The document provides criteria for placing 2nd and 3rd grade students in intervention groups such as SOAR or Guided Reading Plus based on various assessment scores. For 2nd grade, a student will be eligible if they are low on 6 of 8 indicators including accuracy rate, comprehension score, writing sample score, and instructional reading level. For 3rd grade, criteria include a high accuracy rate but low words correct per minute (WCPM) score, high accuracy but low comprehension, or low instructional reading level and accuracy score. The document also lists recommended interventions for kindergarten through 3rd grade students.
Be the Coach, Not the Player
2, 4, 6, 8, guided reading can be great! When you're in a huddle with a small group of students, you don't have time to improvise. Transform your guided reading into a fast paced, interactive competition that will leave your students laughing, learning and improving their comprehension. Experience how six strategies help students control their thinking and improve their memory. Join Julie B. Wise to discover how cognitive coaching can encourage students to read a variety of short texts with interest, motivation and engagement.
This document provides a menu of literacy lesson planning strategies that can be used before, during, and after reading. The pre-reading strategies activate prior knowledge and build vocabulary. During reading strategies support comprehension through connections, questioning, and graphic organizers. Post-reading strategies have students summarize, extend their learning, and make long-term memories of the text.
This document provides guidance for implementing a writing workshop structure in the classroom. It recommends beginning with writing prompts organized by genre in baskets and having students choose a prompt, follow a formula for that genre, and return the prompt to the bin when finished. It then outlines the purpose, clue words, and typical structure for four genres: expository, narrative, persuasive, and journal writing. The document also provides ideas for creative writing and organizing student writing notebooks. It discusses using RAFT assignments to engage students and offers examples. Finally, it discusses reading responses and inclusive strategies for reaching all students in reading and writing.
This document summarizes a presentation on using mentor texts in writing instruction. It defines mentor texts as pieces of literature that can be returned to and imitated for various purposes. It provides examples of using picture books as mentor texts and discusses how specific techniques from mentor texts, such as adjective placement, hyphenated adjectives, repetition, and sentence structure, can be taught and modeled for students. The document also includes examples of shared and guided writing lessons that incorporate mentor text techniques.
The document outlines a literacy program for Shallow Brook Intermediate School that focuses on implementing the Common Core standards through a coherent curriculum using effective lesson plans emphasizing purposeful reading, writing, and talking. It describes using techniques like Socratic seminars, RAFTs, close reading strategies, and vocabulary development to improve student comprehension of complex texts. The goal is to establish high-level comprehension skills through open-ended discussion and application of learning.
The document provides criteria for placing 2nd and 3rd grade students in intervention groups such as SOAR or Guided Reading Plus based on various assessment scores. For 2nd grade, a student will be eligible if they are low on 6 of 8 indicators including accuracy rate, comprehension score, writing sample score, and instructional reading level. For 3rd grade, criteria include a high accuracy rate but low words correct per minute (WCPM) score, high accuracy but low comprehension, or low instructional reading level and accuracy score. The document also lists recommended interventions for kindergarten through 3rd grade students.
Be the Coach, Not the Player
2, 4, 6, 8, guided reading can be great! When you're in a huddle with a small group of students, you don't have time to improvise. Transform your guided reading into a fast paced, interactive competition that will leave your students laughing, learning and improving their comprehension. Experience how six strategies help students control their thinking and improve their memory. Join Julie B. Wise to discover how cognitive coaching can encourage students to read a variety of short texts with interest, motivation and engagement.
This document provides a menu of literacy lesson planning strategies that can be used before, during, and after reading. The pre-reading strategies activate prior knowledge and build vocabulary. During reading strategies support comprehension through connections, questioning, and graphic organizers. Post-reading strategies have students summarize, extend their learning, and make long-term memories of the text.
This document provides guidance for implementing a writing workshop structure in the classroom. It recommends beginning with writing prompts organized by genre in baskets and having students choose a prompt, follow a formula for that genre, and return the prompt to the bin when finished. It then outlines the purpose, clue words, and typical structure for four genres: expository, narrative, persuasive, and journal writing. The document also provides ideas for creative writing and organizing student writing notebooks. It discusses using RAFT assignments to engage students and offers examples. Finally, it discusses reading responses and inclusive strategies for reaching all students in reading and writing.
This document summarizes a presentation on using mentor texts in writing instruction. It defines mentor texts as pieces of literature that can be returned to and imitated for various purposes. It provides examples of using picture books as mentor texts and discusses how specific techniques from mentor texts, such as adjective placement, hyphenated adjectives, repetition, and sentence structure, can be taught and modeled for students. The document also includes examples of shared and guided writing lessons that incorporate mentor text techniques.
The document outlines a literacy program for Shallow Brook Intermediate School that focuses on implementing the Common Core standards through a coherent curriculum using effective lesson plans emphasizing purposeful reading, writing, and talking. It describes using techniques like Socratic seminars, RAFTs, close reading strategies, and vocabulary development to improve student comprehension of complex texts. The goal is to establish high-level comprehension skills through open-ended discussion and application of learning.
This document provides examples of how QR codes can be used in education across various content areas and activities. It includes examples such as linking QR codes to videos about QR codes, using them for personalized learning by allowing students to choose their own path, tracking student access, providing station directions, linking to book trailers and library resources, homework assignments, scavenger hunts, and a comedic student play. Step-by-step directions are also provided for creating QR codes and customizing them.
Is poetry instruction still relevant in a time when we are preparing students for high-stakes testing in school while we read and write on cell phones, iPads, and laptops out of school? According to this study, the answer is, “Yes.” Digital poetry bridges new literacy skills with traditional poetry instruction in a collaborative environment. Any opportunities educators can build a bridge between out of school and in school literacies could increase student motivation and engagement to learn. I am confident that the affordances of digital poetry instruction can provide the collaborative digital environment students’ desire while meeting the academic demands of the CCSS.
The document discusses the importance of vocabulary for students' academic success. It states that students with larger vocabularies can understand new ideas and concepts more quickly than those with limited vocabularies. Research shows a strong correlation between word knowledge and reading comprehension, so inadequate vocabulary growth will negatively impact reading ability. The document calls for more vocabulary instruction at all grade levels and notes students should add an average of 2,000-3,000 new words per year to their reading vocabularies. It provides some keys to effective vocabulary instruction such as developing a love of language, reading extensively, and teaching individual words and word learning strategies.
The document does not contain any substantial information to summarize. It appears to be a title "More High Impact Methods" but there is no further text or content provided.
This document discusses strategies for teaching students to comprehend informational texts, as required by the Common Core State Standards. It emphasizes increasing students' exposure to informational texts and teaching them text structures, such as compare/contrast, and elements, like author's purpose and main ideas. High impact methods are recommended, like explicit instruction, building vocabulary, and having students summarize within and between texts. Graphic organizers can help students learn about content topics. The overall goal is to help students develop familiarity and skill with informational texts.
This document provides an overview of a professional development session on using reading comprehension strategies to plan effective lessons. The objectives are to deepen understanding of the reading process stages of before, during, and after reading and to learn how to support all levels of readers. Strategies are presented for each reading stage, including activating prior knowledge, monitoring comprehension during reading, and summarizing and discussing after reading. Sample lessons demonstrate how to incorporate strategies into a comprehensive lesson plan using a literacy planning menu.
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
This document provides an overview of co-teaching models presented by Heather Lane and Sara Staub to teachers in the South Western School District. It defines co-teaching as two or more teachers sharing instructional responsibilities in a classroom. Four common co-teaching models are described: supportive, parallel, complementary, and team teaching. Teachers participated in a jigsaw activity to learn about each model. establishing cooperative co-teaching requires face-to-face interaction, interdependence, interpersonal skills, monitoring, and accountability. The document outlines advantages of co-teaching for general education teachers, special education teachers, and students.
The document describes the Word Walk strategy for teaching vocabulary to young children during shared storybook reading. The strategy involves introducing, practicing, and reviewing a targeted vocabulary word before, during, and after reading. Teachers first introduce a word with a picture or prop, define it, and have children repeat it. During reading, the teacher pauses when the word is encountered and provides another definition. After reading, the word is reinforced through repetition, revisiting its use in the story, and discussing other examples. The strategy provides structured guidance for implementing robust vocabulary instruction within shared storybook reading.
This document discusses the role of technology in literacy education. It notes that while schools now have varying levels of technology integration, from one computer per classroom to a laptop for every student, technology literacy is increasingly important. It argues that modern literacies involve multiple modes beyond just printed text, and that schools need to incorporate new technologies to remain relevant for students whose lives involve digital literacy practices at home. However, it also notes the value of traditional print materials and balanced use of technology and books in classrooms. The focus should be on using a variety of materials to engage students and enhance their learning.
The document discusses how teachers can use Boardmaker software to create visual supports for struggling learners, such as English Language Learners, students with disabilities, and emergent readers, in order to strengthen literacy programs and engagement through tools like communication boards, adapted books, and picture-word matching activities. Boardmaker allows teachers to pair words with pictures at different font sizes and reads text aloud, providing an accessible way to teach literacy skills. The presentation then demonstrates how to access and utilize templates and activities within Boardmaker.
The document discusses how flour and fat are manipulated in cookie recipes to produce tender, rich textures. It explains that flour forms a gluten mesh framework when moistened and mixed, but holiday cookies often require a delicate framework with minimized gluten development. Recipes use pastry flour, cake flour, or mixtures with non-gluten flours to keep the dough tender. Fat also interrupts gluten formation and makes cookies tender, while carrying flavors. Carefully reading recipes indicates which ingredients build structure and which tenderize.
The document discusses the FLIRT acronym and what each letter stands for in reading a text. It explains that FLIRT stands for Find the form, Look at text features, Identify connections, Reveal the purpose, and Transfer to organizer. It describes what each step of FLIRT means and how it helps a reader understand and organize a text.
This document provides criteria for placing 2nd and 3rd grade students in intervention groups. For 2nd grade, students are eligible if they score low on 6 of 8 indicators measuring reading accuracy, comprehension, writing, and instructional level. For 3rd grade, criteria include a high accuracy but low words correct per minute (WCPM) score, high accuracy but low comprehension, or low instructional level and accuracy. Assessment data is collected throughout the year to monitor student progress.
This document discusses effective teaching strategies for reading nonfiction text. It introduces the Talking-To-The-Text (TTTT) strategy where students think out loud by writing comments in the text margins. Summarization is also covered, including having students write 25-word abstract summaries, which many struggle with. The White-out Detective method is presented where key vocabulary is covered up to help students with vocabulary and comprehension. The document emphasizes making expectations clear, convincing students strategies work, and choosing a "go-to" strategy to use consistently.
This document provides a list of references and readings related to Response to Intervention (RTI) for a summer institute on the topic. It includes over 30 sources such as books, journal articles, and web pages that cover various aspects of RTI including frameworks, instructional models, assessment, teacher professional development, and cultural considerations. The references were published between 1998-2011 and come from a variety of academic publishers and organizations like the International Reading Association.
This document discusses engaging secondary learners and provides strategies to increase student engagement. It defines student engagement as students making a psychological investment in learning and trying hard to understand material. Five levels of engagement are identified: engagement, strategic compliance, ritual compliance, retreatism, and rebellion. Ideas for measuring and increasing engagement include asking students questions, effective classroom management, opportunities for student response, and varied teaching strategies. The goal is for students to be meaningfully involved in learning.
This document discusses how autism spectrum disorders affect writing skills. It begins by outlining how the session will examine both positive and negative impacts on writing as well as methods to improve student motivation and engagement. It then provides examples of common autism traits and how they manifest differently depending on the individual. The main topics are defined as effects on writing, improving motivation, and engagement. Specific challenges with writing are outlined along with strategies to utilize student strengths to address challenges. Accommodations for fine motor difficulties and theory of mind issues are also discussed. The document concludes by emphasizing that behaviors communicate an underlying reason and need to be addressed through assessment and strategies.
This document discusses effective teaching strategies for reading nonfiction text. It introduces the Talking-To-The-Text (TTTT) strategy where students think out loud by writing comments in the text margins. Summarization is also covered, including having students write 25-word abstract summaries, which many struggle with. The White-out Detective method is presented where key vocabulary is covered up for students to uncover. The document emphasizes making expectations clear, convincing students strategies work, and choosing a go-to strategy for consistency.
This document discusses strategies for creating a boys' book club to get more boys interested in reading. It provides suggestions for book genres and authors that appeal to boys, such as graphic novels, series books, and high-interest topics. The presenters describe how they started a boys' book club that met during lunch, which increased reading motivation and built friendships. Survey results show that boys were more engaged in reading when they received recommendations from male role models and had opportunities to discuss books in a male-centered setting. The document concludes by offering tips for starting a book club and lists additional resources.
This document provides examples of how QR codes can be used in education across various content areas and activities. It includes examples such as linking QR codes to videos about QR codes, using them for personalized learning by allowing students to choose their own path, tracking student access, providing station directions, linking to book trailers and library resources, homework assignments, scavenger hunts, and a comedic student play. Step-by-step directions are also provided for creating QR codes and customizing them.
Is poetry instruction still relevant in a time when we are preparing students for high-stakes testing in school while we read and write on cell phones, iPads, and laptops out of school? According to this study, the answer is, “Yes.” Digital poetry bridges new literacy skills with traditional poetry instruction in a collaborative environment. Any opportunities educators can build a bridge between out of school and in school literacies could increase student motivation and engagement to learn. I am confident that the affordances of digital poetry instruction can provide the collaborative digital environment students’ desire while meeting the academic demands of the CCSS.
The document discusses the importance of vocabulary for students' academic success. It states that students with larger vocabularies can understand new ideas and concepts more quickly than those with limited vocabularies. Research shows a strong correlation between word knowledge and reading comprehension, so inadequate vocabulary growth will negatively impact reading ability. The document calls for more vocabulary instruction at all grade levels and notes students should add an average of 2,000-3,000 new words per year to their reading vocabularies. It provides some keys to effective vocabulary instruction such as developing a love of language, reading extensively, and teaching individual words and word learning strategies.
The document does not contain any substantial information to summarize. It appears to be a title "More High Impact Methods" but there is no further text or content provided.
This document discusses strategies for teaching students to comprehend informational texts, as required by the Common Core State Standards. It emphasizes increasing students' exposure to informational texts and teaching them text structures, such as compare/contrast, and elements, like author's purpose and main ideas. High impact methods are recommended, like explicit instruction, building vocabulary, and having students summarize within and between texts. Graphic organizers can help students learn about content topics. The overall goal is to help students develop familiarity and skill with informational texts.
This document provides an overview of a professional development session on using reading comprehension strategies to plan effective lessons. The objectives are to deepen understanding of the reading process stages of before, during, and after reading and to learn how to support all levels of readers. Strategies are presented for each reading stage, including activating prior knowledge, monitoring comprehension during reading, and summarizing and discussing after reading. Sample lessons demonstrate how to incorporate strategies into a comprehensive lesson plan using a literacy planning menu.
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
This document provides an overview of co-teaching models presented by Heather Lane and Sara Staub to teachers in the South Western School District. It defines co-teaching as two or more teachers sharing instructional responsibilities in a classroom. Four common co-teaching models are described: supportive, parallel, complementary, and team teaching. Teachers participated in a jigsaw activity to learn about each model. establishing cooperative co-teaching requires face-to-face interaction, interdependence, interpersonal skills, monitoring, and accountability. The document outlines advantages of co-teaching for general education teachers, special education teachers, and students.
The document describes the Word Walk strategy for teaching vocabulary to young children during shared storybook reading. The strategy involves introducing, practicing, and reviewing a targeted vocabulary word before, during, and after reading. Teachers first introduce a word with a picture or prop, define it, and have children repeat it. During reading, the teacher pauses when the word is encountered and provides another definition. After reading, the word is reinforced through repetition, revisiting its use in the story, and discussing other examples. The strategy provides structured guidance for implementing robust vocabulary instruction within shared storybook reading.
This document discusses the role of technology in literacy education. It notes that while schools now have varying levels of technology integration, from one computer per classroom to a laptop for every student, technology literacy is increasingly important. It argues that modern literacies involve multiple modes beyond just printed text, and that schools need to incorporate new technologies to remain relevant for students whose lives involve digital literacy practices at home. However, it also notes the value of traditional print materials and balanced use of technology and books in classrooms. The focus should be on using a variety of materials to engage students and enhance their learning.
The document discusses how teachers can use Boardmaker software to create visual supports for struggling learners, such as English Language Learners, students with disabilities, and emergent readers, in order to strengthen literacy programs and engagement through tools like communication boards, adapted books, and picture-word matching activities. Boardmaker allows teachers to pair words with pictures at different font sizes and reads text aloud, providing an accessible way to teach literacy skills. The presentation then demonstrates how to access and utilize templates and activities within Boardmaker.
The document discusses how flour and fat are manipulated in cookie recipes to produce tender, rich textures. It explains that flour forms a gluten mesh framework when moistened and mixed, but holiday cookies often require a delicate framework with minimized gluten development. Recipes use pastry flour, cake flour, or mixtures with non-gluten flours to keep the dough tender. Fat also interrupts gluten formation and makes cookies tender, while carrying flavors. Carefully reading recipes indicates which ingredients build structure and which tenderize.
The document discusses the FLIRT acronym and what each letter stands for in reading a text. It explains that FLIRT stands for Find the form, Look at text features, Identify connections, Reveal the purpose, and Transfer to organizer. It describes what each step of FLIRT means and how it helps a reader understand and organize a text.
This document provides criteria for placing 2nd and 3rd grade students in intervention groups. For 2nd grade, students are eligible if they score low on 6 of 8 indicators measuring reading accuracy, comprehension, writing, and instructional level. For 3rd grade, criteria include a high accuracy but low words correct per minute (WCPM) score, high accuracy but low comprehension, or low instructional level and accuracy. Assessment data is collected throughout the year to monitor student progress.
This document discusses effective teaching strategies for reading nonfiction text. It introduces the Talking-To-The-Text (TTTT) strategy where students think out loud by writing comments in the text margins. Summarization is also covered, including having students write 25-word abstract summaries, which many struggle with. The White-out Detective method is presented where key vocabulary is covered up to help students with vocabulary and comprehension. The document emphasizes making expectations clear, convincing students strategies work, and choosing a "go-to" strategy to use consistently.
This document provides a list of references and readings related to Response to Intervention (RTI) for a summer institute on the topic. It includes over 30 sources such as books, journal articles, and web pages that cover various aspects of RTI including frameworks, instructional models, assessment, teacher professional development, and cultural considerations. The references were published between 1998-2011 and come from a variety of academic publishers and organizations like the International Reading Association.
This document discusses engaging secondary learners and provides strategies to increase student engagement. It defines student engagement as students making a psychological investment in learning and trying hard to understand material. Five levels of engagement are identified: engagement, strategic compliance, ritual compliance, retreatism, and rebellion. Ideas for measuring and increasing engagement include asking students questions, effective classroom management, opportunities for student response, and varied teaching strategies. The goal is for students to be meaningfully involved in learning.
This document discusses how autism spectrum disorders affect writing skills. It begins by outlining how the session will examine both positive and negative impacts on writing as well as methods to improve student motivation and engagement. It then provides examples of common autism traits and how they manifest differently depending on the individual. The main topics are defined as effects on writing, improving motivation, and engagement. Specific challenges with writing are outlined along with strategies to utilize student strengths to address challenges. Accommodations for fine motor difficulties and theory of mind issues are also discussed. The document concludes by emphasizing that behaviors communicate an underlying reason and need to be addressed through assessment and strategies.
This document discusses effective teaching strategies for reading nonfiction text. It introduces the Talking-To-The-Text (TTTT) strategy where students think out loud by writing comments in the text margins. Summarization is also covered, including having students write 25-word abstract summaries, which many struggle with. The White-out Detective method is presented where key vocabulary is covered up for students to uncover. The document emphasizes making expectations clear, convincing students strategies work, and choosing a go-to strategy for consistency.
This document discusses strategies for creating a boys' book club to get more boys interested in reading. It provides suggestions for book genres and authors that appeal to boys, such as graphic novels, series books, and high-interest topics. The presenters describe how they started a boys' book club that met during lunch, which increased reading motivation and built friendships. Survey results show that boys were more engaged in reading when they received recommendations from male role models and had opportunities to discuss books in a male-centered setting. The document concludes by offering tips for starting a book club and lists additional resources.