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I will model, demonstrate, team teach any of this with the intention of teaching you to do it yourself
I will sit with you after you have done a group and have a professional What’s Next conversation
I will offer suggestions (if asked) on strategies to support item x in your world
I will meet with you, upon invitation, to go over how to do the Common (May/June) Text Assessment in your class and then schedule ½ day for everyone to code together here at the SBO (no in lieu of time)
My hero, Richard Allington, who compiles all the best literacy research across the world says…
In studying the nation’s best first and fourth grade classrooms, the practice of using multi-text and multi-level instruction and curriculum design was paramount. Every student was reading with text at their own level, not at ‘grade-level’.
Struggling readers need more teacher time, more intensive reading lessons, and more teacher-directed reading lessons targeted to their specific instructional needs.
Do not think ‘one size fits all’ with intervention or classroom instruction; using a class set of the same reading materials will ensure that students will continue to fall behind. Multi-level texts for the content areas are essential.
Effective classrooms have a distribution of whole-group, small group and side-by-side instruction.
The proportion of the school day allotted to whole-class assessment is a predictor of a school’s academic success/achievement. The more whole-class teaching offered, the lower the academic achievement in that school.
There is significantly greater growth in schools where teachers have been trained to do running records (and their subsequent analysis, diagnosis and intervention – assessment for learning) and student reading development is monitored over time.