & Cross, 1993) From: http://warrington.ufl.edu/itsp/docs/instructor/assessmenttechniques.pdf Assessing Prior Knowledge, Recall, and Understanding 1. Background
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 informationThe Effects of Super Speed 100 on Reading Fluency. Jennifer Thorne. University of New England
THE EFFECTS OF SUPER SPEED 100 ON READING FLUENCY 1 The Effects of Super Speed 100 on Reading Fluency Jennifer Thorne University of New England THE EFFECTS OF SUPER SPEED 100 ON READING FLUENCY 2 Abstract
More information4 th Grade Reading Language Arts Pacing Guide
TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply
More informationFountas-Pinnell Level M Realistic Fiction
LESSON 17 TEACHER S GUIDE by Vidas Barzdukas Fountas-Pinnell Level M Realistic Fiction Selection Summary Miguel lives in the Dominican Republic and loves baseball. His hero is Pedro Sanchez, a major league
More informationENGLISH. Progression Chart YEAR 8
YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,
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 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 informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS Length of Course: Elective/Required: School: Term Required High Schools Student Eligibility: Grades 9-12 Credit
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 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 informationsuccess. It will place emphasis on:
1 First administered in 1926, the SAT was created to democratize access to higher education for all students. Today the SAT serves as both a measure of students college readiness and as a valid and reliable
More informationDRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4
DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4 GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
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 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 information12-WEEK GRE STUDY PLAN
12-WEEK GRE STUDY PLAN Copyright 2017 by PowerScore Incorporated. All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
More informationMATH Study Skills Workshop
MATH Study Skills Workshop Become an expert math student through understanding your personal learning style, by incorporating practical memory skills, and by becoming proficient in test taking. 11/30/15
More informationStudy Group Handbook
Study Group Handbook Table of Contents Starting out... 2 Publicizing the benefits of collaborative work.... 2 Planning ahead... 4 Creating a comfortable, cohesive, and trusting environment.... 4 Setting
More informationThe Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen
The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
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 informationPearson Longman Keystone Book D 2013
A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
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 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 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 informationBuilding Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students
Building Vocabulary Knowledge by Teaching Paraphrasing with the Use of Synonyms Improves Comprehension for Year Six ESL Students Procedure The teaching procedure used in this study was based on John Munro
More informationRunning head: STRATEGY INSTRUCTION TO LESSEN MATHEMATICAL ANXIETY 1
Running head: STRATEGY INSTRUCTION TO LESSEN MATHEMATICAL ANXIETY 1 Developing Basic Fact Fluency Through Guided Strategy-Based Instruction to Lessen Student Anxiety by Laura K. Submitted in partial fulfillment
More informationLucy Calkins Units of Study 3-5 Heinemann Books Support Document. Designed to support the implementation of the Lucy Calkins Curriculum
Lucy Calkins Units of Study 3-5 Heinemann Books 2006 Support Document Designed to support the implementation of the Lucy Calkins Curriculum Lesson Plans Written by Browand, Gallagher, Shipman and Shultz-Bartlett
More informationELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California
ELPAC English Language Proficiency Assessments for California Practice Test Kindergarten Copyright 2017 by the California Department of Education (CDE). All rights reserved. Copying and distributing these
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 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 informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationCAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
More informationSupervised Agriculture Experience Suffield Regional 2013
Name Chapter Mailing address Home phone Email address: Cell phone Date of Birth Present Age Years of Ag. Ed. completed as of Year in school or year of graduation Year Greenhand Degree awarded Total active
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 information5 Star Writing Persuasive Essay
5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter
More informationMonticello Community School District K 12th Grade. Spanish Standards and Benchmarks
Monticello Community School District K 12th Grade Spanish Standards and Benchmarks Developed by the Monticello Community High School Spanish Department Primary contributors to the 9 12 Spanish Standards
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationCognitive Thinking Style Sample Report
Cognitive Thinking Style Sample Report Goldisc Limited Authorised Agent for IML, PeopleKeys & StudentKeys DISC Profiles Online Reports Training Courses Consultations sales@goldisc.co.uk Telephone: +44
More informationTeaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?
Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has
More informationInstruction: The Differences That Make A Difference. Mario Campanaro
Comprehension Strategy Instruction: The Differences That Make A Difference Mario Campanaro NCLB 2/6/09 Visit the website for Power Point Additional copies of the handout Lesson plans from all the tools
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationTASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT
NADERER TPA TASK 1, PAGE 1 TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT Part A: Context for Learning Information About the School Where You Are Teaching 1. In what type of school do you teach? Urban
More informationStrands & Standards Reference Guide for World Languages
The Strands & Standards Reference Guide for World Languages is an Instructional Toolkit component for the North Carolina World Language Essential Standards (WLES). This resource brings together: Strand
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 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 informationFifth Grade. (Questions based on Harry Potter and the Sorcerer s Stone by J.K. Rowling. paired with
Teaching Toward the Demands of the CCSS 1 Fifth Grade City/State Focused Standards: Reading Literature, Grade 5 What the Standards Say 5.1 Quote accurately from a text when explaining what the text says
More informationModern Fantasy CTY Course Syllabus
Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
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 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 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 informationUnit 3. Design Activity. Overview. Purpose. Profile
Unit 3 Design Activity Overview Purpose The purpose of the Design Activity unit is to provide students with experience designing a communications product. Students will develop capability with the design
More informationProgram 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 informationKelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser
Kelli Allen Jeanna Scheve Vicki Nieter Foreword by Gregory J. Kaiser Table of Contents Foreword........................................... 7 Introduction........................................ 9 Learning
More informationREQUIRED TEXTS Woods, M. & Moe, A.J. (2011). Analytical Reading Inventory with Readers Passages (9 th edition). Prentice Hall.
George Mason University Graduate School of Education ****************** EDRD 633/637-001 (6 credits) Literacy Assessments and Interventions for Individuals Supervised Literacy Practicum Fairfax 2011 Cohort,
More information