This document describes a reading program called Read2Learn that uses Storybird as a digital literacy tool. The program is designed for K-1 students and aims to create fluent readers, foster reading comprehension, develop critical thinking, and promote creative writing. Each week focuses on a new phonics concept using big books created on Storybird. Teachers introduce lessons in whole group before students work in centers, including on Storybird to rewrite stories. Ongoing assessments monitor progress. The program follows a traditional phonics scope and sequence over 65 weeks.
This program was created with both teachers and students in mind. It provides whole group instruction to introduce lessons and reading skills using stories brought to life by actors, plots and keywords. Students learn critical thinking skills like making predictions and comprehending what they read. Detailed center plans are provided for weekly lessons, allowing teachers to work with small groups on skills like fluency while students explore materials to build multiple literacy skills. The goal is to foster creative writing using Story Bird, where students create their own stories using the same pictures from the big books.
The document provides guidance for teachers on effectively planning and teaching English in the classroom, including maintaining proficiency in English, using a course book and other resources to supplement lessons, and planning lessons with clear routines, sequencing of activities, and opportunities for students to practice listening, speaking, reading and writing skills.
This lesson plan is for a 7th grade enrichment class on public speaking and storytelling. The objectives are for students to understand what storytelling is, its importance, and proper techniques. The lesson will introduce storytelling and its purposes of developing imagination, widening horizons, providing enjoyment, and helping solve problems. Students will learn dos and don'ts of storytelling, such as making it interesting but not losing the message. For evaluation, students will be divided into groups to prepare and perform original stories applying what they learned.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
This document provides a teaching sequence for the book "Beegu" by Alexis Deacon. The 3-week long sequence is designed for Year 1 or 2 students. It aims to explore narrative setting, plot, characters and encourage students to write short recounts and narratives. Activities include reading the story, discussing characters and events, drawing pictures to retell parts of the story, roleplaying scenes from the book, and writing from the perspective of characters. The sequence links to areas of the curriculum like reading, writing, speaking and listening, science, computing, art and design.
The document summarizes changes to the curriculum and assessment at Ladbrooke JMI School since 2014. Key points include:
- The curriculum is focused on core subjects like maths, English, science and foundation subjects taught through topics. Assessment focuses on key performance indicators rather than levels.
- Students are assessed at the start and end of units to identify strengths and gaps and guide instruction. Reports to parents outline progress in objectives.
- End of year assessments determine if students are below, developing, secure or exceeding expectations in core subjects like reading, writing and math. This replaces levels and tracks growth from key stage to key stage.
The document outlines an innovative English lesson plan for 8th standard students focusing on the story "The Mice That Set The Elephants Free". The lesson plan aims to teach students about the importance of social mingling and mutual understanding through discussing the story. It details the objectives, prerequisites, resources, classroom activities and assessment including reading the story passages, discussing new vocabulary, answering questions, and writing a short passage about the festivities of the mice.
This program was created with both teachers and students in mind. It provides whole group instruction to introduce lessons and reading skills using stories brought to life by actors, plots and keywords. Students learn critical thinking skills like making predictions and comprehending what they read. Detailed center plans are provided for weekly lessons, allowing teachers to work with small groups on skills like fluency while students explore materials to build multiple literacy skills. The goal is to foster creative writing using Story Bird, where students create their own stories using the same pictures from the big books.
The document provides guidance for teachers on effectively planning and teaching English in the classroom, including maintaining proficiency in English, using a course book and other resources to supplement lessons, and planning lessons with clear routines, sequencing of activities, and opportunities for students to practice listening, speaking, reading and writing skills.
This lesson plan is for a 7th grade enrichment class on public speaking and storytelling. The objectives are for students to understand what storytelling is, its importance, and proper techniques. The lesson will introduce storytelling and its purposes of developing imagination, widening horizons, providing enjoyment, and helping solve problems. Students will learn dos and don'ts of storytelling, such as making it interesting but not losing the message. For evaluation, students will be divided into groups to prepare and perform original stories applying what they learned.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
Here are some key points to consider when adapting materials:
- Focus on meaning over form by using visuals, gestures, realia
- Simplify language but keep content meaningful
- Allow multiple entry points for different learners
- Build background knowledge before introducing new topics
- Scaffold tasks from easy to more difficult
- Encourage cooperative learning and peer support
- Check frequently for understanding and provide feedback
- Differentiate to meet a range of proficiency levels
- Make lessons relevant and connect to students' lives
- Assess using a variety of formats beyond tests
The core content can stay the same but how it's presented varies to suit different learners. The goal is to create an inclusive,
This document provides a teaching sequence for the book "Beegu" by Alexis Deacon. The 3-week long sequence is designed for Year 1 or 2 students. It aims to explore narrative setting, plot, characters and encourage students to write short recounts and narratives. Activities include reading the story, discussing characters and events, drawing pictures to retell parts of the story, roleplaying scenes from the book, and writing from the perspective of characters. The sequence links to areas of the curriculum like reading, writing, speaking and listening, science, computing, art and design.
The document summarizes changes to the curriculum and assessment at Ladbrooke JMI School since 2014. Key points include:
- The curriculum is focused on core subjects like maths, English, science and foundation subjects taught through topics. Assessment focuses on key performance indicators rather than levels.
- Students are assessed at the start and end of units to identify strengths and gaps and guide instruction. Reports to parents outline progress in objectives.
- End of year assessments determine if students are below, developing, secure or exceeding expectations in core subjects like reading, writing and math. This replaces levels and tracks growth from key stage to key stage.
The document outlines an innovative English lesson plan for 8th standard students focusing on the story "The Mice That Set The Elephants Free". The lesson plan aims to teach students about the importance of social mingling and mutual understanding through discussing the story. It details the objectives, prerequisites, resources, classroom activities and assessment including reading the story passages, discussing new vocabulary, answering questions, and writing a short passage about the festivities of the mice.
This document outlines an English course for kids that aims to develop their vocabulary, speaking, listening, writing, and creative skills. The 4-month course meets 3 days a week for 65 minutes and is designed for primary-aged children. It utilizes books, online resources, games, songs, and stories to teach English in a fun, contextual manner. The course progresses from basic alphabet and vocabulary to elementary grammar and integrated speaking skills. It emphasizes the importance of patience, an engaging teaching style, and tailoring lessons to individual learning styles.
The document provides information about the curriculum for Year 1 students in Spring 2015. It outlines expectations for maths, English, reading, writing and phonics. For maths, students are expected to learn number bonds, addition, subtraction and basic fractions. In English, students work on phonics, reading comprehension, writing sentences and stories. The curriculum moves at a swift pace to meet demands of the new national standards. Homework includes reading daily and practicing spellings and maths skills.
This document provides guidelines for teaching English to kindergarten children. It recommends using a full immersion approach that integrates English into other subjects and focuses on meaningful communication rather than explicit grammar instruction. Teachers should provide an age-appropriate environment that makes use of songs, games, stories and visual cues to help children learn vocabulary and pronunciation in a fun, motivating way without pressuring them to speak until they are ready. Repetition and limiting instruction to short, simple sentences and activities is emphasized.
Mayfield Primary School offers a broad curriculum aimed at igniting a passion for learning. They teach core subjects like English, maths, and science through exciting topics. Assessment data is tracked online to monitor progress and inform instruction. The school emphasizes developing skills like problem-solving, creativity, and social-emotional learning through their curriculum and outdoor activities. Spirals of Inquiry is used as a method for listening to students and adapting teaching based on their needs.
36 print optimized lessons based on the teacher / learner friendly methodology of SCC or Student Created Content. Get the book here - http://eflclassroom.com/store/products/teach-learn-techbook/
Multi media resource links for each lesson. Teacher's notes for each lesson. Dozens of blackline master printable extras. Download each lesson from the private wiki and edit for your own environment/class! Voicethread practice linked for all students, for each lesson. It's not just a text book - it's a teaching toolkit! Buy one copy and use with the whole class.
Find out more on my blog - http://bit.ly/h471Yo
This document provides an overview and syllabus for the Hooray! Starter English language course for 3-year-olds. The course uses songs, stories, games and activities to teach basic English vocabulary and skills through play. Each of the six main units focuses on a topic and introduces vocabulary through a song. Stories, games and worksheets reinforce the vocabulary. Lessons follow a structure including warm-up, carpet time, pencil and paper, and rounding off sections. The course aims to develop children's listening, speaking, social and thinking abilities while making language learning fun.
This document provides guidance for teaching English to very young children, including 5-year-olds. It discusses why teach English at a young age, advice for instruction, curriculum development, classroom management, and sample curriculum units. The sample curriculum includes units on the body, animals, school, weather, transport, house, family, food, and clothes. It provides example lesson plans and discusses songs, games, and the first lesson. The document aims to equip teachers with the skills and resources needed to teach English as a foreign language to young learners effectively.
New Frontiers is a six-level English course for young adult learners. It uses balanced input and output activities to guide students through core English skills. The series focuses on communication, critical thinking, collaboration, and creativity using 21st century learning techniques. The course features include colorful comics, animations, unit structures to encourage engagement, and a focus on preparing students to communicate globally. Each level contains 10 units covering vocabulary, grammar, listening, speaking, reading, writing, and projects.
This document provides information for parents about Year 1 at the school. It outlines the daily routine, topics that will be covered throughout the year, homework expectations, and important dates. The routine includes subjects like English, math, phonics, and playtime. Topics include themes like ships, animals, and science. Homework consists of reading, math activities, and spellings. There will also be parent workshops about supporting math and reading at home.
Lesson Plan - Short storytelling: The Very Hungry Caterpillar by Eric Carleyoanamendez92
This lesson plan aims to introduce young students to the short story "The Very Hungry Caterpillar" by Eric Carle. Teachers will show a video of the story, re-tell it using the book and props, and engage students through a caterpillar construction activity and food guessing game. Students will reinforce vocabulary like days of the week and foods, as well as prepositions. An extension suggests expanding the story into a science lesson on the life cycle of caterpillars and butterflies through collaboration with other teachers.
This document outlines 10 activities to develop speaking skills in beginners: 1) One student describes what they saw outside and others ask questions; 2) Small groups explore an area and report back answering questions; 3) A student describes something vaguely and others ask questions to guess what it is; 4) Students compare and describe similar objects; 5) Groups analyze pictures and answer questions; 6) Partners describe pictures to each other without showing; 7) Students demonstrate and describe making something; 8) Students act out actions for others to guess; 9) Groups make up stories from common objects; 10) Partners give each other directions to their home and ask clarifying questions.
The lesson plans will be designed based on the storytelling-based curriculum, which centers on the students' basic needs-interest, motivation, fun, knowing new things and success.
The document discusses teaching methods for introducing letters and reading to kindergarten students. It describes activities like using an ABC chart, singing the ABC song, spelling games, making sentences, and reading simple words and sentences. The goal is to make learning letters fun through a variety of engaging exercises and build skills over time, from letter recognition to blending sounds to reading.
- The document discusses how Ladbrooke JMI School teaches early reading skills such as phonics to students from nursery through year 2. It focuses on the synthetic phonics approach using the Read Write Inc. program.
- Key aspects covered include teaching the correspondence between letters and sounds, blending sounds to read words, segmenting words into sounds to spell, and learning both regular and irregular words.
- Support from parents is encouraged through daily reading at home, learning nursery rhymes, and practicing phonics skills.
This document provides tips for increasing student engagement and reading motivation for different grade levels. For upper elementary (3rd-5th grade), it recommends encouraging student ownership through co-creation activities like a thought board or building stories together. It also suggests utilizing technology like Istation to monitor progress and apps like ClassDojo to encourage digital storytelling. Interactive activities are recommended like vocabulary hunts and discussions to make connections to personal experiences. Student autonomy is emphasized by letting them select books as rewards for finishing work early. Reflective activities at the beginning and end of class aim to increase focus.
GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docxlianaalbee2qly
GCU College of Education
LESSON PLAN TEMPLATE
Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2018
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
There are 21 students total with 3 students with IEPs. The three students with IEPs have the support of the inclusion model. The special education teacher co-teaches during the 55-minute ELA block in the general education classroom.
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment, and Technology:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening on in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you c.
This document provides details about a "ME Puppet" icebreaker activity for a lower elementary classroom on the first day of school. The activity aims to get students to introduce themselves while also allowing the teacher to identify each student's learning style. Students will make paper plate puppets with their own facial features and use them to tell their classmates their name, favorite food, pet, hobbies, and favorite place. By observing how students engage with the activity, the teacher can determine who understands verbal instructions well and who needs more modeling or support. The puppet activity also encourages cultural sharing as students express preferences through their puppets.
Observation folder by lucrecia corral feedbackLucreciaCorral1
This document provides an analysis and feedback on observation folders completed by a trainee named Lucrecia Corral for her practicum. The feedback is positive, noting that Corral presented tidy and well-organized observation folders containing required components like an annual plan and accompanying journal. The feedback comments that Corral seemed to learn a lot from her mentor teacher, Joana Herràn, as demonstrated by her informed analysis of the teacher's methodology and reflection on her own "House project." The document grades Corral's work as "Excellent."
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
This document outlines an English course for kids that aims to develop their vocabulary, speaking, listening, writing, and creative skills. The 4-month course meets 3 days a week for 65 minutes and is designed for primary-aged children. It utilizes books, online resources, games, songs, and stories to teach English in a fun, contextual manner. The course progresses from basic alphabet and vocabulary to elementary grammar and integrated speaking skills. It emphasizes the importance of patience, an engaging teaching style, and tailoring lessons to individual learning styles.
The document provides information about the curriculum for Year 1 students in Spring 2015. It outlines expectations for maths, English, reading, writing and phonics. For maths, students are expected to learn number bonds, addition, subtraction and basic fractions. In English, students work on phonics, reading comprehension, writing sentences and stories. The curriculum moves at a swift pace to meet demands of the new national standards. Homework includes reading daily and practicing spellings and maths skills.
This document provides guidelines for teaching English to kindergarten children. It recommends using a full immersion approach that integrates English into other subjects and focuses on meaningful communication rather than explicit grammar instruction. Teachers should provide an age-appropriate environment that makes use of songs, games, stories and visual cues to help children learn vocabulary and pronunciation in a fun, motivating way without pressuring them to speak until they are ready. Repetition and limiting instruction to short, simple sentences and activities is emphasized.
Mayfield Primary School offers a broad curriculum aimed at igniting a passion for learning. They teach core subjects like English, maths, and science through exciting topics. Assessment data is tracked online to monitor progress and inform instruction. The school emphasizes developing skills like problem-solving, creativity, and social-emotional learning through their curriculum and outdoor activities. Spirals of Inquiry is used as a method for listening to students and adapting teaching based on their needs.
36 print optimized lessons based on the teacher / learner friendly methodology of SCC or Student Created Content. Get the book here - http://eflclassroom.com/store/products/teach-learn-techbook/
Multi media resource links for each lesson. Teacher's notes for each lesson. Dozens of blackline master printable extras. Download each lesson from the private wiki and edit for your own environment/class! Voicethread practice linked for all students, for each lesson. It's not just a text book - it's a teaching toolkit! Buy one copy and use with the whole class.
Find out more on my blog - http://bit.ly/h471Yo
This document provides an overview and syllabus for the Hooray! Starter English language course for 3-year-olds. The course uses songs, stories, games and activities to teach basic English vocabulary and skills through play. Each of the six main units focuses on a topic and introduces vocabulary through a song. Stories, games and worksheets reinforce the vocabulary. Lessons follow a structure including warm-up, carpet time, pencil and paper, and rounding off sections. The course aims to develop children's listening, speaking, social and thinking abilities while making language learning fun.
This document provides guidance for teaching English to very young children, including 5-year-olds. It discusses why teach English at a young age, advice for instruction, curriculum development, classroom management, and sample curriculum units. The sample curriculum includes units on the body, animals, school, weather, transport, house, family, food, and clothes. It provides example lesson plans and discusses songs, games, and the first lesson. The document aims to equip teachers with the skills and resources needed to teach English as a foreign language to young learners effectively.
New Frontiers is a six-level English course for young adult learners. It uses balanced input and output activities to guide students through core English skills. The series focuses on communication, critical thinking, collaboration, and creativity using 21st century learning techniques. The course features include colorful comics, animations, unit structures to encourage engagement, and a focus on preparing students to communicate globally. Each level contains 10 units covering vocabulary, grammar, listening, speaking, reading, writing, and projects.
This document provides information for parents about Year 1 at the school. It outlines the daily routine, topics that will be covered throughout the year, homework expectations, and important dates. The routine includes subjects like English, math, phonics, and playtime. Topics include themes like ships, animals, and science. Homework consists of reading, math activities, and spellings. There will also be parent workshops about supporting math and reading at home.
Lesson Plan - Short storytelling: The Very Hungry Caterpillar by Eric Carleyoanamendez92
This lesson plan aims to introduce young students to the short story "The Very Hungry Caterpillar" by Eric Carle. Teachers will show a video of the story, re-tell it using the book and props, and engage students through a caterpillar construction activity and food guessing game. Students will reinforce vocabulary like days of the week and foods, as well as prepositions. An extension suggests expanding the story into a science lesson on the life cycle of caterpillars and butterflies through collaboration with other teachers.
This document outlines 10 activities to develop speaking skills in beginners: 1) One student describes what they saw outside and others ask questions; 2) Small groups explore an area and report back answering questions; 3) A student describes something vaguely and others ask questions to guess what it is; 4) Students compare and describe similar objects; 5) Groups analyze pictures and answer questions; 6) Partners describe pictures to each other without showing; 7) Students demonstrate and describe making something; 8) Students act out actions for others to guess; 9) Groups make up stories from common objects; 10) Partners give each other directions to their home and ask clarifying questions.
The lesson plans will be designed based on the storytelling-based curriculum, which centers on the students' basic needs-interest, motivation, fun, knowing new things and success.
The document discusses teaching methods for introducing letters and reading to kindergarten students. It describes activities like using an ABC chart, singing the ABC song, spelling games, making sentences, and reading simple words and sentences. The goal is to make learning letters fun through a variety of engaging exercises and build skills over time, from letter recognition to blending sounds to reading.
- The document discusses how Ladbrooke JMI School teaches early reading skills such as phonics to students from nursery through year 2. It focuses on the synthetic phonics approach using the Read Write Inc. program.
- Key aspects covered include teaching the correspondence between letters and sounds, blending sounds to read words, segmenting words into sounds to spell, and learning both regular and irregular words.
- Support from parents is encouraged through daily reading at home, learning nursery rhymes, and practicing phonics skills.
This document provides tips for increasing student engagement and reading motivation for different grade levels. For upper elementary (3rd-5th grade), it recommends encouraging student ownership through co-creation activities like a thought board or building stories together. It also suggests utilizing technology like Istation to monitor progress and apps like ClassDojo to encourage digital storytelling. Interactive activities are recommended like vocabulary hunts and discussions to make connections to personal experiences. Student autonomy is emphasized by letting them select books as rewards for finishing work early. Reflective activities at the beginning and end of class aim to increase focus.
GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docxlianaalbee2qly
GCU College of Education
LESSON PLAN TEMPLATE
Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2018
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
There are 21 students total with 3 students with IEPs. The three students with IEPs have the support of the inclusion model. The special education teacher co-teaches during the 55-minute ELA block in the general education classroom.
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment, and Technology:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening on in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you c.
This document provides details about a "ME Puppet" icebreaker activity for a lower elementary classroom on the first day of school. The activity aims to get students to introduce themselves while also allowing the teacher to identify each student's learning style. Students will make paper plate puppets with their own facial features and use them to tell their classmates their name, favorite food, pet, hobbies, and favorite place. By observing how students engage with the activity, the teacher can determine who understands verbal instructions well and who needs more modeling or support. The puppet activity also encourages cultural sharing as students express preferences through their puppets.
Observation folder by lucrecia corral feedbackLucreciaCorral1
This document provides an analysis and feedback on observation folders completed by a trainee named Lucrecia Corral for her practicum. The feedback is positive, noting that Corral presented tidy and well-organized observation folders containing required components like an annual plan and accompanying journal. The feedback comments that Corral seemed to learn a lot from her mentor teacher, Joana Herràn, as demonstrated by her informed analysis of the teacher's methodology and reflection on her own "House project." The document grades Corral's work as "Excellent."
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
The document provides an overview of the 4th grade curriculum and expectations at the school. It summarizes the core subjects that will be covered including reading, writing, math, science, and social studies. It outlines the reading programs, writing genres, math topics, and daily responsibilities expected of students. It concludes by thanking parents for their involvement and emphasizing that high expectations and teamwork can help all students succeed.
This document outlines an English activity for 8th grade students focusing on past and present tense. It includes 4 tasks: 1) copying and filling in a passage with correct tenses, 2) writing a paragraph highlighting tenses, 3) preparing a short story in groups highlighting tenses, and 4) underlining and identifying tenses in a given text. It also discusses characteristics of authentic activities, noting how this activity provides real-world relevance, allows students to work collaboratively and use resources, and creates a polished final product. The activity aims to help students understand and identify tense usage in writing.
The document provides tips and strategies for effective literacy teaching organized by letter, including assessing students, being explicit in lessons, using class blogs, guided reading, independent reading, handwriting practice, oral language activities, questioning techniques, comprehension exercises, visual literacy, spelling programs, and using technology in literacy instruction. Many websites and resources are also recommended throughout for teachers to utilize. The author also provides her contact information and blog links at the end.
- First Part: Despite its importance, teaching speaking has long been undervalued, often taught through repetition of drills or memorization of dialogues.
- Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling.
- Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a topic.
- Expectations increase by
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a science topic.
- Expectations increase
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grades 1-3 have a daily time allotment of 100 minutes for English, while grades 4-6 have 80 minutes to focus on literacy skills developed in earlier grades.
- Expectations for each grade level are outlined, describing the skills and abilities students should demonstrate in the four communication areas.
- The PELC provides matrices listing objectives for each communication area by grade
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- The PELC lists expected learning outcomes for each communication skill by grade in a matrix format to guide lesson planning.
- A sample lesson plan is provided to demonstrate integrating the four communication skills around a science topic.
- Expectations increase
Reader's Theater is a strategy that allows students to practice their oral reading skills by reading a script aloud without memorizing, blocking, costumes, or additional props. Students read from a script to bring the story to life for an audience through vocal expression.
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
This lesson plan outlines a first grade lesson on distinguishing between facts and opinions. The teacher candidate provides details on lesson preparation such as unit focus, learning standards, and objectives. The plan includes sections on instructional planning such as prior knowledge connection, anticipatory set, differentiation strategies, and a reflection. Key aspects covered are introducing facts and opinions using examples, a KWL chart, group work with partners, and a fact/opinion worksheet and game for assessment. Differentiation strategies aim to engage all students including those with special needs.
GCU College of EducationLESSON PLAN TEMPLATEKindergarten SiMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Kindergarten: Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2020
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Technology:
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also, look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do?
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL): Repetition of words and letter sounds. Allow for pointing o ...
The teacher provides an update on the various academic activities of her third grade classroom over the past month. She discusses their recent state testing, reading curriculum focusing on iBook novels, writing assignments, grammar lessons on pronouns, new math unit on multiplication and division, science unit on habitats and new classroom pets, and an upcoming student challenge to create a food web. Upcoming classroom events are also noted.
The writing process a writing resource guide finalRabeeh Saâdawi
This document provides guidance for teachers on writing instruction and the writing process. It begins by explaining that the writing process involves forward and backward steps as writers think, reflect, revise, and repeat earlier steps. The job of teachers is to guide students through this process to help them become better writers. It also emphasizes that writing must be explicitly taught and given sufficient time. The rest of the document outlines the writing process and provides examples of instructional routines and activities teachers can use to teach each step of the process. It aims to be a comprehensive resource for both new and experienced teachers.
Similar to Amy presentation alvermann online 2 (20)
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. 2
As a first year, first week teacher I began my Social Studies
unit with a project, paper mache globes. Students were given balloons,
flour/water, and strips of newspaper. It was a country school, so we went
out into the field to have workspace to create. They went about making.
Realizing both classes to total forty-eight students needed to dry their
globes, I chose my neighbor’s backdoor that opened to the outside.
Several things went wrong before we were even given the chance to paint
the continents on our worlds. The first, I didn’t have full control over these
students the first week of class. We still needed weeks of training before
leaving the classroom to make both the students in classroom
expectations and myself in classroom management. Second, ants and that
started off a rocky relationship with my neighboring teacher. I was not
going to be deterred or admit what a preposterous idea this was, it was
only after it was over that I could admit to myself that students need a
period of transition from desk to making prior to opening the doors to the
outside world. That was twenty-two years ago and I still shudder to think
of what my fellow teachers thought of my hands-on learning.
3. 3
Teachers need a transition from desk to making. They also
need a tangible product that can show progress as well as move towards
mastering standards that must be met for high stakes testing. Story Bird can
close the gap for writing/making. The program can provide the tools for
instruction and creating, as well as providing the writing and reading tools for
high stakes testing. It is a New Digital Literacy that has the ability to provide
the exploration and creativity needed for young minds, but also concrete
writing tools to produce testing results. This product can be used to simplify
the creating/making and standards can be met using rubrics that are
tangible.
Here is an example of how Storybird can take students from desk to
makers/creators. This entire reading program is created using Storybird that
both teachers and students explore as a foundation for reading and writing,
creating critical thinkers, and exploring other cultures.
5. Read2LearnInstructional Approaches:
This program was created with both teacher and student in mind. Teachers are provided with whole
group instruction to introduce lessons and reading skills. Actors, plots and keywords bring these stories
to life. Students learn to make predictions as critical thinkers, are introduced to new material and expand
their vocabulary.
Do you see what I see? is the component that addresses reading comprehension as the students learn to
picture what they are reading.
Detailed center plans are provided for each weekly lesson. Teachers are free to work in small groups with
students on fluency with the big book, which comes in picture book form for students to have to explore.
As students move through these intentional centers, it provides scaffolding for multi-discipline materials,
providing that interdisciplinary component.
The final goal is fostering creative writing using Story Bird. Story Bird provides the same pictures as used
in the big books, but students are challenged to create their own version using their new literacy skills.
5
6. Read2Learn
Target:
○ K-1
○ Emergent readers with no
prior phonics/reading
experience
○ General ed population
Teachers Need:
○ Classroom teacher and
assistant
○ Ipads or computers, big
books, picture books, chart
paper and various materials
for centers
○ Story Bird online program
○ FastBridge testing program
Program Goals:
○ Create fluent readers
○ Foster Reading Comprehension
○ Create readers that are critical
thinkers
○ Create a maker space
○ Expand vocabulary
○ Foster Creative thinking and writing
○ Foster Interdisciplinary Teaching
approach
○ Promote multicultural learning
6
I
7. Read2Learn
7
As Fastbridge identifies
deficiencies monthly, the teacher
will use this information to repeat
lessons for reinforcement. Those
students will also be identified for
EIP and any other support
teacher to pull out for additional
help. Because the classroom
library includes all the previous
texts, students will be asked to
work during center time in small
group to reteach missed skills.
Ongoing
Assessment: Informal Assessment:
As a teacher works with
guided reading and writing,
informal assessments are
conducted. There is a quick
form for notation.
Homework:
The big book is sent home in
paper format. Students are
also asked to study the sight
word list.
Length of the program: 65 weeks to allow for teacher discretion
8. Informal Ongoing
Assessment for small
group instruction:
8
Name Date Spelling Concept Retention Sight
words
Fluency Notes
**The teacher will ask the students to practice spelling words based on the
context of the lesson. CVC- cat, bat, lad, mad
The teacher will also practice sight words in small group- using flashcards.
9. Big Books connect readers to writing
through Story Bird.
Let’s see what it would look like Days 1-5.
Read it, Retell it, Write it and Learn!
Each weekly lesson comes with a big book. Teachers read this
aloud to students, students explore the book with guided reading
and then students rewrite their own story. Ulma, Adam, Emily,Bad
Cat
9
10. Day 1.
Whole Group
Introduce the phonics lesson for the day. This is where
whole group instruction takes place and sharing the Big
Book created from Storybird as a class. Depending on
the lesson topic, whole group could look two different
ways:
11. Teaching
Vowels and
Consonants
○ Emily and Eddie, Vowel E Big Book
○ Read the story to the students
○ Identify sight words from story
○ Draw a picture of Emily holding an elephant while wearing egg
earrings~keyword elephant
○ Illustrate short E and the sound it makes
○ Make a word map of the e words from the story
○ Identify the location of the actor’s home on a map
○ Use this to continue with Do you see what I see?, using the keyword
elephant
11
12. Vowel Acts
The Actors
a-Adam
e- Emily
o-Oscar
i-Izzy
u-Ulma
The Plots
Adam eats apples and
adds ants. Adam lives in
Africa.
Emily wears earrings
shaped like eggs while
holding her pet
Elephant, Eddie. Emily
lives in El Salvador.
Oscar paints ostriches in
olive during October
and lives in Oghil.
Izzy is itching the iguana
in the igloo. Izzy lives in
India.
Ulma is ultra unhappy.
Ulma lives in Uruguay.
Key Words
Apple, eggs, olives,
igloo, unhappy
12
13. Teaching
Reading
○ Bad Cat, CVC Book-Teacher explains that each letter makes
its own sound. Put a paw print under each letter and tap
them for each sound. Then have students picture a cat
running- complete reading the title.
○ Introduce the story-This cat has a problem. Let’s read to find
out what the problem is.
○ Make a prediction-What do you predict about cat?
○ Read the story to the students using a big book and
pointer.Select vocabulary and have students discuss with
partners-gnat, saw/come back together and create
definitions on a wall chart
○ Create a sight word list for the week-ex. and, why, saw, was,
gnat/add to wall chart
○ Move to centers
13
14. Day 1-5, part 2.
Centers and
Guided Reading
Various pre selected activities to enhance
literacy learning, teacher led small group guided
reading, ongoing assessment using Fast Bridge
15. Center
Sampling
Story Bird-(Computer)
Fast Bridge(Computer)
Guided Reading(Teacher)
Listening-following along to an audio version of a book containing
the same topic(Ipad)
Cultural-explore the origin of each actor by viewing short videos
on the country ex Ecuador for kids(Ipad)
Science-exploring ebooks containing information based on big
book- ex elephants(Ipad)
Art-for letter sounds-using the shape of the letter to create a
word picture ex horse(Art supplies)
Book Center-free reading for books containing phonics taught
Interactive Letter Books, Alphabet Roads
CVC Flip Books, Word Cups, CVC Spinners
13
16. Day 2.
Do you see what I
see?
Using picture prompts, words, sentences and stories from the big books
students are asked to describe what they see to a neighbor using details
and answering these questions-what, where, color, shape-The group
comes back together and students are selected to share. Students go over
sight words and reread the Big Book.
17. Day 3.
Let me tell you a
story!
Bad Cat Story Board
The Story Bird center is introduced and students are asked to use the same
pictures and create their own stories. This is modeled each week for the
students. At first this may look like the same story, may need to be dictated,
may be in a different order, but as students progress, they can add to, recreate
and retell their own ideas. This can be saved and shared with parents. This
center should be manned by a paraprofessional or additional resource teacher.
18. Day 4.
Let me tell you
my story!
Using fresh ideas from Story Bird writing, students are
given blanks within the big book in whole group and
asked to input new words. Continue with sight words,
key words and centers. An alternative to this would be
using the time to allow students to share their books.
Bad Cat Book 2
19. Day 5.
That’s a wrap!
This day is used for story mapping and any whole group
instruction to show illustration of keyword. Elephant
draw
Additional center time, rereading the Big Book, placing
the student books in the classroom library and sharing a
few of the students’ writings from the Story Bird Center
completes the concept/lesson.
20. “Vowels-week 1-5
Consonants-week 6-16
CVC words-week 17-18
Digraphs-week 19-23
Two letter blends-first the end then the beginning of the word-week 24-28
Three letter blends-week 29-31
Digraph blends-week 32-33
Units-34-36
Hard c, g/soft c, g-week 37-39
Long vowels-week 40-44
Silent e-week 45-46
20
The program follows traditional
phonics instruction:
21. “Compound Words 47-48
Two Syllable Words-week 49-51
Multi-syllable words-week 52-54
Doubling Rule:-week 55-56
Prefixes-week 57-60
Suffixes-week 61-63
Schwa-week 64-65
Why only 65 weeks? The program allows for teacher ongoing assessments and
reteaching for concepts that are not mastered.
21
23. Critical
Thinking
What is critical thinking? Critical thinking comprises a number of different skills that
help us learn to make decisions. It is the ability to evaluate information to
determine whether it is right or wrong. To think critically about an issue or a
problem means to be open-minded and consider alternative ways of looking at
solutions. As children grow into pre-adolescents and teenagers, their critical
thinking skills will help them make judgments independently of parents.
To be good at thinking, children must believe that thinking is fun and want to be
good at it. Parents can make thinking fun throughout the academic year as well as
during the summer and on vacations. Good thinkers practice thinking just like they
practice basketball or soccer(Price-Mitchell, 2011)
Read2Learn offers instruction for early development in fostering
creative and critical thinking. Our early approach allows students to
foster their own skills at a young age by simply making predictions
and giving explanations that support their ideas in large and small
group setting. As supported by Wepner, Strickland and Quatroche,
“Encourage discussions that can continue from one day to the next”().
23
24. Balanced
literacy: Guided
Reading and
Fluency
K-12 states(2016)Guided reading is one component of a balanced literacy
program that allows teachers to meet the needs of all students – regardless of
their level of proficiency – so they become stronger, more confident readers.
Through this strategy, students are met right where they are in ability. Because
they’re with students who are on their level, they’re much less likely to feel anxious
or embarrassed about how they measure up to the skills other students. This is so
important(Guided Reading-a Snapshot, 2016). For students that struggle, giving
them a safe place where their peers’ skills are similar, students began to have a
small support group, with the teacher as the head cheerleader.
The recipe for a successful guiding reading lesson should include the following
according to K-12: small group, appropriate level, voc and background,
predictions, observations, comprehension and provide for activities while students
work in small group with the teacher(Guided Reading-a Snapshot, 2016). While
this is the foundation for Reading2Learn, it expands and creates bridges for these
same students to find success in other disciplines.
Benefits: With guided reading, instruction can be streamlined to meet
the individual needs of each student within a group. In addition to
using FastBridge testing results, the teacher will have opportunities
for daily interaction and assessment. This curriculum spirals and never
drops a concept as the texts are added to the classroom library for
continued use and retention.
24
25. Reading
Comprehension
The organization Understand More explains that when a student is asked to read a
passage, the left and right side of the brain must work together to form a mental
picture with the word(Why people have trouble with comprehension,2007). Some
students are unable to form a mental picture and the result is poor reading
comprehension. However, Do you see what I see? -will close this gap.
25
Do you see what I see?-teaches students to
create a movie in their minds as they read,
thus using both the right and left side of the
brain. For some students this is instinct, for
for those with comprehension issues, it
must be taught.
26. Meeting
Cultural Needs
Culturally responsive
pedagogy starts with the
premise that race and
class matter, and that
some schools fail to send
diverse students signals
that they belong. To make
sure all students feel
valued, the theory goes,
teachers need to be aware
of their own biases, work
deeply to understand
their individual students,
find ways to bring
students' heritage and
community into the
classroom, and hold all
students to a high
academic
26
The Atlantic’s article
Good Teachers
Embrace their
Students’ Cultural
Backgrounds(2013)
states:
Reading2Learn explores
cultures in its texts as well as
small group interaction with
students. What happens
when a student doesn’t
speak the language, much
less comprehend meaning of
words and stories? The
small group time allows
teachers to scaffold on their
students’ knowledge in a safe
small group as well as larger
whole group. By doing this,
both the practice of Balanced
Literacy and cultural
understanding are met.
27. Questions/
Answers
27
To clarify, students are asked to create their own stories when it
is their turn on the computers in the classroom, so they are
given opportunities for creative thinking. The concept is whole
group, breaking into smaller group and assuming there are only
two to four computers in the classroom. It is all self
contained. As for the using a para, if the classroom does not
have one, during reading a Title I teacher, EIP teacher or
Reading Coach would be present and could assume the
duties. The ongoing testing would be done during computer lab
time.
28. 28References
W. (2017, October 30). Draw an Elephant. Retrieved November 27, 2017, from
https://m.wikihow.com/Draw-an-Elephant
Equador for Kids. (n.d.). Retrieved November 27, 2017, from
https://www.bing.com/videos/search?q=equador%2Bfor%2Bkids%2Byoutube&
view=detail&mid=7ECAB4A98349961339D37ECAB4A98349961339D3&FOR
M=VIRE
Free Letter Tracing Roads. (2016, August 01). Retrieved November 27, 2017, from
https://www.pinterest.com/pin/617204323904939956/
Grek, M., Phd. (2004, April). Selecting Researched Based Reading Programs. Retrieved
from fcrr.org/science/pdf/kosanovich/mid_school_conf.pdf
Florida State University
Guided Reading – A Snapshot. (2014, August 21). Retrieved November 25, 2017, from
http://www.k12reader.com/guided-reading-a-snapshot/
M. (1970, January 01). H ... is for Horse (Nov 9th). Retrieved November 27, 2017, from
http://missmarensmonkeys.blogspot.com/2010/11/h-is-for-horse-nov-9th.html
Harper, M. (2014). Amazing Facts, Awesome Trivia, Cool Pictures & Fun Quiz for
Kids.
Jacobs, Heidi (1998). Interdisciplinary Curriculm.ASD
Lapkin, E. (n.d.). Understanding Your Child's Trouble With Reading. Retrieved
November 25, 2017, from https://www.understood.org/en/learning-attention-
issues/child-learning-disabilities/reading-issues/understanding-your-childs-
trouble-with-reading
Malia // Playdough to Plato (Playdough2Plato). (n.d.). Retrieved November 27, 2017,
29. 29from https://www.pinterest.com/Playdough2Plato/
C. (1970, January 01). My First Interactive Notebook! Retrieved November 27, 2017,
from http://craftybeecreations.blogspot.com/2015/08/my-first-interactive-
notebook.html
Price-Mitchell, M. (2017, June 23). Critical Thinking: How to Grow Your Child's Mind.
Retrieved November 27, 2017, from https://www.rootsofaction.com/critical-
thinking-ways-to-improve-your-childs-mind-this-summer/
Put reading first: the research building blocks for teaching children to read:
kindergarten through grade 3. (2001). Washington, DC: U.S. Department of
Education, National Institute for Literacy.
Quinton, S. (2013, November 11). Good Teachers Embrace Their Students' Cultural
Backgrounds. Retrieved November 25, 2017, from
https://www.theatlantic.com/education/archive/2013/11/good-teachers-embrace-
their-students-cultural-backgrounds/281337/
The Mailbox (themailbox). (n.d.). Retrieved November 27, 2017, from
https://www.pinterest.com/themailbox/
Tickled Pink in Primary (Brittany Lynch) (tickledpinkinprimary). (n.d.). Retrieved
November 27, 2017, from https://www.pinterest.com/tickledpinkinprimary/
Wepner, S. B., Strickland, D. S., & Quatroche, D. J. (2014). The administration and
supervision of reading programs. New York: Teachers College Press.
Editor's Notes
Read to learn a program for emergent readers
Program goals create fluent readers Foster reading comprehension create readers that are critical thinkers expand vocabulary Foster creative thinking and writing and finally interdisciplinary teaching approach
Program goals create fluent readers Foster reading comprehension create readers that are critical thinkers expand vocabulary Foster creative thinking and writing and finally interdisciplinary teaching approach