Group Reciprocal Teaching Chart
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Do you have English language learners, exceptional children, or gifted students in your classroom? Are you looking for a strategy to meet the needs of all readers? Are you looking to increase rigor? Join us as we examine Reciprocal Teaching, a collaborative strategy designed to challenge and support all readers.
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This document provides directions for a graded assignment involving statistics. Students are asked to apply data collected from a survey to answer 6 questions. The questions involve calculating fractions of the sample, writing ratios, and using proportions to predict numbers from the sample data to larger populations. Students are also asked to reflect on the accuracy of using proportions to larger populations and create a bar graph of the survey data.
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This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
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This document provides a protocol for observing reciprocal teaching lessons and coaching. It lists the key strategies used in reciprocal teaching: predicting, questioning, clarifying, and summarizing. For each strategy, it describes how students should apply the strategy, including using specific language and asking how the strategy helps comprehension. It also outlines the steps a teacher should take before, during, and after reading, such as reviewing strategies, modeling think-alouds, and having students independently apply the strategies.
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This document provides information about reciprocal teaching, including what it is, how to implement it, and examples of its use. Reciprocal teaching involves a dialogue between teacher and students using four strategies: predicting, questioning, clarifying, and summarizing. It enables students to construct meaning and self-monitor as they read. The document outlines a professional development plan to introduce teachers to reciprocal teaching and provide modeling, observation, and support as they begin to implement it in their own classrooms. It also includes links to video examples and a lesson plan template.
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Reciprocal teaching is a strategy used to help students better understand texts through interactive dialogue between the teacher and students. It involves students taking turns in designated roles such as leader, questioner, clarifier, predictor, and summarizer to guide discussion of what was read. The roles encourage students to ask and answer questions, clarify confusing parts, make and discuss predictions, and summarize the key ideas in their own words.
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9 6 survey ga
This document provides directions for a graded assignment involving statistics. Students are asked to apply data collected from a survey to answer 6 questions. The questions involve calculating fractions of the sample, writing ratios, and using proportions to predict numbers from the sample data to larger populations. Students are also asked to reflect on the accuracy of using proportions to larger populations and create a bar graph of the survey data.
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This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
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Do you have English language learners, exceptional children, or gifted students in your classroom? Are you looking for a strategy to meet the needs of all readers? Are you looking to increase rigor? Join us as we examine Reciprocal Teaching, a collaborative strategy designed to challenge and support all readers.
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This document provides a protocol for observing reciprocal teaching lessons and coaching. It lists the key strategies used in reciprocal teaching: predicting, questioning, clarifying, and summarizing. For each strategy, it describes how students should apply the strategy, including using specific language and asking how the strategy helps comprehension. It also outlines the steps a teacher should take before, during, and after reading, such as reviewing strategies, modeling think-alouds, and having students independently apply the strategies.
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Reciprocal teaching is a strategy used to help students better understand texts through interactive dialogue between the teacher and students. It involves students taking turns in designated roles such as leader, questioner, clarifier, predictor, and summarizer to guide discussion of what was read. The roles encourage students to ask and answer questions, clarify confusing parts, make and discuss predictions, and summarize the key ideas in their own words.
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Note. There may be questions you are not able to answer at this time, but do your best. Confer with your Learning Team for clarification and assistance.
Research Evaluation Form
CCMH/525 Version 2
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University of Phoenix Material
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Use this form for both your individual and Learning Team article reviews.
Name(s): ______________________________________________
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Qualitative study: _____________
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none _________ home ________ clinic _________ lab __________
residential facility ________ school _________ hospital _________ other __________
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Research hypothesis or research questions/problem behaviors: ________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
Operational definitions:
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_____________________________________________________________________________
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This document provides a template for students to fill out as a reading response. It requests the student's name and number, the title of the reading passage, the date of submission, three new words learned from the reading, one grammatical structure that was difficult to understand, and a brief opinion of the reading. Students are directed to fill in the blanks and submit the completed form to their professor's door basket before the next class.
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This document provides a review of research methods concepts including:
1. Validity refers to the accuracy or truthfulness of research findings.
2. Practical issues that affect a researcher's choice of method include legal issues, ethics concerns, and problems accessing subjects.
3. Positivists see sociology as a science and prefer quantitative data, while the comparative method examines cause-and-effect relationships through thought experiments rather than practical experiments.
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This document provides instructions for a student social studies debate assignment. Students are assigned different countries and must prepare a printed speech answering four questions: 1) What is the principal problem in their country? 2) Which population is most affected? 3) What other country could have similar problems? 4) What do they think about the problems presented in other countries? They are to consult multiple sources and provide arguments in their response.
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After participating in a workshop called "Tech to Self - Self to Tech", this worksheet can be used to document what was learned and how to apply the new knowledge. The worksheet prompts the user to identify the date of participation, features of a program that would benefit students, challenges those features may present, and how the features could be used to differentiate instruction, accommodate special needs, and modify curriculums.
Critical Analysis of Research Article (Team Assignment)· ·.docx
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·
· Due Jan 11
Read the article provided by your instructor, and discuss it with your Learning Team. Discuss the research question posed, the authors' hypotheses, the research methodology, and the statistical concepts used. Consider the implications of the study. How did the authors interpret the results? Discuss the meaning and importance of the study.
Create a list of questions for those areas you know little about, and save these questions for discussion in the classroom. Include statistical questions, concepts, terminology, or anything that may be confusing to you.
Complete the Research Evaluation Form provided. The completed form--one per Learning Team--and the list of questions are due this week.
Note. There may be questions you are not able to answer at this time, but do your best. Confer with your Learning Team for clarification and assistance.
Research Evaluation Form
CCMH/525 Version 2
1
University of Phoenix Material
Research Evaluation Form
Use this form for both your individual and Learning Team article reviews.
Name(s): ______________________________________________
Quantitative study: __________
Qualitative study: _____________
Location of Researcher’s Observation or Experiment
none _________ home ________ clinic _________ lab __________
residential facility ________ school _________ hospital _________ other __________
Were children involved? Yes _____ No ______ If your answer is yes, how many? _________
Introduction
Research hypothesis or research questions/problem behaviors: ________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
Operational definitions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Consider the following questions:
Is the need for the study clearly stated in the introduction?
_____________________________________________________________________________
Were the research questions and hypothesis clearly stated? Note that research questions are often presented implicitly within a description of the purpose of the study section.
Review of literature as relevant to the study: _________________________________________
_____________________________________________________________________________________________________________________________________________________________________________________________________________.
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This document outlines an assignment for students to research an alternative sugar substitute and create a tri-fold brochure about it. The brochure must include information like the forms in which the substitute is sold, its manufacturer, nutritional content, pros and cons of using it, tips for using it in recipes, pictures, and a sample recipe. It assigns group roles like leader, graphic artist, and researcher. It also provides suggested internet resources for researching the topic.
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This document provides instructions and a rubric for students to write an essay on the topic of whether technology has made the world a better place to live. It outlines the steps of the writing process, including brainstorming, outlining, drafting, proofreading and editing. Lines are provided for students to complete each step. The rubric will be used to evaluate the students' essays based on categories such as the title page, thesis statement, organization, grammar and conclusion.
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Similar to other business books that offer fresh new ideas such as “The Gift,” ‘Blue Ocean’, ‘Long Tail’, ‘Rich Dad Poor Dad’, ‘Six Hats’ and ‘Who move my cheese,” this book is intended to encourage ordinary workers to think like a CEO—to make decisions simply from business instincts, to listen to other staff, to uncover and understand the importance of true facts. ‘The Pantry (or lunchroom) is full of information that cannot be learned from any official reporting system. Critical decisions should be based on information learned there, where employees comfortably and easily share views, ideas and struggles with each other, rather than simply based on reports generated simply from numbers or by those out of touch with the daily work of the business.
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Different Families Different Dances: Children of Alcoholics in the ClassroomNorth Carolina Association for Middle Level Education
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When you live in a family where a parent has an addiction you learn ways of coping to help the family and get your needs met. Sometimes those strategies are counterproductive in the classroom. Participants will learn about Children of Alcoholics and strategies to help students be more successful in school.
Presenter: Ann Mary Roberts - Radford University - Radford, VAIncluding inclusion sharing the classroom for student success
Including inclusion sharing the classroom for student success North Carolina Association for Middle Level Education
Including Inclusion: Sharing the Classroom for Student Success
This session will offer comic relief to the many challenges of inclusion; while providing practical strategies for creating a successful inclusion classroom. Teachers will explore various inclusion models and ways to effectively communicate, plan and organize for students’ success. PREREQUISITE: Sense of humor and love for Middle-Scholars is required.
Presenters: Angela Monell & Shakera Wilson - Porter Ridge Middle School - Indian Trail, NCPortrait of a 21st century student
Portrait of a 21st Century Student
What adjectives would you use to describe a 21st century student? If you are interested in helping students ask deeper questions, collaborate effectively and produce quality projects, this session is for you. We will explore resources and strategies that develop those much need skills for future academic and professional success.
Presenter: Cheryl Ellis - Zaner-Bloser Publishing - Franklin, TN
Is Google DRIVE-ing you Crazy?
Is Google DRIVE-ing you Crazy?
From Google Docs to Google Presentations to Google Sites, Google provides more than a search engine and G-Mail accounts. Learn about the many functions and applications of Google Drive that will take you one step closer to the 21st century classroom. Bring a laptop and a G-Mail account and get ready to DRIVE through Google!!!
Presenters: Monica Martin, Heather Martin, & Lynn Potter-Caldwell County Schools-Lenoir, NC
Integration resource
Engaging Students in the Common Core through SAS Curriculum Pathways
Are you intimidated by the increasing push to use technology in your classroom? This session will dive into SAS Curriculum Pathways, a free resource, where you can create effective, interactive lessons that engage students to meet Common Core standards. You will walk away with a 21st Century tool and resources for immediate use in your classroom.
Presenters: Julie Stern & Katie Hutchison - East Cary Middle School - Cary, NC
New Interactive Career and College Planning Activities for Middle School
New Interactive Career and College Planning Activities for Middle SchoolNorth Carolina Association for Middle Level Education
New Interactive Career and College Planning Activities for Middle School
This new set of 21 online activities (7 per grade) includes guided exercises, readings, inventories, videos, and games to help students learn about themselves and options for their future. Please join us to see activities, student work products, and to consider how these free activities from CFNC.org can fit into your school plan.
Presenters: Mark Wiles & Lisa Sommerfeldt - University of North Carolina General Administration - Greensboro, NCEngaging Students in the Common Core through SAS Curriculum Pathways
Engaging Students in the Common Core through SAS Curriculum PathwaysNorth Carolina Association for Middle Level Education
SAS Curriculum Pathways is an online collection of over 1,200 interactive resources aligned to the Common Core standards for middle and high school students. It engages students with tools like interactive lessons, audio tutorials, web lessons, and apps. Teachers can search resources by standard or subject to integrate them into their lessons. The resources allow for differentiation, collaboration, and feedback to support student learning.Mentor Text: What It Is and How to Use It Effectively
Mentor Text: What It Is and How to Use It EffectivelyNorth Carolina Association for Middle Level Education
Mentor Text: What It Is and How to Use It Effectively
Mentor texts are a valuable way to allow students to integrate literature and student writing. Participants will be exposed to a variety of reading material, helpful texts, and student samples to help with the understanding of what mentor text is and how best it can be used. Participants will also participate in writing exercises that can translate into a positive classroom experience.
Presenter: Melanie Dalton - Alexander Graham Middle School - Charlotte, NCInteractive Notebook Presentation
Give Your Students a Voice With Interactive Notebooks
Interactive Notebooks will change the way your students organize their thoughts, show creativity and express their knowledge of a subject. Using Interactive Notebooks, your students will have a significant decrease in lost papers and a more personalized education. Though this session is directed towards Science, Interactive Notebooks are easily adaptable for other subjects.
Presenter: Catie DiVito - Broad Creek Middle School - Newport, NC
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We have moved to our new site to reflect our new name!
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