4 Instructional Routines for Word Study and Fluency
Throughout this book, we describe instructional strategies that help young readers develop fluency, learn words, and learn how to solve problems related to words. These are fine strategies. They work. But effective instruction is more than simply the sum of all these ideas; teachers must also consider how they fit together into a coherent and effective curriculum. In this chapter we offer some suggestions for planning a word‐learning, fluency‐building curriculum.
Teaching styles, learning needs, and teachers’ and students’ preferences differ from classroom to classroom, even at the same grade level in the same school building. Because of these differences, teaching must involve planning curriculum. Nobody knows the situation and children’s learning needs better than the teacher who interacts daily with children.
4.1 Planning a Word‐Learning Curriculum
The curriculum planning process begins with careful thought about broad aims for literacy learning. Teachers might consider such questions as:
· What do I believe about literacy learning?
· What do I believe about children as learners?
· What is the role of the teacher?
· What sort of physical and psychological environment best promotes learning?
· How would I characterize an excellent learning activity?
· What role should word learning play within an overall literacy program?
Questions like these help teachers articulate their philosophies of teaching, learning, and literacy. We recommend making notes about beliefs because they are useful for guiding curriculum planning, selecting instructional activities, and evaluating the impact of programs on children as learners. Moreover, the beliefs can be used to double‐check existing programs—to see if children have sufficient opportunities to learn what’s important.
The next stage in curriculum planning is to establish a few broad instructional goals. These goals, which reflect the teacher’s beliefs, articulate expectations for children in a particular grade. Goals provide the foundation for a reading program; they describe the general areas within which literacy instruction occurs. Here, for example, are Lyndell’s goals for his kindergarten students:
· To develop interest in and appreciation for books and reading
· To develop and extend understanding of stories and informative text
· To learn concepts of print and gain an awareness of key features of books and printed language
· To develop phonemic awareness
In contrast, June’s goals for her second‐graders include:
· To develop interest in and appreciation for books and reading
· To develop and extend comprehension abilities with a variety of genres
· To read fluently
· To solve word‐related reading problems successfully
Note that both sets of goals are comprehensive. Lyndell and June develop their entire reading programs based on these goals by ensuring that children have daily opportunities to develop proficiency in the targeted areas. Note, too, ...
This document provides an overview of reading comprehension and its importance. It discusses reading comprehension as an interactive process between the reader and text, and identifies several key reading comprehension skills that develop as children age, including understanding main characters, sequence of events, inferences, and applying what is learned. It then identifies three main causes of poor reading comprehension: language problems, lack of automatic foundational reading skills, and inability to decode written words. The document concludes by emphasizing the importance of reading comprehension for learning, performing well, and success in school and careers.
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How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
Chapter 1 - Develop a Good Elementary School Reading Program by William Allan...William Kritsonis
The document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the responsibility of elementary teachers to build students' reading foundations. It recommends that teachers evaluate different reading programs, consult experts, and select a program that meets their students' needs. The reading program should teach essential skills, engage students, and use various methods like reading groups to keep students interested and progressing in their reading ability.
This document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the teacher's primary role is to help students reach their reading potential. Several key aspects of a successful reading program are covered, including evaluating different programs, understanding reading skills for each grade, grouping students appropriately, addressing individual strengths and weaknesses, and creating a classroom environment that promotes reading. Special challenges like students with difficulties are also addressed.
Chapter 1 - Dr. William Allan Kritsonis - Elementary Education BookWilliam Kritsonis
This document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the teacher's primary role is to help students reach their potential in reading. Several key aspects of a successful reading program are covered, including evaluating different reading programs, understanding reading skills for each grade, grouping students appropriately, addressing individual strengths and weaknesses, and creating a classroom environment that promotes reading.
This document discusses the teaching of intensive and extensive reading. It begins with an abstract that notes the author's perspective on how reading is taught and how students engage with it. The author believes reading is important for acquiring knowledge and that teachers must model reading engagement. The document then discusses intensive reading, which focuses on close analysis of short texts, and extensive reading, where students choose their own materials. The author argues both approaches are useful but that extensive reading allows more student autonomy. In conclusion, the author states that reading is important for students' development and that teachers must use a variety of strategies to help students become successful readers.
This document provides an overview of reading comprehension and its importance. It discusses reading comprehension as an interactive process between the reader and text, and identifies several key reading comprehension skills that develop as children age, including understanding main characters, sequence of events, inferences, and applying what is learned. It then identifies three main causes of poor reading comprehension: language problems, lack of automatic foundational reading skills, and inability to decode written words. The document concludes by emphasizing the importance of reading comprehension for learning, performing well, and success in school and careers.
External factors that affect the child’s reading comprehension: TeacherKevin Cedrick Castro
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
Chapter 1 - Develop a Good Elementary School Reading Program by William Allan...William Kritsonis
The document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the responsibility of elementary teachers to build students' reading foundations. It recommends that teachers evaluate different reading programs, consult experts, and select a program that meets their students' needs. The reading program should teach essential skills, engage students, and use various methods like reading groups to keep students interested and progressing in their reading ability.
This document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the teacher's primary role is to help students reach their reading potential. Several key aspects of a successful reading program are covered, including evaluating different programs, understanding reading skills for each grade, grouping students appropriately, addressing individual strengths and weaknesses, and creating a classroom environment that promotes reading. Special challenges like students with difficulties are also addressed.
Chapter 1 - Dr. William Allan Kritsonis - Elementary Education BookWilliam Kritsonis
This document discusses developing an effective elementary reading program. It emphasizes that reading is essential for students' success and the teacher's primary role is to help students reach their potential in reading. Several key aspects of a successful reading program are covered, including evaluating different reading programs, understanding reading skills for each grade, grouping students appropriately, addressing individual strengths and weaknesses, and creating a classroom environment that promotes reading.
This document discusses the teaching of intensive and extensive reading. It begins with an abstract that notes the author's perspective on how reading is taught and how students engage with it. The author believes reading is important for acquiring knowledge and that teachers must model reading engagement. The document then discusses intensive reading, which focuses on close analysis of short texts, and extensive reading, where students choose their own materials. The author argues both approaches are useful but that extensive reading allows more student autonomy. In conclusion, the author states that reading is important for students' development and that teachers must use a variety of strategies to help students become successful readers.
The document provides guidance for teachers on implementing various reading intervention strategies to help students struggling with reading. It discusses common reasons students struggle, such as difficulties with decoding, comprehension, and fluency. Specific strategies are then outlined, including reading aloud, phonics instruction, guided reading, literacy centers, and tutoring. The document emphasizes tailoring interventions to individual student needs and providing support to help them improve reading skills and become successful readers.
Second Grade Balancy Literacy Program with Daily 5B. J. Zagorac
This presentation provides valuable information about how a balanced literacy program might look for a second grade class with the Daily 5 incorporated into the curriculum.
The document discusses issues with how instruction is defined and delivered through basal reading programs. It notes that basal programs assume one instructional approach for all students and lack differentiation. The summary provides 9 actions teachers must take to improve instruction when using a basal program, including setting goals for students, modifying lessons, and differentiating instruction based on student needs.
This document provides a framework and tips for teachers to effectively manage guided reading in their classrooms. It discusses key aspects teachers should consider like grouping students and choosing appropriate books. The document emphasizes the importance of assessment to guide instruction and keeping accurate student data. It also provides suggestions for teaching comprehension strategies, motivating students, and incorporating writing about reading. The overall aim is to create a well-planned guided reading program that meets individual student needs and improves their reading abilities.
This document discusses strategies for teaching reading comprehension to struggling readers. It recommends explicitly teaching comprehension strategies like making inferences. The author believes that comprehension is the goal of reading and is best taught through modeling strategies, guided practice, and independent practice. While some students may struggle with word recognition, comprehension requires understanding words as well as using strategies to derive meaning. Teachers should assess students' needs, provide direct instruction in areas of weakness, and help students develop a love of reading.
The document discusses several topics related to education including socio-emotional learning, classroom management, assessment, distance learning, lesson planning, phonics instruction, play, and reflection on teaching. It provides guidance on supporting student learning and well-being, engaging students, developing assessment tools, meeting the needs of at-risk students, effective lesson planning, the benefits of play, and reflecting on teaching practices.
This document discusses several key issues for effective classroom teaching:
- Classroom dynamics, learning styles, motivation, and learner autonomy affect student learning and should be considered when planning lessons.
- Teachers must facilitate student-centered interaction and evaluate students' progress, while maintaining an appropriate pace in lessons.
- Microskills like questioning, instructions, feedback and correcting errors impact learning when used strategically during lessons. Considering these skills can help maximize students' language development.
This document describes the Collaborative Strategic Reading (CSR) strategy for improving reading comprehension. CSR is a 4-stage process: 1) Before reading involves previewing the text to build background knowledge and make predictions. 2) During reading has students identify what they understand ("clicks") and don't understand ("clunks"), using strategies to address clunks. 3) Students work to get the main idea of each paragraph and the overall text. 4) After reading, students generate and answer questions about the text. The document outlines the specific goals and activities within each stage of CSR.
Building and enhancing new literacy across curriculum 1.pdfAnjelaMayHintoloro
1. The document discusses the differences between acquiring a first language and learning a second language. Acquiring a first language is a subconscious process that happens through exposure to the language from a young age, while learning a second language requires more conscious effort.
2. There are different theories on the best way to teach a second language. Some argue the best approach mirrors how children acquire their first language through comprehensible input. Others believe learning requires conscious attention to the language as well.
3. Good language learners and teachers have certain key characteristics. Good learners try new things, aren't afraid of mistakes, and practice whenever possible. Good teachers consider cultural backgrounds, potential language barriers, and provide scaffolding to support
IntroductionIt is not unusual for the teachers of students wit.docxmariuse18nolet
Introduction
It is not unusual for the teachers of students with emotional and behavioral disorders (EBD) to spend less time on academic instruction; consequently these students may not be engaged in academic activities as much as mainstream students. Knizter, Setinberg, and Fleisch (1990) describe this process as bleakness. Keeping current with research-based instructional procedures is a valuable tool to support and develop educators' skills in the design and delivery of effective lessons for students with EBD (Yell, Meadows, Drasgow, & Shriner (2009).
Teaching Reading
Theorists and researchers continue to argue the best approach for teaching reading. Should the approach be meaning-based, code-based, or a continuum of both approaches? Should the teaching of reading skills be based on general comprehension, an approach of phonics and grammatical rules, or a combination of the two? Recently, educators are focusing on a combination of phonics and whole words.
Initially, for the code-based or rules approach, it should be remembered that phonemic awareness and phonics are not synonymous. Phonemic awareness is the understanding of the sounds used to form words. Phonics is knowledge of the specific system of knowing what letters have which sounds in order to place them in the correct order to form the word.
When learning to read, children can learn the whole word by sight or learn to decode and encode with the use of phonics. Obviously they can use some of each approach, but in general a student will be strong in one approach and have to acquire more skills for the other approach. Students who show lower reading levels often lack the phonemic skills. According to Yell et al. (2009), the National Institute of Child Health and Human Development (NICHD) reported in 2000 that letter knowledge and phonemic awareness are the best predictors of how well a student will learn to read in the first two years of instruction. It should not be assumed that a student has received those skills simply because they are past those first two years of school. That being said, it would seem evident that a combination of the two approaches would be most successful.
The direct instruction (DI) model has shown to increase student achievement in reading (Gage & Berliner, (1998). For the DI approach, many teachers incorporate different strategies through specific objectives, curriculum, and sequence. Repeated readings and peer-assisted techniques show improvement in fluency, reading rates, and on-task behaviors. Mnemonics and acronyms are often introduced to help remember academic strategies.
Teaching Writing
There are two models which have been used to teach writing to students.
1. Product-based writing concentrates on the mechanics of writing and uses writing strands to progress. States may deconstruct the mechanics in the mandated standards. These types of writing tasks would be critiqued on spelling, grammar usage, capitalization, and punctuation.
2. Process-b.
This document discusses using learning styles effectively in English language teaching. It proposes identifying students' preferred learning styles and incorporating visual aids into lessons. Learning styles include visual, auditory, reading/writing, and kinesthetic. Visual aids like videos, presentations, and flashcards can help engage students and improve understanding. The document recommends teachers get to know their students, including their academic performance and learning preferences, to better accommodate different styles. Identifying learning styles allows tailoring lessons to maximize students' engagement and energy during learning.
GROUP 1 REMEDIAL INSTRUCTION (English majors).pptxDianaRoseCPilac
The document discusses creating an effective learning environment and strategies for remedial instruction. It addresses:
1) The key components of a learning environment including student characteristics, teaching goals, learning activities, and assessment.
2) Establishing expectations and rules to develop a positive classroom climate.
3) Maintaining the environment through decision-making, classroom management strategies, and monitoring student behavior and performance.
4) Developing individualized education programs tailored to student needs, providing remedial support, and assessing student progress.
The document discusses effective classroom management strategies. It identifies the "Big Five" strategies as rules, routines, praise, consequences for misbehavior, and engagement. Rules should be clearly established and taught to students. Routines help structure classroom activities and situations. Praise should be specific and used to reinforce positive behavior. Consequences for misbehavior must be consistently enforced. Engagement is important for preventing misbehavior and fostering learning. A tiered system of intervention is recommended to support the varying needs of students.
Assignment Instructional Practices for Emergent Literacy Learners.docxrock73
Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
1. Benchmark assessments provide teachers with useful information to guide individualized and small group instruction, as well as book selection for guided reading and independent reading.
2. Teachers can use assessment results to group students and identify instructional targets, select appropriate books, and develop goals to improve areas like fluency, comprehension, and oral discussion of texts.
3. The continuum of literacy learning and assessment results should inform lesson planning and interactive read alouds to engage students in higher-level thinking about what they read.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
Module 4-Collaboration and Improvement-Strengthening LiteracyBrooke Brown
This document provides a school-wide lesson plan to help struggling readers at all grade levels. The lesson teaches students to become "language detectives" by having them identify and create posters about word patterns, such as rhyming words, prefixes, suffixes, and irregular plurals. Students will analyze words that fit the patterns and strengthen their decoding, vocabulary and comprehension skills. The lesson incorporates choice, visuals, technology, and opportunities for students to share their work and provide peer feedback to increase engagement. Formative and summative assessments are used to evaluate students' understanding and application of word patterns.
This document provides background information and strategies for improving reading comprehension. It discusses the differences between good and poor readers, reasons for lack of comprehension, and troubleshooting tips. Specific strategies are organized around increasing interest and concentration, vocabulary, and understanding organization. The document emphasizes that readers should identify causes of lack of understanding and use appropriate strategies, such as previewing, self-monitoring, and summarizing.
What makes an english teacher to stand out among othersAlexander Decker
This document discusses what makes an effective English language teacher stand out. It identifies 7 key factors:
1. Making knowledge accessible to all learners by understanding how students learn and developing students' cognitive abilities.
2. Having strong knowledge of the subject matter and how to convey it to students.
3. Continually monitoring students' learning to assess progress and adapt teaching accordingly.
4. Recognizing and accounting for individual differences among students.
5. Developing students' cognitive capacities and respect for learning.
6. Having pedagogical content knowledge about how to effectively present subject matter to students.
7. Employing a variety of teaching methods to meet learning goals and
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
(No Plagiarism) Explain the statement Although many leading organi.docxtamicawaysmith
(No Plagiarism) Explain the statement: "Although many leading organizations have invested significant resources in developing the culture and routines for this innovation processes, most organizations continue to rely on the efforts of a handful of people and chance. An innovative organization is one that can perfect these routines in addition to creating an innovation culture in the organization that engages people. Five key routines can facilitate its management of the innovation process” (Dooley & O'Sullivan, 2003).
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What made you choose this career path What advice do you hav.docxtamicawaysmith
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IntroductionIt is not unusual for the teachers of students wit.docxmariuse18nolet
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Initially, for the code-based or rules approach, it should be remembered that phonemic awareness and phonics are not synonymous. Phonemic awareness is the understanding of the sounds used to form words. Phonics is knowledge of the specific system of knowing what letters have which sounds in order to place them in the correct order to form the word.
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The direct instruction (DI) model has shown to increase student achievement in reading (Gage & Berliner, (1998). For the DI approach, many teachers incorporate different strategies through specific objectives, curriculum, and sequence. Repeated readings and peer-assisted techniques show improvement in fluency, reading rates, and on-task behaviors. Mnemonics and acronyms are often introduced to help remember academic strategies.
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1. Product-based writing concentrates on the mechanics of writing and uses writing strands to progress. States may deconstruct the mechanics in the mandated standards. These types of writing tasks would be critiqued on spelling, grammar usage, capitalization, and punctuation.
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Assignment: Instructional Practices for Emergent Literacy Learners
Complete Part II: Write a reflection paper on your instructional lesson plan and address the following: Using APA style 2 pages. Copy of instructional lesson is paste below.
· Explain how you promoted literacy learners' strategic processing and metacognition in the reading and writing processes.
· Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
· Explain how you could have differentiated the lesson to meet the needs of literacy learners requiring additional support.
· Analyze the data to determine next steps for the student and reflect on what you might do differently next time.
Helpful Reference
Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association.
· Chapter 1, “Developmental Stages of Writing” (pp. 1–18)
Use this chapter to guide your understanding of the developmental stages of writing instruction and how to support them in the classroom.
Ciampa, K. (2012). Reading in the digital age: Using electronic books as a teaching tool for beginning readers. Retrieved from http://files.eric.ed.gov/fulltext/EJ981797.pdf
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in early years of schooling. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2009v8n3art3.pdf
This Copy of instructional lesson plan
Setting/Grade Level: Kindergarten
Subject(s): Reading School: California Elementary School
Date: Theme/Title:
1. PLANNING
Standards Addressed
List the standards by including the state, number of the standard(s), and a description of the standard(s).
In this study, the California Common Core State Standards which; describes the standards for all grades; are utilized. The grade level that is being addressed and referred to; is the kindergarten level, and the subject to be addressed is reading.
As explained, these standards are associated with the California state. The standards are as follows;
A). understanding print content. The students should be able to understand the organization of printed word and thus manage to follow sentences from right to left, page from top to bottom and pages from page one to the next. The students should also understand that spoken word could be; presented; through writing and that, words are separated by spaces when printed or even handwritten.
b). Phonological awareness. The students should attain an understanding of spoken word, sounds and syllables. They should thus understand aspects like rhyming of words and segmentation of syllables in words.
c). Phonics and recognition of words. Students should be able to apply grade level phonics and decode words both in isolation and in texts.
d). reading any form of reading texts with a lot of understanding the text and with a purpose (C ...
1. Benchmark assessments provide teachers with useful information to guide individualized and small group instruction, as well as book selection for guided reading and independent reading.
2. Teachers can use assessment results to group students and identify instructional targets, select appropriate books, and develop goals to improve areas like fluency, comprehension, and oral discussion of texts.
3. The continuum of literacy learning and assessment results should inform lesson planning and interactive read alouds to engage students in higher-level thinking about what they read.
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This document provides background information and strategies for improving reading comprehension. It discusses the differences between good and poor readers, reasons for lack of comprehension, and troubleshooting tips. Specific strategies are organized around increasing interest and concentration, vocabulary, and understanding organization. The document emphasizes that readers should identify causes of lack of understanding and use appropriate strategies, such as previewing, self-monitoring, and summarizing.
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1. Making knowledge accessible to all learners by understanding how students learn and developing students' cognitive abilities.
2. Having strong knowledge of the subject matter and how to convey it to students.
3. Continually monitoring students' learning to assess progress and adapt teaching accordingly.
4. Recognizing and accounting for individual differences among students.
5. Developing students' cognitive capacities and respect for learning.
6. Having pedagogical content knowledge about how to effectively present subject matter to students.
7. Employing a variety of teaching methods to meet learning goals and
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
Similar to 4 Instructional Routines for Word Study and FluencyThroughout th.docx (20)
(No Plagiarism) Explain the statement Although many leading organi.docxtamicawaysmith
(No Plagiarism) Explain the statement: "Although many leading organizations have invested significant resources in developing the culture and routines for this innovation processes, most organizations continue to rely on the efforts of a handful of people and chance. An innovative organization is one that can perfect these routines in addition to creating an innovation culture in the organization that engages people. Five key routines can facilitate its management of the innovation process” (Dooley & O'Sullivan, 2003).
.
What made you choose this career path What advice do you hav.docxtamicawaysmith
The document discusses potential paths and college options after high school but provides little details. It briefly mentions fields of study and interests without elaborating on specific choices or recommendations. The document offers no clear direction or next steps for the reader.
Patient Population The student will describe the patient populati.docxtamicawaysmith
Patient Population: The student will describe the patient population that is impacted by the clinical issue. With a focus on the diversity of the human condition found within this patient population, the student will describe the influence that cultural values may have on the proposed solution. Proposed
Solution
: The student will set the stage for proposing the best solution to the clinical problem by using appropriate evidence-based data and integrating data from peer-reviewed journal articles. In this paper, the student will: i. Propose a clear solution to the clinical problem that is supported by a minimum of three scholarly, peer-reviewed journal articles.ii. Expand on the ethical considerations when developing the plan.
.
Dr. Paul Murray Bessie Coleman Jean-Bapiste Bell.docxtamicawaysmith
Dr. Paul Murray
Bessie Coleman
Jean-Bapiste Belley
Harriet Elizabeth Brown
Monte Irvin
Shirley Graham Dubois
Vernon Dahmer
Hale Woodruff
Jo Ann Robinson
Eugene "Pineapple" Jackson
Dr. Francis Cress Welsing
Dr. Kenneth Clark
Amy Jacques Garvey
Ophelia DeVore
Augusta Fells Savage
Eugene Jacques Bullard
Bobby Timmons
Clyde Kennard
Madison Washington
Joseph Winters
Sam Sharpe
Joseph Rainey
Bessie Stringfield
DJ Kool Herc
Lonnie Clayton
Mrs. Mamie Lang Kirkland
Lucius Septimius Bassianus
Carolyn Gudger
Jasmine Twitty
Daisy Bates
Ella Jenkins
Lewis Henry Douglass
Cynthia Robinson
Sylvester Magee
Mabel Fairbanks
Cathay Williams
Clara Belle Williams
John Baxter Taylor Jr.
Anna J. Cooper
The Black Seminoles
Dr. Daniel Hale Williams
Matthew Williams
Phillipa Schuyler
Yarrow Mamout
Mamie "Peanut" Johnson
Frank E. Petersen
"Miss Maggie" Walker
Paul Robeson
Olivia J. Hooker
Dr. Henry T Sampson
Lovie Yancy
Willie James Howard
Toni Stone (Marcenia Lyle Alberga)
Lucien Victor Alexis
Mevinia Sheilds
Dr. Lonnie Smith
Rosewood
Miss Jane Pittman
Lucy Terry
Abraham Galloway
Thomas Jennings
Irene Morgan
Paul Lawrence Dunbar
Jean Toomer
Doris Payne
Ann Petry
Madam C.J. Walker
Dr. May Edward Chinn
Greenwood, Tulsa, OK
Karen Bass
Dr. Dorothy Height
Dr. Geneva Smitherman
Michaëlle Jean
Robin Kelly
Mary Macleod Bethune
Jane Bolin
Donna Edwards
Dame Eugenia Charles
Dr. Thomas Elkins
Wilma Rudolph
Annie Malone
Ann Lowe
Black Wall Street
Cathy Hughes
Kamala Harris
Fannie Lou Hamer
Sarah Rector
Ruth Simmons
Claudette Colvin
MC Lyte
Benajin Banneker
Benjamin O. Davis, Jr.
Thurgood Marshall
Doris "Dorie" Miller
Cecil Noble
WC Handy
Dorothy Counts
Bayard Rustin
Dr. Eliza Ann Grier
Matthew Henson
Jesse Owens
Nina Simone
Wendell Scott
Adam Clayton Powell
Percy Julian
Dr. Charles Drew
Thomas "Fats" Waller
Satchel Paige
Bass Reeves
Marian Anderson
Josephine Baker
Joe Louis
Walter White
William Hastie
Elijah McCoy
Jan Matzelger
Lewis Latimer
Granville T. Woods
Fred Jones
Nella Larsen
Lloyd Hall
A. Philip Randolph
Althea Gibson
Barbara C. Jordon
Marcus Garvey
Malcolm X
James Meridith
Guy Buford
Hazel Scott
Stokely Carmichal
Denmark Vessey
Alex Haley
Virginia Hamilton
Ishmael Reed
Nalo Hopkinson
George Schuyler
Patricia Roberts Harris
John Lewis
Les McCann
Martin Delany
Derek Walcott
Carter Godwin Woodson
Alvin Ailey
Debbie Allen
Ralph Abernathy
Arthur Ashe
Crispus Attucks
Amiri Baraka
Seko.
In depth analysis of your physical fitness progress Term p.docxtamicawaysmith
In depth analysis of your physical fitness progress
Term paper should include details of:
▪ What worked and why (include all documentation)
▪ What didn’t and why
▪ Are your physical fitness results in alignment with your health continuum goals (include documentation)
▪ What are your current goals
▪ What are your future goals
▪ Develop a road map to get achieve those goals Due no later than November 30, 2020.
samples
Physical fitness benchmark assessments
Fitness assessment data sheet
Exercise charts
Personal physical fitness progress chart
Self assessment: Individual Health Continuum
.
Information systems infrastructure evolution and trends Str.docxtamicawaysmith
Information systems infrastructure: evolution and trends
Strategic importance of cloud computing in business organizations
Big data and its business impacts
Managerial issues of a networked organization
Emerging enterprise network applications
Mobile computing and its business implications
Instructions:
9- 10 pages (does not include Title page and references )
can Include images (not more than two)
Minimum six (6) sources – at least two (2) from peer reviewed journals
Include an abstract, introduction, and conclusion
.
⦁One to two paragraph brief summary of the book. ⦁Who is the.docxtamicawaysmith
⦁One to two paragraph brief summary of the book.
⦁Who is the author and his/her background?
⦁Does the author have any particular ideological viewpoint that he or she is trying to advance or do you consider the author to have been neutral and presented both sides of controversial issues? (You will find asking this same question will help you in other courses and your future career.)
⦁When was this book written? Does the author reflect the views (biases) of the time when the book was written? Why or why not?
⦁What did you find most interesting in the book? Least interesting?
⦁What additional topics should the author have included in the book? Why?
⦁How had people before the age of the telegraph attempted to communicate faster over distances?
⦁How did the telegraph reflect scientific and technological developments, both in the United States and other countries?
⦁Why did the telegraph represent such a revolutionary development and not just an incremental improvement in communication?
⦁How did the telegraph impact politics, journalism, business, military strategy and society in general?
⦁How were the American and European experiences similar or different in developing the telegraph? Did the telegraph have a similar impact in the United States and Europe?
⦁What do you think of the author’s title? Is the Victorian-era telegraph really the equivalent of today’s internet in terms of its impact or is that an exaggeration? Why or why not?
⦁Do you think the author makes the material interesting, understandable and relevant to the general public? Why or why not?
⦁If you were the editor in the publishing company, what changes would you make to the author’s draft?
⦁Did the book increase your interest in a particular issue that you would like to learn more about?
⦁Do you think it is worthwhile learn about the historical impact of scientific and technological developments?
⦁Would you recommend this book to a friend? Why or why not?
⦁Would you recommend that I continue to use this book in this course with future students?
.
100.0 Criteria10.0 Part 1 PLAAFP The PLAAFP thoroughly an.docxtamicawaysmith
This document provides information about a student named Alicia for the purposes of developing her IEP. It includes her background information and diagnoses of ADD and dyscalculia. Her strengths include average reading skills and interest in dance, while her challenges involve focus, organization, math skills, and independence. The PLAAFP section will use this information to outline Alicia's present levels of performance, while her transition plan will address independence, employment, and post-secondary education goals based on her interests.
102120151De-Myth-tifying Grading in Sp.docxtamicawaysmith
10/21/2015
1
De-Myth-tifying Grading
in Special Education
1980 2015
10/21/2015
2
Primary Purpose
• “the primary purpose of…grades…
(is) to communicate student
achievement to students, parents,
school administrators,
post-secondary institutions and
employers.” and
• To provide teachers with information
for instructional planning.
Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student
Learning: ASCD Yearbook 1996, p. 120.
What makes grading so
hard?
• Teacher preparation programs seldom include course work or
even discussions of recommended practices for grading
students in general, much less for students who may be
struggling learners. As a result, teachers at all grade levels
grapple with issues of fairness in grading.
• Despite the magnitude of this problem, few recommendations
for grading struggling learners can be found in the research
literature or in education policy.
• Urban Grading Legends
10/21/2015
3
Urban Legends:
Bigfoot/Sasquatch
Urban Legends
• I can’t fail a special education
student.
• I give all my Life Skills students an
85.
• The report card grade does not really
mean anything.
10/21/2015
4
Urban Legends
• The grade on the report card can’t be less
than the IEP mastery level (default 70%)
• I teach a lot in my classroom, but I can
only grade the things that are on the IEP.
• I don’t do the grades for my special
education students in my classroom, the
special education teacher does that for
me.
What’s the
problem??
• Some students are not getting REAL
grades.
• Multiple court cases regarding failing
students who are not receiving
appropriate specially designed instruction
or students only get “A’s” and it doesn’t
truly reflect how he/she really performs in
relation to the curriculum
10/21/2015
5
What does the law really
say?
• Neither the Individuals with Disabilities Education Act
(IDEA) nor any other federal education laws contain
requirements for grading. Therefore, each state has
discretion on the issue.
• The TEC is the set of state laws our state legislators have
passed that relate to education. ARD committees do not
have the authority to override state laws. The Texas
Administrative Code (TAC) is the set of rules that the State
Legislature has authorized Texas Education Agency (TEA)
or the State Board to write. ARD committees must also
follow these rules.
• The state statutes apply to all public school students in
Texas regardless of special education eligibility.
Local Grading Policies
TEC §28.0216
(1) “must require a classroom teacher to assign a grade that
reflects the students’ relative mastery of an assignment;
[and]
(2) may not require a classroom teacher to assign a
minimum grade for an assignment without regard to the
student’s quality of work.”
(3) may allow a student a reasonable opportunity to make up
or redo a class .
100.0 %Criteria
30.0 %Flowchart Content
The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination.
40.0 %Legal Issues Analysis
A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
5.0 %Rationale Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Overall Flowchart Presentation
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
100 words agree or disagree to eac questions Q 1.As her .docxtamicawaysmith
100 words agree or disagree to eac questions
Q 1.
As her defense attorney, I will argue that the officer did not only not read Sally's Miranda rights; he also did not respect her right to consul. After Sally made her allegedly verbal utterance, the Officer should have known to read Sally her rights. I will bring up that during New Jersey v. James P. Kucinski, Oct 26, 2016, the defendant was arrested for the bludgeoning death of his brother. The defendant was taken to police headquarters for questioning after the defendant was advised of his Miranda rights; he requested an attorney. The law enforcement officers terminated the interrogation, spoked with their supervisor, and approximately eight minutes later, the officers returned into the room and advised the defendant that he was being charged with murder. The scare tactic worked, and the defendant asked to speak with the officers. The defendant reluctantly answered a series of questions. Before trial, the defendant moved for suppression motion because the officers did not honor his request for counsel. The court denied the motion, during further questioning the defendant claimed to have acted in self-defense, the defense counsel moved for a mistrial. The trial court denied the motion for mistrial but instructed the jury that the defendant's right to remain silent should be limited to assessing his credibility. The defendant was charged with first-degree murder and third-degree possession of a weapon for unlawful purposes The Appellate Division reversed the defendant's conviction and motion for a new trial due to the prosecutor's question doing cross-examination was improper. The panel concluded that the defendant invoked his right to remain silent by telling law enforcement officers that he did not want to talk or answer questions. The Appellate Division found that the trial court instructions to the jury were flaws, and the supreme court agreed and affirmed. The officers should have stopped all questioning and contacted the defendant's attorney.
New Jersey v. Kucinski (2017). https://law.justia.com/cases/new-jersey/supreme-court/2017/a-58-15.html
Q 2.
My last name begins with a K. so I am answering in the role of prosecutor. Sally was originally pulled over because she had shown probable cause of drunk driving. Upon her traffic stop, Sally was then searched after being arrested and the handgun and drugs were found on her body. The police asked about the two items but did not “interrogate” her. Sally voluntarily answered the arresting officers’ questions and in doing so piled new charges onto her initial arrest charge. I believe that the judge will deny the request to suppress the admission of Sally’s statements. Sally does have rights under the Fifth Amendment, but her statements to the police officers were not coerced out of her. The Cornell Law School website states that the Fifth Amendment, under the self-incrimination clause, if an individual makes a spo.
101118, 4(36 PMCollection – MSA 603 Strategic Planning for t.docxtamicawaysmith
10/11/18, 4(36 PMCollection – MSA 603 Strategic Planning for the Admin ...
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Thread: dis 4
Post: dis 4
Author:
Posted Date: October 9, 2018 8:50 PM
Status: Published
Overall Rating:
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(Post is Read)
Brian Mcleod
I would say that for them to move the work and still be ethical defensible are work conditions,
respect for labor laws of the parent company, and job opportunities for the long-term
employees.
To expand on this would be the work conditions. The conditions that the workers have to work
under should be the same conditions that workers in the US have to work under. This involves
safety and environmental protection for the workers.
Labor laws of the host country and “most” of the internally recognized laws must be observed.
Overtime and child labor are a couple of items.
The long-term employees should be given the opportunity to move to another US based plant if
possible or to the new country.
Sometimes because of the state of the industry companies do have to make these decisions or
face possible bankruptcy. This alternative may not be the perfect solution but better than
bankrupting a company that still has operation in the US.
← OK
�
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Thread: DB4
Post: DB4
Author:
Posted Date: October 10, 2018 8:51 PM
Status: Published
Overall Rating:
Tags: None
(Post is Read)
Christina Lacroix
It is ethically defensible to outsource production when the outcome of not outsourcing
would negatively impact stakeholders. Organizations define their most important
stakeholders, often the shareholders, as they invested capital. While some risk is
assumed by shareholders as a fiduciary managers have an obligation to the
shareholders to protect their interest when possible. A company risks shareholder
investment (access to capital) and jeopardizes all other stakeholders such as
employees, suppliers, and creditors. An organization cannot risk itself and the other
stakeholders depending upon in order to save employees.
The organization should do its due diligence in securing its outso.
100 words per question, no references needed or quotations. Only a g.docxtamicawaysmith
100 words per question, no references needed or quotations. Only a general idea or opinion.
A.
· Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period.
· Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque.
B. From video
Goya -
The Third of May
- If you cannot see this video, click here -
https://youtu.be/e7piV4ocukg
Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above.
1. Heroism, nationalism, and passion are themes associated with Romanticism. Which
three
landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature.
2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters.
C.
1. From the arts of West Africa, what are some characteristics of African cultural heritage?
2. How did their religious beliefs influence their art and music.
D.
Watch video below
Manet -
Déjeuner
sur
l’herbe -
If you cannot see this video, click
https://youtu.be/3xBGF8H3bQ4
1. Viewers of Manet’s
Déjeuner sur l’herbe
initially responded to its public display by attacking the canvas with their umbrellas. Why?
2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting.
E.
Watch the video below. If you cannot see the video, click here:
https://youtu.be/XyLNPumMMTs
George Braque, Violin and Pitcher, (1909)
•
Pablo Picasso, Guernica, (1937)
•
Marcel Duchamp, Nude Descending a Staircase, (1912)
Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above.
1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century.
F.
Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question.
1. After your experience in this course, describe why you feel the humanities are important.
.
100A 2
2 4 4
5
1A 1034 5
1B 1000 10
1C 1100 1
1D 1123 20
1E 1210 5
20 10 10
7
1A 2180 20
1B 1283 20
1C 3629 5
1D 3649 3
1E 4051 15
1F 4211 1
1G 5318 5
100B 1
2 4 1
3
1A 2180 10
1B 1283 10
1C 3629 5
100C 2
0 0 0
3
1A 6774 5
1B 6869 5
1C 6879 2
0 0 0
4
1A 6774 2
1B 6869 5
1C 6879 1
1D 7555 10
100D 1
10 5 3
3
1A 2180 5
1B 3649 2
1C 4211 3
Self-care and Residency Reflection Paper Scoring Rubric -
Content
80 Points
Points Earned
Additional Comments:
All key elements of the assignment are covered in a substantive way.
Write a 700- to 1,050-word paper to reflect on your residency experience and outline your plan for self-care. Please use the self-care and residency reflection paper template posted in Student Materials for this assignment.
Consider the following questions when writing your reflection:
a) What have you learned about yourself during residency?
b) What have you learned about yourself as a counselor-in-training during residency?
c) What are aspects of residency that you enjoyed? Why did you enjoy these aspects?
d) What aspects of residency did you not enjoy? Why did you not enjoy these aspects?
e) What is counselor self-care? Why is it important? Include two separate in-text and end of work references.
f) What strategies for maintaining self-care did you try throughout this program? How can you implement these strategies?
g) How will you know when you are experiencing burnout? What can you do to prevent this?
The content is comprehensive, accurate, and /or persuasive.
The paper links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly. This refers to the use of literary references. Generally you will need one separate literary reference for each main point (objective) of your paper.
Major points are stated clearly and are supported by specific details, examples, or analysis.
Organization / Development
35 Points
Points Earned
Additional Comments:
The paper has a structure that is clear, logical, and easy to follow.
The paper develops a central theme or idea, directed toward the appropriate audience.
The introduction provides sufficient background on the topic and previews major points.
The conclusion is logical, flows from the body of the paper, and reviews the major points.
Transitions between sentences/ paragraphs/sections aid in maintaining the flow of thought.
The tone is appropriate to the content and assignment.
Mechanics
35 Points
Points Earned
Additional Comments:
The paper, including the title page, reference page, tables, and appendices follow APA guidelines for format.
Citations of original works within the body of the paper follow APA guidelines.
The paper is laid out with effective use of headings, font styles, and white space.
Rules of grammar, usage, and punctuation are followed.
Sentences are complete, clear, concise, and varied.
Spelling is correct.
.
10122018Week 5 Required Reading and Supplementary Materials - .docxtamicawaysmith
10/12/2018
Week 5 Required Reading and Supplementary Materials - MGMT 670 9042 Strategic Management Capstone (2188)
https://learn.umuc.edu/d2l/le/content/333174/viewContent/13406413/View
/2
Required Readings:
From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.)
Porter's Five-Forces model. (2009). In Encyclopedia of management (6th Ed., pp. 714-717).
From Other websites:
Evaluating the industry. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-03-evaluating-the-industry.html
The impact of external and internal factors on strategy. (2016, 31 May). In Boundless Management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/strategic-management/
Mapping strategic groups. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-04-mapping-strategic-groups.html
The PESTEL and SCP frameworks. (2016, 26 May). In Boundless management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/external-inputs-to-strategy/
The relationship between an organization and its environment. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-01-the-relationship-between-an- or.html
Strategic group mapping. (2010, October 5). MBA lectures. Retrieved from http://mba-lectures.com/management/strategic- management/1000/strategic-group-mapping.html
Supplementary Materials:
From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.)
Anand, B. N. (2006). Crafting business strategy and environmental scanning [Video]. Harvard Business School Faculty Seminar Series.
Follow these steps to find this video:
Go to http://sites.umuc.edu/library/index.cfm
Type in the entire name of the article: "Crafting business strategy and environmental scanning," into the search box and click on "search."
Click on "multimedia" in the upper left hand corner of the webpage (under "Ask a Librarian.)
Type in the entire name of the article: "Crafting business strategy and environmental scanning," in the box at the top of the page to the left of the word, "Search."
Make sure only "Business Videos" and "Find all my search term" are the only boxes that are checked. Uncheck both "Image Collection" and "Apply equivalent
subjects"
Click on "Search" at the bottom right hand corner of the webpage. It is a small word in a box. The next page shows the article. Click on the article.
Dahab, S. (2008). Five forces. In S. R. Clegg & J. R. Bailey (Eds.), International en.
101416 526 PMAfter September 11 Our State of Exception by .docxtamicawaysmith
10/14/16 5:26 PMAfter September 11: Our State of Exception by Mark Danner | The New York Review of Books
Page 1 of 11http://www.nybooks.com/articles/2011/10/13/after-september-11-our-state-exception/?printpage=true
After September 11: Our State of Exception
Mark Danner OCTOBER 13, 2011 ISSUE
We are in a fight for our principles, and our first responsibility is to live by them.
—George W. Bush, September 20, 2001
1.
We are living in the State of Exception. We don’t know when it will end, as we don’t know when the War on Terror will
end. But we all know when it began. We can no longer quite “remember” that moment, for the images have long since
been refitted into a present-day fable of innocence and apocalypse: the perfect blue of that late summer sky stained by acrid
black smoke. The jetliner appearing, tilting, then disappearing into the skin of the second tower, to emerge on the other
side as a great eruption of red and yellow flame. The showers of debris, the falling bodies, and then that great blossoming
flower of white dust, roiling and churning upward, enveloping and consuming the mighty skyscraper as it collapses into the
whirlwind.
To Americans, those terrible moments stand as a brightly lit portal through which we were all compelled to step, together,
into a different world. Since that day ten years ago we have lived in a subtly different country, and though we have grown
accustomed to these changes and think little of them now, certain words still appear often enough in the news—
Guantánamo, indefinite detention, torture—to remind us that ours remains a strange America. The contours of this
strangeness are not unknown in our history—the country has lived through broadly similar periods, at least half a dozen or
so, depending on how you count; but we have no proper name for them. State of siege? Martial law? State of emergency?
None of these expressions, familiar as they may be to other peoples, falls naturally from American lips.
What are we to call this subtly altered America? Clinton Rossiter, the great American scholar of “crisis government,”
writing in the shadow of World War II, called such times “constitutional dictatorship.” Others, more recently, have spoken
of a “9/11 Constitution” or an “Emergency Constitution.” Vivid terms all; and yet perhaps too narrowly drawn, placing as
they do the definitional weight entirely on law when this state of ours seems to have as much, or more, to do with politics
—with how we live now and who we are as a polity. This is in part why I prefer “the state of exception,” an umbrella term
that gathers beneath it those emergency categories while emphasizing that this state has as its defining characteristic that it
transcends the borders of the strictly legal—that it occupies, in the words of the philosopher Giorgio Agamben, “a position
at the limit between politics and law…an ambiguous, uncertain, borderline fringe, at the intersection of the legal and the
political.”
Call it, then, the s.
100 words per question, no references needed or quotations. Only.docxtamicawaysmith
100 words per question, no references needed or quotations. Only a general idea or opinion.
A.
· Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period.
· Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque.
B. From video
Goya -
The Third of May
- If you cannot see this video, click here -
https://youtu.be/e7piV4ocukg
Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above.
1. Heroism, nationalism, and passion are themes associated with Romanticism. Which
three
landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature.
2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters.
C.
1. From the arts of West Africa, what are some characteristics of African cultural heritage?
2. How did their religious beliefs influence their art and music.
D.
Watch video below
Manet -
Déjeuner
sur
l’herbe -
If you cannot see this video, click
https://youtu.be/3xBGF8H3bQ4
1. Viewers of Manet’s
Déjeuner sur l’herbe
initially responded to its public display by attacking the canvas with their umbrellas. Why?
2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting.
E.
Watch the video below. If you cannot see the video, click here:
https://youtu.be/XyLNPumMMTs
George Braque, Violin and Pitcher, (1909)
•
Pablo Picasso, Guernica, (1937)
•
Marcel Duchamp, Nude Descending a Staircase, (1912)
Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above.
1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century.
F.
Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question.
1. After your experience in this course, describe why you feel the humanities are important.
Edit question's body
.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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4 Instructional Routines for Word Study and FluencyThroughout th.docx
1. 4 Instructional Routines for Word Study and Fluency
Throughout this book, we describe instructional strategies that
help young readers develop fluency, learn words, and learn how
to solve problems related to words. These are fine strategies.
They work. But effective instruction is more than simply the
sum of all these ideas; teachers must also consider how they fit
together into a coherent and effective curriculum. In this
chapter we offer some suggestions for planning a word‐learning,
fluency‐building curriculum.
Teaching styles, learning needs, and teachers’ and students’
preferences differ from classroom to classroom, even at the
same grade level in the same school building. Because of these
differences, teaching must involve planning curriculum. Nobody
knows the situation and children’s learning needs better than the
teacher who interacts daily with children.
4.1 Planning a Word‐Learning Curriculum
The curriculum planning process begins with careful thought
about broad aims for literacy learning. Teachers might consider
such questions as:
· What do I believe about literacy learning?
· What do I believe about children as learners?
· What is the role of the teacher?
· What sort of physical and psychological environment best
promotes learning?
· How would I characterize an excellent learning activity?
· What role should word learning play within an overall literacy
program?
Questions like these help teachers articulate their philosophies
of teaching, learning, and literacy. We recommend making notes
about beliefs because they are useful for guiding curriculum
planning, selecting instructional activities, and evaluating the
impact of programs on children as learners. Moreover, the
beliefs can be used to double‐check existing programs—to see if
children have sufficient opportunities to learn what’s important.
2. The next stage in curriculum planning is to establish a few
broad instructional goals. These goals, which reflect the
teacher’s beliefs, articulate expectations for children in a
particular grade. Goals provide the foundation for a reading
program; they describe the general areas within which literacy
instruction occurs. Here, for example, are Lyndell’s goals for
his kindergarten students:
· To develop interest in and appreciation for books and reading
· To develop and extend understanding of stories and
informative text
· To learn concepts of print and gain an awareness of key
features of books and printed language
· To develop phonemic awareness
In contrast, June’s goals for her second‐graders include:
· To develop interest in and appreciation for books and reading
· To develop and extend comprehension abilities with a variety
of genres
· To read fluently
· To solve word‐related reading problems successfully
Note that both sets of goals are comprehensive. Lyndell and
June develop their entire reading programs based on these goals
by ensuring that children have daily opportunities to develop
proficiency in the targeted areas. Note, too, that their first and
second goals are similar. Indeed, teachers throughout their
school have similar goals. This makes sense because positive
attitudes about reading and the continued focus on
comprehension are all teachers’ responsibilities.
The next stage in the curriculum planning process involves
selecting or developing instructional routines. A routine is a
regular block of time during which students engage in a
predictable set of instructional activities related to a particular
goal or set of goals. Teacher read‐aloud and Making and
Writing Words (see Chapter 10) are instructional routines, for
example. Routines are helpful in curriculum planning—together
they constitute the reading program. Routines also help students
behave independently—they know what to expect. Our focus in
3. this book is on fluency development and word learning, so our
discussion of routines will focus on these important aspects of
reading programs.
4.2 Principles for Routines
Some routines, like teacher read‐aloud, are features of most
classrooms. Others may be unique to the teacher or particular
group of children. A few years ago in our summer reading
program, for example, one child wanted to write a riddle on the
chalkboard one day. This idea quickly caught on—soon
everybody was looking for riddles, and the chalkboard was
covered with a new set each morning. So finding, writing,
reading, and solving riddles became a much‐anticipated routine
for this group of children. This riddle mania happened quite by
accident and probably wouldn’t have been as effective if
teachers had planned it. Despite the occasional serendipity,
effective routines for promoting word learning are generally
based on several important principles. In this section we
comment briefly on each.
Base Routines on What Children Need
Base routines on what children need, not on a skills list or
sequence of lessons in materials. Think back on your own early
years in school. Were you taught things you already knew?
Boring, wasn’t it? How about times when the lesson was not
beneficial—too abstract, say, or not immediately useful? If you
can’t think of anything, try rules for determining accents in
words or using semicolons. How many times did well‐meaning
teachers try to help you learn these rules? And when—if ever—
did you finally figure the rules out so that you could use them
in your reading and writing? Our point here is not to criticize
past educational practices; rather, we wish to underscore the
importance of basing instructional routines on what children
need.
Planning needs‐based instruction begins with determining
needs. Observing students, listening to them read, and even
analyzing their invented spellings are good ways to do this.
Talking to children can also offer useful insights. We frequently
4. ask children, “What do you do when you come to a word that
you don’t know?” “What do you do if that doesn’t work?”
“What does good reading sound like?” Children’s answers,
especially when considered along with samples of their oral
reading, often provide on‐target direction for instruction.
Next, classroom management issues must be resolved. The odds
are slim that all children will have the same needs, so teachers
must think about how to coordinate several classroom activities
simultaneously. We offer two pieces of advice here. First,
remember that the predictable nature of routines enables
children to behave independently as learners. Second, remember
that the best way to practice reading, frequently what the rest of
the children do while the teacher works with some, is to read.
An effective record‐keeping system is also necessary. Some
teachers make notes on index cards or large computer labels.
Others keep charts with children’s names down one side and
skills or strategies across the top. Another alternative is to keep
lists of words or skills in children’s reading portfolios and to
indicate the dates on which children demonstrate proficiency.
The format of the records is a matter of personal preference, but
their existence is not. Teachers need a way to keep track of
what children know and what instruction can promote
word‐learning growth.
Is all this effort worth it? We believe that it is, for two major
reasons. First, for decades scholars have searched in vain for
the single best way to teach all children to read. Nothing works
for everyone, so attention to individual readers’ needs is
warranted. The second reason is, most likely, related to the
first: children are different. Here’s how Cunningham and
Allington (1999) put it:
Anyone who has ever observed how different children from the
same family behave knows that all children do not learn,
respond, and think in the same manner. Successful parents
recognize the differences in their children and adjust their rules,
routines, and interactions accordingly, in order to maximize the
potential of each of their children. (p. 15)
5. We believe that teachers can take a lesson from parents in this
regard. Providing effective instruction depends on the teacher’s
ability to determine both what children need to know and how
they can best learn. No predetermined list of skills or sequence
of instructional material can provide this insight.
Maximize Time on Task
It almost goes without saying that children need time to read in
order to become readers. We say almost because sometimes
instructional time is spent doing lots of reading‐related and
reading‐like activities but very little reading. Surely responding
to reading and working with words or even parts of words are
important, but most important is time on task—reading
connected text. Time spent reading is related to achievement in
reading (Anderson, Wilson, and Fielding 1988; Postlethwaite
and Ross 1992; Rupley, Wise, and Logan 1986).
The focus of children’s attention during instruction is another
issue related to time. This is especially true for children who
struggle as readers. Descriptions of instruction for struggling
readers show lack of opportunity for and emphasis on
meaningful reading (Allington 1977, 1980; McDermott 1978).
Instead, less able readers were asked to focus almost
exclusively on decoding. As Allington (1977) has asked, “If
they don’t read much, how they ever gonna get good?”
Sometimes we’re so busy teaching that we ignore this critical
issue of time on the task of reading. Observing three readers for
a couple of days is one way to begin to understand how much
time students spend reading. A high‐achieving reader, an
average reader, and a low‐achieving reader might be selected,
and the teacher might tally minutes spent reading—not engaging
in reading‐related activity, but actually reading. This quick
check is sometimes a real eye‐opener.
Word‐learning activities are important, but children need
plentiful and daily opportunities to read and listen to texts read
aloud. After all, that’s what all the word learning is for. Besides
that, both reading and listening foster fluency development.
6. Make It Engaging, Varied, and Fun
Many of the word‐learning activities we describe in this book
have a game‐like feel to them. This is purposeful. Children
learn best when they are successful and enjoy what they are
doing. We want students to be readers, to see the value in
reading for their lives in and out of school, and to feel confident
in their abilities to solve the inevitable problems readers
encounter. Enjoyable, success‐oriented word‐learning activities
can support the achievement of these goals.
What makes an activity enjoyable for children? Competition can
be enjoyable, but only for the winners. Struggling readers,
particularly, may not enjoy competitions that they regularly
lose. Opportunities to win small prizes or other forms of
external motivation can also be enjoyable; however, unlike
internal motivation—doing something for personal reasons—
external motivation ceases when the particular task is concluded
(Sweet and Guthrie 1996). Too many competitions or activities
dependent solely on external motivation, then, are probably not
advisable. Aside from these general guidelines, each teacher
will probably have to decide what makes an activity enjoyable.
But remember, a teacher’s enthusiasm for an activity
contributes to its allure.
Opportunities to be successful are also important. The repeated
readings characteristic of fluency practice have success built in.
Also, divergent thinking activities like open word sorts (see
Chapter 11) invite success because of the many ways to
complete them. One way to ensure success, then, is to provide
frequent opportunities for children to engage in open‐ended
word‐learning activities. Divergent thinking activities that pose
problems for children to solve will engage them actively as
learners. The level of difficulty of an activity also affects the
likelihood of success. Here, teachers should strive for activities
that are challenging but not frustrating, neither too easy nor too
difficult.
7. Choice is motivating for students. For diverse students, such as
English language learners (ELLs) or students with special needs
in reading, motivation is linked to learner empowerment (see,
e.g., Guthrie and Humenick 2004; Guthrie, Rueda, Gambrell and
Morrison 2009). That is, when a student has an individual goal
that has an immediate value, the student is more likely to be
engaged.
Note that choice is not about whether or not to do something. It
is a choice between two competing options. A parent may say,
“Would you like broccoli or beans?” rather than, “Would you
like a vegetable?” While you plan your curriculum, think about
choice. You could list several word‐sorting activities, for
example, and request that each student complete two. Likewise,
fluency instruction can feature choice of texts.
Make It Consistent
Whether the instructional routine is a daily event or a series of
activities that take place over the course of a week, try to keep
the general structure of the routine as consistent and transparent
as possible. If a routine changes markedly from one day to the
next, precious time will be spent in explaining and
implementing the change. Many teachers’ daily sustained silent
reading (SSR) periods provide a good example of this principle.
When done well, SSR takes place at the same time each day.
Activities are consistent—students select a book or two to read,
choose a location for reading, and engage in independent silent
reading for 15 to 20 minutes. The teacher might put on some
classical music to set the mood and to mask distractions. A
noise may mark the end of each session, after which students
spend three minutes writing summaries or responses to their
reading. Finally, the teacher may ask students to discuss their
reading in some brief way. With the final response, the routine
ends.
Develop Home‐School Connections
One clear conclusion from five years of research supported by
the National Reading Research Center relates to this principle:
“Literacy learning occurs both at school and home, and
8. connections between home and school enhance children’s
learning in both environments” (Baumann and Duffy 1997, p.
21). Effective teachers realize the importance of inviting the
home and community into the classroom. They know that
reading is not just for school; it’s for life.
Research is clear about the uniformly positive effects of
promoting home‐school partnerships. In one multinational
study, parental involvement and support was the most important
characteristic of schools where children achieved exceptionally
well as readers (Postlethwaite and Ross 1992). Another research
project looked at the relationships among classroom support,
home support, and low‐income children’s achievement in
reading (Snow 1991). Results show the enormous impact of both
of these factors on children’s achievement (see Figure 4.1).
Chapter 18 offers many ways to nurture home‐school
partnerships.
Figure 4.1 Home Support, Classroom Support, and the
Percentage of Children Who Achieve Success
Home Support
Classroom Support
High
Low
High
100%
100%
Mixed
100%
25%
Low
60%
0%
Source: Based on Snow (1991); adapted from Cunningham and
Allington (1999), p. 2.
9. Use a Whole‐to‐Part‐to‐Whole Model for Teaching Skills and
Strategies
Learning about words and parts of words is most successful and
meaningful if students first focus on whole text. A narrower
highlight on words or word parts follows, after which teachers
and students explore the usefulness of new knowledge—how
knowing about the ‐it family, for example, can help students
solve word‐related problems in reading. This focus on problem
solving for authentic purposes seems natural to children because
it mirrors the way they learned oral language:
Babies use a variety of strategies to discover relationships about
language and thinking. . . . They find ways to distinguish the
sounds of language from the sounds of cars, cats, and fire
engines. In order to learn they do not have to isolate these
sounds. . . . As a consequence of using language and thought
authentically children have learned to sample, infer, predict,
confirm, and integrate new information into their existing
linguistic and pragmatic schema. These same strategies are used
by students learning to read if they are permitted to capitalize
on them in the classroom and if significant written context is
available. (Goodman, Watson, and Burke 1996, p. 53)
A skill becomes a strategy with purposeful use. In the final
analysis word‐learning skills are useful only if students can
apply them when they need to, as in the case of an unknown
word. Routines designed to foster word learning should seek to
develop both skills and strategies. The best way to accomplish
this is to begin an instructional routine within an authentic
reading context, pull from that context the skills and content to
be taught, and end by returning the focus to meaningful and
authentic context.
Enhancement of children’s sight vocabularies—those words
they recognize immediately without thought—is another goal of
word‐learning activities. Essentially this memorization process
happens as a result of many meaningful encounters with words.
We do not foster sight vocabulary growth by solely and
extensively asking children to look at words in isolation, as on
10. flash cards; instead, words become known by sight because
children have seen and used them successfully in multiple
contexts. Also, teachers should look for opportunities to focus
children’s attention on the visual features of the words. Here are
several ways to do this (also see word bank activities listed in
Chapter 11):
· Ask children to locate and circle all examples of a sight word
in a story they are reading.
· Place the words on word walls and practice reading the words
(see Chapter 9).
· Record the words in personal or class dictionaries or add them
to students’ word banks.
· Make word collages—cut the words out of old magazines and
paste on construction paper.
· Construct the words with magnetic letters; write the words in
the sand tray, in finger paint, or in shaving cream.
· Play word games with the words (see Chapter 14).
Remember the Overall Goal: Grow Readers
The final principle for establishing word‐learning routines
reminds us to keep word learning in perspective, not to lose the
forest for the trees. As Baumann and Duffy (1997) note,
“Reading skills and strategies can be taught effectively and
efficiently when instruction is systematic and integrated with
quality children’s literature” (p. 17). In other words, although
important, instruction in words and word learning should not be
the focus of the reading program. Reading aloud to children,
guiding children to read texts themselves, and encouraging
students to read and write independently and with one another
are also essential. Next we explore some ways to plan
instruction so that all these features receive the emphasis they
deserve.
4.3 Types of Routines
Designing a classroom reading program involves making some
decisions about using space. For example, some teachers create
centers, such as a book nook for independent reading, a writing
center filled with writing tools (including computers), and a
11. words center where children can complete word‐related
activities either independently or with partners. Others prefer
for children to work at their tables or desks. In either case, the
classroom should be organized to promote independent learning.
Daily lists of things to do or simply written charts posted
around the classroom can save lots of time. Children won’t have
to wait for instructions; they will be able to get about the
business of learning.
Teachers must also decide how to break up the larger block of
reading time. In part, this decision may involve thinking about
how large the instructional group will be—Whole class? Small
groups? Individual activity? Many of the activities we describe
in this book can work well within any of these formats. We
offer a word of caution, however, about whole‐group
instruction—for this organizational scheme to work effectively,
all children must be appropriately engaged all the time. This is
a time‐on‐task issue.
The Four Blocks design, developed by Pat Cunningham and her
colleagues, is a particularly promising curriculum framework.
(See Chapter 1 for a description of Four Blocks.) Over a decade
of research has shown its effectiveness with all young learners,
particularly those who struggle with learning to read
(Cunningham 2006; Cunningham, Hall, and Defee 1998). We
find the model useful for teachers at all grade levels. Devoting
approximately equal time (Cunningham and colleagues suggest
about 30 minutes each day) to each of the four blocks—
self‐selected reading, guided reading, working with words, and
writing—ensures a balanced reading and writing program that
gives children ample opportunities to achieve the goals that the
teacher has set.
Within each of the four blocks, teachers design smaller‐scale
routines of related activities. For example, in one classroom the
daily self‐selected reading routine may consist of 10 minutes of
teacher read‐aloud, 15 minutes of student silent reading, and 5
minutes of writing in response journals. In another classroom,
12. the same block may involve student silent reading for 20
minutes followed by 10 minutes of oral sharing and response.
The routines for the working with words block might consist of
activities described in this book. Here’s one example:
Monday
Tuesday
Wednesday
Thursday
Friday
1. Read word wall
1. Read word family poems
1. Read word wall
1. Poetry festival
1. Word games
2. Mini‐lesson
2. Student word family poems
2. Mini‐lesson
2. Word sorts
3. Making and Writing Words
3. Word sorts
3. Making and Writing Words
4. Cloze
4. Cloze
Teachers do not need to march children through the blocks each
day. Indeed, some effective lessons involve several of the
blocks simultaneously. The Fluency Development Lesson (see
Chapter 16) is an example, since children participate in both
guided reading and word‐related activities in a brief 10‐ to
15‐minute period. Books and poetry (see Chapter 5) can be used
13. for word family instruction, word sorts, word walls, repeated
readings, and paired readings. So the point is not to shift
reading‐related gears every 30 minutes; rather, when thinking
about children’s learning opportunities in a day or a week,
teachers should see that the various areas receive appropriate
emphasis.
Over several years fourth‐grade teacher Lorraine Griffith has
created a very successful 20‐ to 30‐minute daily fluency routine
(Griffith and Rasinski 2004). Each week a new passage (poem,
speech, readers theater script, monologue, dialogue, etc.) is
introduced to small groups of students or individuals. Early in
the week Lorraine models fluent readings of the texts as
students follow along. As the week progresses, students read
and practice the texts with partners and on their own, in school
and at home, with the teacher (and parents) coaching and giving
feedback and plenty of praise. On Fridays students perform
their texts for the teacher, fellow students, parents, and others.
The following week the routine begins again.
Griffith and Rasinski (2004) report remarkable yearly gains in
reading fluency and overall reading achievement as a result of
this instructional routine. Analyses of three years of data
revealed that struggling fourth‐grade readers made, on average,
close to three years’ growth in reading achievement in their
year with her!
4.4 When Readers Struggle
Young children struggle with the learning‐to‐read process for
many reasons. Some have language barriers; others have special
needs. Some may have had little exposure to books and print
prior to school entrance. Still others may simply be late
bloomers—children who are not yet developmentally ready to
learn what the school system has designated for them.
Regardless of the reasons, these children need all the support
we can provide. Here, we offer several guidelines and
adaptations that may help struggling readers to succeed
(Cunningham and Allington 1999; Five and Dionisio 1999).
14. Chief among the guidelines is, we believe, to forget about the
child’s age or what other children are doing and to focus instead
on the struggling reader’s needs. Successful learning
experiences, important for all, are doubly important for
struggling readers. Teachers must focus on students’ strengths,
not their weaknesses, and must plan many daily opportunities
for children to succeed with reading and reading‐related
activity. Sometimes this involves slowing down, allowing
children time to grow and progress at their own rates. Often,
teachers must find texts the child can read successfully. Other
times, instructional adaptations may be necessary. For example,
children might listen to an audio version of a book the class is
using while reading the book. Or a buddy or tutor may read to
or with the child. These strategies allow the child to be an
active and successful participant in classroom activities.
Another general principle for working with struggling readers is
this: keep it real. Sometimes we think that breaking reading
down into minute skills or subskills will make it easier for
children to learn. Not so. Some instructional programs for
struggling readers even focus on shapes, pictures, or nonsense
words. These are not effective: “Numerous studies have shown
that matching shapes and pictures as preliminary instruction for
letter and word discrimination is useless. . . . If we want
students to visually identify the distinguishing features of
letters and words, [lessons] should include letters and words,
not nonword forms” (McCormick 1999, p. 477).
So what might a routine for struggling readers look like? First,
it’s essential that children can successfully read most materials.
More invitations to read familiar books may accomplish this
goal. Moreover, careful observation, including numerous
opportunities to listen to and analyze the child’s reading, will
help determine the focus for instruction, which may differ from
other students’ mini‐lessons. Multiple opportunities to read
successfully coupled with needs‐based instruction (and frequent
celebrations of success) will go a long way toward ensuring that
struggling readers achieve.
15. Coordination is another guideline. Coordinating with other
teachers, whether Title I, special education, ELL/bilingual
education, or Reading Recovery, is absolutely essential.
Without joint planning, what begins as an effort to provide
additional assistance may result in a “confusing and unhelpful
conglomeration of reading lessons and activities” (Cunningham
and Allington 1999, p. 202). Some teachers accomplish
coordinated instruction by team‐teaching; others plan jointly.
All keep in close contact about the child’s needs and what’s
happening in the child’s classroom. This close coordination
pays off:
What is common among the very best programs is that children
spend most of their time actually reading and writing in a way
that supports classroom success. The support children receive
from the specialist teacher provides immediate returns in
improved reading and writing during classroom instruction.
(Cunningham and Allington 1999, p. 203)
Volunteers, such as parent helpers, tutors, older students, or
senior citizens, can also provide extra support for struggling
readers. Before eliciting tutors’ assistance, however, teachers
should decide what tutors might do and how to teach them what
they need to know to work successfully with children. Many of
the activities we describe in this book can easily and
successfully be adapted for tutoring. For example, tutors and
children can play word games, or the tutor can listen to the
child read a poem, dictated account, or pattern book. Most
children can make considerable progress in reading if their
strong classroom program is supplemented with the extra
opportunities that one‐on‐one tutoring can provide. The time it
takes to plan these tutoring opportunities and to help tutors
learn about their roles is well worth it in the long run.
Teaching a young child who struggles with reading is
sometimes a challenge, but it can also be very rewarding
because doing so gives a child the gift of literacy. Although we
have no easy answers for assisting struggling readers, we agree
16. with Five and Dionisio (1999), who note that nearly all children
“can succeed when we include them as valued members of [the
classroom], enable them to work and learn collaboratively with
peers, build on their strengths and knowledge, and meet their
individual needs through explicit instruction” (p. 5).
Response to Intervention—RTI
In recent years a new concept called Response to Intervention
(RTI) has captured the interest of educators and educational
policy makers (Fuchs, Fuchs, and Vaughn 2008). Actually, RTI
is not new at all; it is what good teachers have always done with
students—make needs‐based decisions about instruction.
Essentially, RTI is an overarching, formalized instructional
routine that aims to ensure that the instructional needs of all
students are being met.
RTI assumes various levels and types of instruction to meet
students’ needs. Usually this takes the form of three tiers of
instruction. Tier 1 instruction is the common core curriculum
provided to all students. In any given classroom most students
(e.g., 80 percent) should make good progress as a result of Tier
1 instruction. Regular assessments allow teachers to determine
the students who are progressing well and those who are not.
Students who are not progressing move to Tier 2 instruction,
which is additional targeted instruction that supplements but
does not supplant Tier 1. Tier 3 adds another layer of
instruction and instructional intensity for those students who are
not making sufficient progress in Tier 2. Special education
personnel are ordinarily involved in Tier 3 instruction.
Molly teaches third‐graders. She assesses students early in the
year by asking them to read several grade‐level passages. She
notices that about a third of her students appear to have word
recognition and/or fluency difficulties. These students are
placed in Tier 2 intervention in addition to the reading
curriculum she offers to all students. In her Tier 2 instruction,
children receive 15 extra instructional minutes each day. They
do word sorts with high‐frequency words and engage in
17. word‐building activities (e.g., Making and Writing Words).
Molly’s home‐involvement program asks parents to do paired
and repeated reading with students (Fast Start; see Chapter 18)
nightly for 15 minutes. After several weeks, Molly reassesses
students and adjusts instruction as needed. She finds that one or
two students need Tier 3 support each year, but she notes:
“Nearly all students achieve their goals. One of the things I like
about RTI is that everyone gets the same curriculum. It only
differs in intensity and time. I think that’s better for the
children.”
In Conclusion
Michael Pressley (2002) reviewed several studies of classrooms
of highly effective reading teachers, looking for commonalities.
He found that these teachers:
· Had excellent classroom management
· Communicated a positive tone
· Taught skills explicitly in the context of real reading and
writing
· Had lots of books available; provided lots of time for children
to read real books
· Taught in very academically busy classrooms
· Used an assess—plan—teach model; children did what they
needed to do; teachers used assessment results to make
instructional decisions
· Scaffolded, monitored, and provided just the right amount of
support
· Encouraged self‐regulation
· Fostered strong connections across curriculum
Teacher decision making is central to the creation of such a
classroom: “There are no quick fixes with regard to improving
children’s literacy. There’s no reform package that a school can
buy that delivers improved achievement with certainty. The
influences of packaged reforms are often uneven or small”
(Pressley 2002, p. 180).
Children will learn what they have the opportunity to learn.
18. Moreover, no one knows children’s needs and interests as
readers better than their classroom teacher. For these reasons,
curriculum planning must be part of the teacher’s responsibility.
Effective instruction in word learning is more than just the sum
of interesting and engaging activities. To plan effective
instruction, the teacher must first look at the big picture—think
about beliefs and establish instructional goals. These ideas are
used to develop complete programs, which are designed to make
the best use of children’s time and to help them achieve the goal
of proficient reading.