Fluency

FLUENCY Presentation for the Iowa Department of Education Des Moines, Iowa - December 10 & 12, 2002 Salli Forbes The University of Iowa

Instruction in Fluency... Repeated Reading and Guided Oral Reading Procedures...

INTERVENTIONS Presentation for the Iowa Department of Education December 10 & 12, 2002 Linda Fielding The University of Iowa

Main Resources This Talk is Based Upon: ,[object Object],[object Object],[object Object],[object Object]

What is an Intervention? ,[object Object]

What is an intervention? ,[object Object]

The Overriding Point Of This Presentation: Quality & Quantity, NOT Difference! ,[object Object],[object Object],[object Object]

Overview of Presentation ,[object Object],[object Object],[object Object]

Overview ,[object Object],[object Object],[object Object]

Historical Perspective ,[object Object],[object Object]

Historical Perspective ,[object Object]

Differential Treatment In Ability Groups ,[object Object],[object Object],[object Object],[object Object]

Differential Ability Group Treatment ,[object Object],[object Object],[object Object]

EFFECTIVE SCHOOLWIDE ORGANIZATIONAL STRATEGIES

Effective Schoolwide Organizational Strategies ,[object Object],[object Object]

Effective Schoolwide Strategies ,[object Object],[object Object],[object Object],[object Object]

Effective Schoolwide Strategies ,[object Object],[object Object],[object Object]

EFFECTIVE CLASSROOM-BASED STRATEGIES

Effective Classroom-Based Strategies ,[object Object],[object Object],[object Object],[object Object]

Effective Classroom-Based Strategies ,[object Object]

Effective Classroom-Based Strategies ,[object Object],[object Object],[object Object]

Effective Classroom-Based Strategies ,[object Object],[object Object]

What is Scaffolding? ,[object Object],[object Object]

What Is the Goal of Scaffolding? ,[object Object],[object Object]

How Do I Know When and How To Withdraw Support? ,[object Object],[object Object]

Gradual Release of Responsibility ,[object Object],[object Object],[object Object]

Gradual Release of Responsibility ,[object Object],[object Object]

What is NOT Scaffolding? ,[object Object],[object Object]

CHARACTERISTICS CHARACTERISTICS OF EFFECTIVE CLASSROOM-BASED LITERACY INSTRUCTION FOR ALL, BY GRADE National Research Council, 1998; Taylor et al.

Classroom Goals in Kindergarten ,[object Object],[object Object]

[object Object],[object Object],[object Object],Kindergarten Print-Related Goals

Kindergarten Strategies To Accomplish These Purposes ,[object Object],[object Object],[object Object],[object Object]

Kindergarten Strategies ,[object Object],[object Object]

Classroom Goals in First Grade ,[object Object],[object Object]

Effective First-Grade Strategies ,[object Object],[object Object]

Effective First-Grade Strategies ,[object Object],[object Object],[object Object]

Effective First-Grade Strategies ,[object Object]

Classroom Goals Grades 2-3 ,[object Object],[object Object]

Effective Strategies Grades 2-3 ,[object Object]

Effective Strategies Grades 2-3 ,[object Object],[object Object]

[object Object],[object Object],Effective Strategies Grades 2-3

CHARACTERISTICS OF EFFECTIVE SPECIAL INTERVENTIONS BY GRADE Hiebert & Taylor, 2000

Characteristics of Special Kindergarten Interventions ,[object Object]

Special Kindergarten Interventions ,[object Object]

Characteristics of Special First Grade Interventions ,[object Object],[object Object],[object Object]

Special First Grade Interventions ,[object Object],[object Object],[object Object]

Special First Grade Interventions ,[object Object],[object Object]

Characteristics of Special Second Grade Interventions ,[object Object],[object Object]

Special Second Grade Interventions ,[object Object]

Observations About Special K-2 Interventions ,[object Object],[object Object]

Observations About K-2 Interventions ,[object Object],[object Object],[object Object]

Observations About K-2 Interventions ,[object Object]

Persistent Concerns & Questions ,[object Object]

Persistent Concerns & Questions ,[object Object],[object Object]

Fluency

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