Collaborative Literacy SIPPS, Third Edition. Presenter: Margaret Goldberg
|
|
- Aldous Peters
- 5 years ago
- Views:
Transcription
1 Collaborative Literacy SIPPS, Third Edition Presenter: Margaret Goldberg
2 Introductions
3 Developing Word Recognition Strategies SIPPS Challenge Polysyllabic/Morphemic Challenge Level Syllabic patterns Open/closed syllables Consonant/vowel patterns Morphological units, including Prefixes Suffixes Roots Fluency Practice SIPPS Plus 4-12 SIPPS Extension Spelling-Pattern SIPPS Beginning Simple Alphabetic Extension Level Segmentation, manipulation Blends, long/complex vowels, final e, inflectional endings, y at end of words & 2 sounds for c High-frequency irregular sight words Intro 2-syllable decoding Beginning Level Blending, segmentation Consonants, consonant digraphs, short vowels High-frequency sight words
4 A Little Pre-Assessment Complete the True/False Assessment from Reading Matters to Maine When you are finished, find a partner with whom to discuss your answers.
5 Agenda Examine a Phonics-based Approach Experience Learning to Decode Understand the Stage Model of Reading Analyze SIPPS routines Support New and Struggling Readers
6
7 Whole-language theory holds that learning to read and write English is analogous to learning to speak it -- a natural, unconscious process best fostered by unstructured immersion. In an atmosphere rich in simple printed texts and in reading aloud, small children make a wondrous associative leap from knowing the alphabet to being able to read whole words. If a word is unfamiliar it can be skipped, guessed at, or picked up from context. History of the Reading Wars - Nicholas Leman, 1997
8 Phonics theory takes exactly the opposite position: the proper analogy for learning to read is learning music notation, or Morse code, or Braille, in which mastery of a set of symbols comes first. Children should learn the letters and letter combinations that convey the English language's forty-four sounds and they can read whole words by decoding them. History of the Reading Wars - Nicholas Leman, 1997
9 60% of students will learn to read adequately regardless of the instructional methods they re subjected to in school, but fully 40% are less fortunate. For them, explicit instruction (including phonics) is necessary if they are to ever become capable readers. Whole-Language High Jinks: How to Tell When Scientifically-Based Reading Instruction Isn t -Dr. Louisa Moats, 2007
10 What do you remember about how you learned to read?
11 Read with Pen in Hand Memories- or Not- of Learning to Read Why is it difficult for adults to remember what it was like to learn how to read? What may happen to our instruction because we do not remember how we ourselves became automatic readers?
12 What do we want a child to do when he/she comes to an unfamiliar word?
13 A Phonics-based Approach to Reading Carefully read through all letters of every word on the page. If you get to a word you don t know, sound it out. As you get better at reading, group the words together to make your voice sound as if you re talking.
14 Research has shown that good readers do not skim and sample the text when they scan a line in a book. They process the letters of each word in detail, although they do so very rapidly and unconsciously. Those who comprehend well accomplish letter-wise text scanning with relative ease and fluency. When word identification is fast and accurate, a reader has ample mental energy to think over the meaning of the text. Teaching Reading Is Rocket Science Dr. Louisa Moats, 2004
15 Four-Part Processing System Context Meaning Letters (orthographic processor) Sounds (phonological processor)
16 Hand in Hand: Effortless Decoding and Reading Comprehension
17 Agenda Examine a Phonics-based Approach Experience Learning to Decode Understand the Stage Model of Reading Analyze SIPPS routines Supporting New and Struggling Readers
18 While You Learn to Read Notice your own learning Notice how you feel while learning
19 Think, Pair, Share: What was your experience in this model lesson?
20 Discuss: What do our beginning readers need from us?
21 Predictable Lesson Structure The instructional routines are Clear Consistent Concise and Produce a Choral Response Purpose: Support students as they train their brains and develop long-lasting independent reading behaviors.
22 SIPPS is a systematic, differentiated foundational skills program that develops word-recognition strategies and skills, enabling students to become fluent and confident readers and writers. SIPPS develops independent, fluent readers who read with accuracy and automaticity.
23 Agenda Examine a Phonics-based Approach Experience Learning to Decode Understand the Stage Model of Reading Analyze SIPPS routines Supporting New and Struggling Readers
24 Find, Read, Flag, Discuss Beginning pg. 536, Extension pg. 453, Plus pg. 563 Stage models of reading acquisition posit that beginning readers go through different stages in their understanding of and approaches to decoding unfamiliar words Students who stay stuck at the context-strategy stage rely on sight words and tend to use first and last consonants as decoding cues, with limited success. A major goal of beginning reading instruction, then, is to teach students that spelling-sound information is more useful than context in decoding text.
25 Find, Read, Flag, Discuss Beginning page: 537 Extension page: 453 Plus page: 563 Fortunately, because English is an alphabetic writing system [ ] Unfortunately, however, switching from using context to using spelling-sound strategies is both unnatural and difficult for many students.
26 Find, Read, Flag, Discuss Beginning page: 537 Extension page: 453 The final stage of reading acquisition is characterized by automaticity [ ] Plus page: 563 To achieve such accuracy, students must use spelling patterns to decode.
27 Find, Read, Flag, Discuss Beginning page: 537 Extension page: 453 Plus page: 563 Instructional Implications beginning reading has to be taught systematically and explicitly [ ] A guiding principle of the program is mastery of phonics and sight words rather than simple exposure
28 Find, Read, and Flag: The Simple Alphabetic Phase Beginning page 539 Extension page 455 Plus page: 565 In SIPPS Beginning or Plus: Students begin this phase as partial-cue readers who rely heavily on context and use some letter information [ ] They do not understand the alphabetic principle (that words are made up of a series of speech sounds that can be sounded out, left to right).
29 I didn t know that it s sounds in the book. Letters are pictures of sounds. If you listen, you can read but you have to know your letters first. Arturo, Grade 3
30 Find, Read, and Flag: The Spelling-Pattern Phase Beginning page 539 Extension page 455 Plus page: 565 In SIPPS Extension Level or Plus: Students beginning the spellingpattern phase know at least 50 sight words, understand the alphabetic principle, and can decode simple short- vowelpattern words. They are able to read simple decodable books with short-vowel patterns[ ]
31 Discuss: How are readers in SIPPS Beginning (Simple Alphabetic) and SIPPS Extension or Plus (Spelling-Pattern) different?
32 SIPPS Beginning Reading accuracy is the focus of SIPPS Beginning Level. Its goal is to make the students alphabetic readers - readers who can sound out unknown words and chose to do so rather than relying on consonant sounds and context. Beginning p. 548; Extension p. 464 Plus p. 574
33 SIPPS Beginning Ironically, sounding out words, which makes students slow readers, in the end, after much practice, makes them fast and automatic. For this very reason, non-automatic readers should not be encouraged to read faster and faster. If there is an emphasis on speed, students will stop sounding out words and instead will start guessing. Beginning p 549 Extension p 465 Plus p. 575
34 SIPPS Extension Automaticity becomes a priority in SIPPS Extension Level, particularly in the second half The goal of the program is to have all students become automatic readers by the end of Extension Level. Beginning p. 549 Extension p. 465 Plus p. 575
35 Reading Practice: Beginning vs. Extension Beginning Level Focus Reading for accuracy; no emphasis on reading quickly Students audibly sound and blend left to right Reading practice in hybrid text of decodable + sight words Students are reading for accuracy, automaticity and prosody Extension Level Focus Fluency becomes more of a focus Students sound out in their head Transition from hybrid texts to trade books Students are reading for meaning; teacher checks for understanding
36 Routines: Beginning vs. Extension and Plus Routines Beginning Level Extension Level Plus Phonological Awareness Lower Level Higher Level Phonics and Decodable Words Reading of Decodable Word List Reading of Mixed List Sight Words No Difference Reading the Story Guided Spelling Story Poster and Little Books (hybrid texts) Scaffold for spelling sound-bysound Students read from Story Book and trade books Students read from Dreams on Wheels Scaffold for think ahead spelling
37 Agenda Examine a Phonics-based Approach Experience Learning to Decode Understand the Stage Model of Reading Analyze SIPPS routines Planning Supports for New and Struggling Readers
38 SIPPS Reflection Tools A tool to focus the self-reflection of reading teachers An observation tool that can guide professional development and coaching conversations
39 Predictable Lesson Structure The instructional routines are Clear Consistent Concise and Produce a Choral Response Purpose: Support students as they train their brains and develop long-lasting independent reading behaviors.
40 Read, Think and Practice, Discuss Read the applicable section in Appendix E Read the applicable routines in Appendix A What questions do you have about the lesson component?
41 Phonological Awareness Beginning p. 543 Extension p. 459 Plus p. 569 Then, skim: Oral Blending routines Appendix A What questions do you have?
42 Phonics Beginning p. 544 Extension p. 460 Plus p. 570 Then, skim: Phonics and Decodable Words Appendix A What questions do you have?
43 Find, Scan, and Flag the SIPPS Scope and Sequence
44 Reading a Decodable or Mixed List Students in Beginning: Chorally sound out each word orally Sound, Again, Read Most Common Correction Use the wall card to supply the sound Extension and Plus: Read a Mixed List by looking silently at all the letters in each word Read. Several Different Corrections The correction needed depends on the word and on the error
45 fan fans fit fits run runs fast tin
46 say perches pure cork leap snail cared lapped mailed*
47 Sight Words Beginning p. 546 Extension p. 462 Plus p. 572 Then, skim: Sight Words (Introduce, Review, Correction) Appendix A What questions do you have?
48 Introducing a new sight word: Read the sentence. Point out the word. Show the card. Read. Spell. Read. Spell. Read.
49 Read. Spell. Read.
50 Syllabication Beginning p. 547 Extension p. 463 Plus p. 573 (Routines only in Extension and Plus) What questions do you have?
51 Appendix A: Beginning p. 490 Reading a Story/Rereading a Story Extension p. 412 Reading Decodable Stories Plus p. 518 Reading A Selection
52 CCSS: Decodable Text R.F.K.4 Read emergent reader texts with purpose and understanding Appendix A: Emergent reader texts- Texts consisting of short sentences comprised of learned sight words and CVC words; may also include rebuses to represent words that cannot yet be decoded or recognized; see also rebus. CCSS Foundational Skills Framework: Practice includes reading connected text that is controlled in such a way that the spellings of most of the words are consistent with what children have learned. Decodable texts especially serve this purpose. The value of decodable texts is time-limited but significant for beginning readers because these texts provide the opportunity for students to apply what they are learning about the alphabetic code, which enhances their reading acquisition
53 If children have been taught the most common sounds for the letters p and a, they may be confused by Phil s name card or an alphabet book that states A is for art. These inconsistencies should be noted when they are encountered. Initially, beginning readers exposure to print that matches instruction should be maximized. Otherwise, the instruction seems irrelevant and is confusing to learners. CCSS ELD/ELA Foundational Skills Framework
54
55 Appendix A: Beginning p. 494 Guided Spelling and Segmentation Extension p. 409 Guided Spelling Plus p. 512 Guided Spelling
56 Fluency Practice and Independent Reading Beginning: Focus is on accuracy in the reading of decodable texts Extension: Focus on building automaticity with decodable text At 60 cwpm students transition to Individualized Daily Reading of easy-to-read chapter books Challenge: Students read 95% accuracy at >60 cwpm for 30 minutes a day
57 Agenda Examine a Phonics-based Approach Experience Learning to Decode Understand the Stage Model of Reading Analyze SIPPS routines Supporting New and Struggling Readers
58 Scientists now estimate that 95 percent of all children can be taught to read at a level constrained only by their reasoning and listening comprehension abilities. It is clear that students in high-risk populations need not fail at the rate they do. Dr. Louisa Moats, Teaching Reading is Rocket Science
59 CORE Sourcebook
60 A child cannot understand what he cannot decode, but what he decodes is meaningless unless he can understand it. Teaching Reading Is Rocket Science Dr. Louisa Moats, 2004
61 Differentiation Plus and those strong in SIPPS routines: Read and discuss When Older Kids Can t Read For those who want to refine their routines: Partner practice with a lesson
62 Post-Assessment Review your answers from the pre-assessment and talk with a partner: Are there topics still to be discussed? Were there any questions for which you have a new answer or a new understanding?
63 Find, Scan, and Flag Assessments
64 Mastery Tests & Progress Monitoring Data-Driven Instruction Mastery-based Regular intervals Criterion Referenced: 80% Beginning: every 10 lessons Extension: every 5 lessons Challenge: about every 10 lessons
65 Resources on the LearningHub Teacher s Manuals and printable materials for SIPPS lessons Full-length videos of SIPPS lessons Short videos proper pronunciations of phonemes correct implementation of SIPPS routines Tools for progress-monitoring Placement Tests Mastery Tests SIPPS Assessment App ccclearninghub.org
66 Welcome to Our Community! We are here to support you! collaborativeclassroom.org/pd Take advantage of our free online resources to support our programs in your school or after-school site. Visit Share Ask Try Check our website at collaborativeclassroom.org/forum for upcoming events, Common Core tips, and inspiring blogs. Share your success stories! us at Do you have a question? Ask us via our online community at collaborativeclassroom.org/forum. Try out for all our programs by starting a trial account at ccclearninghub.org.
67 How might we support your work? Emily Cremidis Margaret Goldberg
68 Phew!
CLASSIFICATION 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 informationThe Beginning Literacy Framework
The Beginning Literacy Framework Helping Educators: identify, create and modify text for beginning readers meet literacy goals of students with multiple disabilities in their earliest stages of literacy
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 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 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 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 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 informationEffective Instruction for Struggling Readers
Section II Effective Instruction for Struggling Readers Chapter 5 Components of Effective Instruction After conducting assessments, Ms. Lopez should be aware of her students needs in the following areas:
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 informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
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 informationLearning to Read and Spell Words:
Learning to Read and Spell Words: How Teachers Instruction and Students Reading Practices Contribute to the Development of Word Reading and Spelling Skill Linnea Ehri Program in Educational Psychology
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 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 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 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 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 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 informationHoly Family Catholic Primary School SPELLING POLICY
Holy Family Catholic Primary School SPELLING POLICY 1. The aim of the spelling policy at Holy Family Catholic Primary School is to ensure that the children are encouraged to develop spelling accuracy in
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 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 informationCase Study of Struggling Readers
Case Study of Struggling Readers Amy Haynes TE 846 Case Study 2 I. Brief Background and Reason for Project Focus According to Allington & Baker (2007), Research illustrates that mastering phonics skills
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 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 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 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 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 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 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 informationTechnical Report #1. Summary of Decision Rules for Intensive, Strategic, and Benchmark Instructional
Beginning Kindergarten Decision Rules Page 1 IDEL : Indicadores Dinámicos del Éxito in la Lectura Technical Report #1 Summary of Decision Rules for Intensive, Strategic, and Benchmark Instructional Recommendations
More informationThe Bruins I.C.E. School
The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words
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 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 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 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 informationAlignment of Iowa Assessments, Form E to the Common Core State Standards Levels 5 6/Kindergarten. Standard
Alignment of Iowa Assessments, Form E to the Common Core State s Levels 5 6/Kindergarten 4 Print Concepts 4 3 RL.K.1. With prompting and support, ask and answer questions about key details in a text. RF.K.1.
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 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 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 informationHacker, J. Increasing oral reading fluency with elementary English language learners (2008)
Hacker, J. Increasing oral reading fluency with elementary English language learners (2008) This study looks at the impact of Great Leaps, a specialized supplemental oral reading fluency program, on two
More informationREAD 180 Next Generation Software Manual
READ 180 Next Generation Software Manual including ereads For use with READ 180 Next Generation version 2.3 and Scholastic Achievement Manager version 2.3 or higher Copyright 2014 by Scholastic Inc. All
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 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 informationUniversal Design for Learning Lesson Plan
Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key
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 informationLITERACY-6 ESSENTIAL UNIT 1 (E01)
LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish
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 informationCONTINUING EDUCATION
CONTINUING EDUCATION for Speech-Language Pathologists LITERACY AND AUGMENTATIVE- ALTERNATIVE COMMUNICATION USERS: Using Literature to Increase Language Skills and Language to Build Literacy PDH Academy
More informationElectronic Edition. *Good for one electronic/printed copy. Do not distribute.
Electronic Edition *Good for one electronic/printed copy. Do not distribute. The Failure Free Reading Methodology New Hope for Non-Readers By Dr. Joseph Lockavitch 2007 Dr. Joseph Lockavitch All Rights
More informationWelcome to ACT Brain Boot Camp
Welcome to ACT Brain Boot Camp 9:30 am - 9:45 am Basics (in every room) 9:45 am - 10:15 am Breakout Session #1 ACT Math: Adame ACT Science: Moreno ACT Reading: Campbell ACT English: Lee 10:20 am - 10:50
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 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 informationConducting an interview
Basic Public Affairs Specialist Course Conducting an interview In the newswriting portion of this course, you learned basic interviewing skills. From that lesson, you learned an interview is an exchange
More informationLiteracy Instruction in Early Childhood Education: Ohio s Third Grade Reading Guarantee
University of Dayton ecommons Honors Theses University Honors Program Spring 4-2014 Literacy Instruction in Early Childhood Education: Ohio s Third Grade Reading Guarantee Jamie L. Dell Follow this and
More informationSelecting Accommodations: Guidance tor Individual Educational plan Teams
Selecting Accommodations: Guidance tor Individual Educational plan Teams Bureau of Exceptional Education and Student Services Florida Department of Education 2013 This publication is produced through the
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 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 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 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 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 informationDYNAMIC LEARNING MAPS ESSENTIAL ELEMENTS. English Language Arts
DYNAMIC LEARNING MAPS ESSENTIAL ELEMENTS FOR English Language Arts Version 4 1 Revision Date: March 27, 2014 1 Version 4 improves the formatting and readability. No changes to content have been made. The
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 informationRendezvous with Comet Halley Next Generation of Science Standards
Next Generation of Science Standards 5th Grade 6 th Grade 7 th Grade 8 th Grade 5-PS1-3 Make observations and measurements to identify materials based on their properties. MS-PS1-4 Develop a model that
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 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 informationHow to Take Accurate Meeting Minutes
October 2012 How to Take Accurate Meeting Minutes 2011 Administrative Assistant Resource, a division of Lorman Business Center. All Rights Reserved. It is our goal to provide you with great content on
More information