Status Of The Class
•Download as PPT, PDF•
4 likes•1,728 views
Designed to instruct teachers on the Accelerated Reader process of "Status of the Class" in conjunction with the AR testing program.
Report
Share
Report
Share
![What is Status of the Class? ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Kimball guided reading day 1
This document provides information about guided reading lessons. It begins with definitions of guided reading and explains why it is used. Examples of guided reading lessons for different grade levels are then described. Key aspects of effective guided reading lessons are outlined, including introducing texts before reading, supporting reading during, and discussing and extending understanding after. Characteristics of different types of readers are also detailed to show how lessons should be tailored to readers' abilities.
Using data to drive guided reading instruction @ CKEC 2015
This document discusses how to use data to drive instruction in guided reading. It will teach educators how to use various assessment tools to collect data on students and analyze that data to make instructional decisions. Educators will learn how to group students, select appropriate texts, and plan focused lessons based on what the data shows about students' reading levels and needs. The document emphasizes using formative assessment on an ongoing basis to inform responsive teaching in guided reading.
Guided reading in the Elementary
The document provides information on implementing small group guided reading instruction and literacy centers at Garth Elementary School to improve reading scores. It outlines steps to be taken which include aligning instruction with state standards, using a guided reading framework and literacy centers for independent practice, and providing professional development for teachers. Assessment data shows a decline in reading scores from 2012 to 2013. The document discusses essential components of guided reading including forming small, flexible groups based on data, selecting appropriate texts, and teaching reading strategies before, during and after reading.
Big ticket items for Guided Reading
The document discusses key aspects of guided reading implementation including assessment, data analysis, and strategic teaching. It emphasizes using assessment data to determine student needs and groupings. Lessons should focus on developing students' strategic processing and use of reading cues while providing an appropriate challenge. Teacher language and prompts are meant to support students in taking strategic action when reading.
Half day reading strategies flip book
This document provides an agenda for a reading strategies workshop. It includes:
1) An introduction that outlines the purpose of the workshop to support teachers' instructional decisions through practicing observations of reading behaviors.
2) A discussion of the characteristics and behaviors of different types of readers from emergent to advanced.
3) Activities for teachers to practice observing and assessing readers' stages of development, and determining appropriate instructional strategies.
Guided reading ppt
The document discusses guided reading, which involves a teacher supporting students' development of reading strategies to process increasingly challenging texts. Key aspects of guided reading include selecting appropriate texts, introducing texts to activate background knowledge, observing students as they read independently, and following up with comprehension conversations and teaching points. The goal is for students to build independence in reading for meaning.
Guided reading pp
This document provides guidance on implementing guided reading in elementary classrooms. It discusses forming reading groups based on student ability levels, assessing students using running records, focusing lessons on reading strategies, and differentiating instruction for different grade levels. Suggestions are given for structuring guided reading lessons with a before, during, and after reading structure and selecting appropriate leveled books.
Guided Reading
Guided reading involves small, flexible groups of students grouped by reading level. During a 15-20 minute lesson, the teacher provides support as students read a common text. A guided reading lesson includes an introduction, reading time with the teacher listening and providing guidance, strategy instruction relating to a teaching point, and a response where students share and confirm their understanding. While the teacher works with one group, other students engage in meaningful literacy activities like revisiting the text or independent reading.
Recommended
Kimball guided reading day 1
This document provides information about guided reading lessons. It begins with definitions of guided reading and explains why it is used. Examples of guided reading lessons for different grade levels are then described. Key aspects of effective guided reading lessons are outlined, including introducing texts before reading, supporting reading during, and discussing and extending understanding after. Characteristics of different types of readers are also detailed to show how lessons should be tailored to readers' abilities.
Using data to drive guided reading instruction @ CKEC 2015
This document discusses how to use data to drive instruction in guided reading. It will teach educators how to use various assessment tools to collect data on students and analyze that data to make instructional decisions. Educators will learn how to group students, select appropriate texts, and plan focused lessons based on what the data shows about students' reading levels and needs. The document emphasizes using formative assessment on an ongoing basis to inform responsive teaching in guided reading.
Guided reading in the Elementary
The document provides information on implementing small group guided reading instruction and literacy centers at Garth Elementary School to improve reading scores. It outlines steps to be taken which include aligning instruction with state standards, using a guided reading framework and literacy centers for independent practice, and providing professional development for teachers. Assessment data shows a decline in reading scores from 2012 to 2013. The document discusses essential components of guided reading including forming small, flexible groups based on data, selecting appropriate texts, and teaching reading strategies before, during and after reading.
Big ticket items for Guided Reading
The document discusses key aspects of guided reading implementation including assessment, data analysis, and strategic teaching. It emphasizes using assessment data to determine student needs and groupings. Lessons should focus on developing students' strategic processing and use of reading cues while providing an appropriate challenge. Teacher language and prompts are meant to support students in taking strategic action when reading.
Half day reading strategies flip book
This document provides an agenda for a reading strategies workshop. It includes:
1) An introduction that outlines the purpose of the workshop to support teachers' instructional decisions through practicing observations of reading behaviors.
2) A discussion of the characteristics and behaviors of different types of readers from emergent to advanced.
3) Activities for teachers to practice observing and assessing readers' stages of development, and determining appropriate instructional strategies.
Guided reading ppt
The document discusses guided reading, which involves a teacher supporting students' development of reading strategies to process increasingly challenging texts. Key aspects of guided reading include selecting appropriate texts, introducing texts to activate background knowledge, observing students as they read independently, and following up with comprehension conversations and teaching points. The goal is for students to build independence in reading for meaning.
Guided reading pp
This document provides guidance on implementing guided reading in elementary classrooms. It discusses forming reading groups based on student ability levels, assessing students using running records, focusing lessons on reading strategies, and differentiating instruction for different grade levels. Suggestions are given for structuring guided reading lessons with a before, during, and after reading structure and selecting appropriate leveled books.
Guided Reading
Guided reading involves small, flexible groups of students grouped by reading level. During a 15-20 minute lesson, the teacher provides support as students read a common text. A guided reading lesson includes an introduction, reading time with the teacher listening and providing guidance, strategy instruction relating to a teaching point, and a response where students share and confirm their understanding. While the teacher works with one group, other students engage in meaningful literacy activities like revisiting the text or independent reading.
Formative assessment 3
This document discusses formative assessment strategies for teachers. It focuses on Strategy 2 of eliciting evidence of learners' achievement. It describes questioning techniques teachers can use, including engaging all students, allowing wait time for responses, using interpretive listening to understand students' thinking, and employing question shells to reveal students' understanding. Various methods are presented for getting real-time feedback from all students, such as thinking thumbs, fist to five, traffic light signals, and exit passes. The purpose of eliciting evidence is to ascertain where students are in their learning.
Guided Reading
This document outlines an action research project investigating whether daily 20-minute guided reading lessons can increase fifth grade students' reading performance, confidence, and interest. The teacher implemented guided reading groups with texts at students' reading levels. Initial results from reading surveys and assessments were inconclusive. The teacher plans to continue guided reading for the full school year and reassess students to see if their reading skills, confidence, and interest improve over time.
Reading Strategies
This will give you key strategies you could use for before, during, and after your reading in the classroom!
Power Studying And Note Cards (2)
1) POW is an acronym that stands for being Prepared, Organized, and having a Willingness to Succeed when studying for exams.
2) Preparation is key - students should prepare before the night before the test by reviewing materials, developing memory techniques, and comprehending course concepts. Two to three hours the night before is enough time for final review.
3) Students should ask professors specific questions like what topics will be covered and what grade is needed to raise their current grade to optimize exam preparation.
Critical assignment 1
This document provides strategies for helping students engage with texts before, during, and after reading. Some suggested pre-reading strategies include having students look at pictures and vocabulary, use graphic organizers, think aloud, and make predictions. During reading, ideas are partner reading, choral reading, turn and talk, and annotating text. Post-reading strategies include exit slips, think-pair-share, summarizing, and activities like four corners and tweeting the text to assess comprehension. The document emphasizes strategies that get students actively involved in reading to improve understanding.
Asking and Answering Questions
The document discusses techniques for asking and answering questions during instruction. It provides examples of different types of questions like developmental, leading, and check questions. It also offers tips for encouraging learners to ask questions, such as telling them questions are welcome, acknowledging good questions, and being patient. Learners should not be made to feel questions are discouraged through comments or behaviors from the instructor.
Guided reading
Guided reading is a small group reading instruction approach where the teacher works with students who read similar levels. It helps students develop reading strategies, enjoyment of reading, and critical thinking. During guided reading, the teacher introduces a text, students read silently, and the group discusses what they read. The teacher monitors students and the session ends with a review. Guided reading sessions are short, usually 10-20 minutes, a few times per week depending on reading level. Students are grouped based on their reading competencies and needs. The teacher assesses students through observations, discussions, and running records to determine reading levels.
Learning Partner (Student-Managed Teaching)
This document discusses learning partners, which are pairs of students who work together. It provides tips for implementing learning partners, including less preparation needed from the teacher, students teaching one another, and developing critical thinking and interpersonal skills. Various pairing methods are outlined, such as ability level, compatibility, and student choice. Guidelines are provided for effective learning partner interactions, such as asking open-ended questions, focusing on behaviors, and adapting to time needs. Benefits mentioned include higher achievement, stronger relationships, and better social skills.
Scaffolding Student Research & Writing in Higher Education
Scaffolding student research and writing: A win-win solution. Workshop prepared for the Writing Across the Curriculum Institute.
Before, During, and After reading strategies
This document discusses various reading strategies that can be used before, during, and after reading. Before reading strategies activate background knowledge and prepare students for the text, such as using anticipation guides, KWL charts, word splashes, and previewing vocabulary. During reading strategies support comprehension, like double entry journals, marking the text, think alouds, and reading guides. After reading strategies assess understanding and have students reflect on what they learned, including exit slips, graphic organizers, summarizing, QAR, and whip.
Reading strategies flip book teacher's meeting10 30-14 (2)
This document provides information and resources for teachers to support reading instruction, including:
- Descriptions of different reading stages from emergent to advanced to help teachers determine students' reading levels based on observations.
- Suggested next steps include practicing observing students' reading behaviors, discussing observations and instructional decisions with teaching teams, and reflecting on one's own practice through a self-assessment.
- Additional resources are provided, such as videos of children reading at different levels to analyze, guides for reading workshops and self-reflection, and references for further reading. The goal is to help teachers make data-driven decisions to meet students' individual reading needs.
Guided reading day 1
This document provides information about guided reading including definitions, characteristics of different types of readers, components of guided reading lessons, and resources for teachers. It defines guided reading as instruction designed to help students learn how to process texts with understanding and fluency. It outlines the essential elements of guided reading lessons including selecting appropriate texts and providing introductions, support during reading, and activities after reading to support comprehension. It also describes characteristics of emergent, early, transitional, self-extending, and advanced readers.
Independent reading
The document discusses the structure and purpose of independent reading time in the classroom. It provides details on how teachers can conduct mini-lessons, conferences with students, and sharing sessions. The main goals of independent reading are to give students practice with reading strategies and responsibility for their own reading growth through teacher conferences, selecting "just-right" books, and developing reading habits.
Qcl 14-v3 [pareto diagram]-[nitie mumbai]_[pramesh anuragi]
This presentation discusses Pareto Diagram for bunking lectures.Pareto Diagram is based on Pareto’s Law which states that in almost every case, 80% of the total problems incurred are caused by 20% of the problem cause type, therefore by concentrating on the major problems first, you can eliminate the majority of your problems.
Constructing Tests
The document provides guidelines for constructing effective tests to assess student learning. It discusses considering the purpose of the test and maintaining consistency between teaching goals, methods, and assessment. Different test formats like multiple choice, short answer, and essays are appropriate for different learning objectives. Multiple choice tests effectively measure recall but less higher-order thinking, while essays best evaluate skills like analysis, synthesis and evaluation. The document also offers tips for writing different question types, grading essays reliably, helping students prepare, and assessing how well the test measured intended learning outcomes.
Strategies...
The document describes several teaching strategies:
1) Exit tickets are used at the end of class for student feedback and to check understanding. Students answer a question on paper before leaving.
2) Save the last word for me is a discussion strategy where students are grouped and take turns sharing opinions, with the moderator speaking last each time.
3) Probable passage uses quotes to help students predict what a reading will be about before reading it.
4) Four corners has students physically move to different corners of the room based on their agreement with a statement to discuss it in groups.
5) Wordwall posts vocabulary words where students can see and use them to make sentences each day.
Effective learning conversations
Effective learning conversations aim to encourage and inspire students to solve problems independently through coaching. They involve active listening, setting goals using models like GROW, and motivating students by discussing positives of progress and negatives of lack of progress. The document provides guidance on selecting students for conversations, structuring initial and follow up meetings, developing action plans, and monitoring student progress.
Academic Success Pt.1
This document provides information to help students identify their personal orientation to learning. It begins by having students take an assessment to determine their learning style and preferences. It then discusses the key aspects that make up an individual's orientation to learning, including learning style, intellectual development level, and approach to studying. The document notes that learning preference can change depending on class/subject and includes environmental factors. It emphasizes that learning preference does not determine ability. It explains why understanding learning preference is important for success and adapting one's study strategies. Later sections provide tips for developing skills like active listening, college-level reading, and effective communication.
Qcl-14-v3_[pareto diagram]_[banasthali university]_[Anu Vashisth]
The document discusses Pareto diagrams and their use in identifying the major causes of a problem. It provides details on how to construct a Pareto diagram, including ordering potential causes from most to least frequent and tracking the cumulative percentage. The document then applies this to identify the top 3 causes of students skipping classes: peer pressure, uninteresting teaching methods, and odd class timings. It analyzes each cause and concludes students learned to address the major problems first and consider environmental factors that could influence behaviors.
3 Implementing cross-age peer tutoring in the teaching of reading in Kenya, F...
3 Implementing cross-age peer tutoring in the teaching of reading in Kenya, F...The Impact Initiative
1) Cross-age peer tutoring involves pairing older primary school students with younger students to conduct reading sessions using comprehension strategies like questioning and summarizing.
2) The program described matches students in Standards 6 and 5 with students in Standards 4 and 3. Tutoring sessions occur twice a week for 35 minutes.
3) Key aspects of the tutoring include choosing appropriate books, error correction, questioning to improve comprehension, and providing positive feedback. Tutors are trained to support the younger students' reading development.2014 reading workshop series day 2
This document appears to be a presentation about reading instruction. It includes sections on assessment, grouping students, independent reading levels, choosing appropriate texts, and using data to guide instruction. Key points discussed include using informal and formal assessments to understand students' reading abilities and needs, grouping students flexibly based on data, matching readers with texts at an appropriate level, and using assessment information to plan targeted small group lessons. The presentation emphasizes using data and teacher knowledge to meet students where they are and differentiate instruction.
The Daily 5: Wilson School Version
The document summarizes "The Daily 5" approach to literacy education developed by Gail Boushey and Joan Moser. It involves rotating students through 5 stations: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. The approach aims to foster student independence, choice, and literacy skills. It establishes routines and models for students to develop reading stamina and help each other through coaching strategies. Teachers implement the approach by gradually increasing time spent at each station.
More Related Content
What's hot
Formative assessment 3
This document discusses formative assessment strategies for teachers. It focuses on Strategy 2 of eliciting evidence of learners' achievement. It describes questioning techniques teachers can use, including engaging all students, allowing wait time for responses, using interpretive listening to understand students' thinking, and employing question shells to reveal students' understanding. Various methods are presented for getting real-time feedback from all students, such as thinking thumbs, fist to five, traffic light signals, and exit passes. The purpose of eliciting evidence is to ascertain where students are in their learning.
Guided Reading
This document outlines an action research project investigating whether daily 20-minute guided reading lessons can increase fifth grade students' reading performance, confidence, and interest. The teacher implemented guided reading groups with texts at students' reading levels. Initial results from reading surveys and assessments were inconclusive. The teacher plans to continue guided reading for the full school year and reassess students to see if their reading skills, confidence, and interest improve over time.
Reading Strategies
This will give you key strategies you could use for before, during, and after your reading in the classroom!
Power Studying And Note Cards (2)
1) POW is an acronym that stands for being Prepared, Organized, and having a Willingness to Succeed when studying for exams.
2) Preparation is key - students should prepare before the night before the test by reviewing materials, developing memory techniques, and comprehending course concepts. Two to three hours the night before is enough time for final review.
3) Students should ask professors specific questions like what topics will be covered and what grade is needed to raise their current grade to optimize exam preparation.
Critical assignment 1
This document provides strategies for helping students engage with texts before, during, and after reading. Some suggested pre-reading strategies include having students look at pictures and vocabulary, use graphic organizers, think aloud, and make predictions. During reading, ideas are partner reading, choral reading, turn and talk, and annotating text. Post-reading strategies include exit slips, think-pair-share, summarizing, and activities like four corners and tweeting the text to assess comprehension. The document emphasizes strategies that get students actively involved in reading to improve understanding.
Asking and Answering Questions
The document discusses techniques for asking and answering questions during instruction. It provides examples of different types of questions like developmental, leading, and check questions. It also offers tips for encouraging learners to ask questions, such as telling them questions are welcome, acknowledging good questions, and being patient. Learners should not be made to feel questions are discouraged through comments or behaviors from the instructor.
Guided reading
Guided reading is a small group reading instruction approach where the teacher works with students who read similar levels. It helps students develop reading strategies, enjoyment of reading, and critical thinking. During guided reading, the teacher introduces a text, students read silently, and the group discusses what they read. The teacher monitors students and the session ends with a review. Guided reading sessions are short, usually 10-20 minutes, a few times per week depending on reading level. Students are grouped based on their reading competencies and needs. The teacher assesses students through observations, discussions, and running records to determine reading levels.
Learning Partner (Student-Managed Teaching)
This document discusses learning partners, which are pairs of students who work together. It provides tips for implementing learning partners, including less preparation needed from the teacher, students teaching one another, and developing critical thinking and interpersonal skills. Various pairing methods are outlined, such as ability level, compatibility, and student choice. Guidelines are provided for effective learning partner interactions, such as asking open-ended questions, focusing on behaviors, and adapting to time needs. Benefits mentioned include higher achievement, stronger relationships, and better social skills.
Scaffolding Student Research & Writing in Higher Education
Scaffolding student research and writing: A win-win solution. Workshop prepared for the Writing Across the Curriculum Institute.
Before, During, and After reading strategies
This document discusses various reading strategies that can be used before, during, and after reading. Before reading strategies activate background knowledge and prepare students for the text, such as using anticipation guides, KWL charts, word splashes, and previewing vocabulary. During reading strategies support comprehension, like double entry journals, marking the text, think alouds, and reading guides. After reading strategies assess understanding and have students reflect on what they learned, including exit slips, graphic organizers, summarizing, QAR, and whip.
Reading strategies flip book teacher's meeting10 30-14 (2)
This document provides information and resources for teachers to support reading instruction, including:
- Descriptions of different reading stages from emergent to advanced to help teachers determine students' reading levels based on observations.
- Suggested next steps include practicing observing students' reading behaviors, discussing observations and instructional decisions with teaching teams, and reflecting on one's own practice through a self-assessment.
- Additional resources are provided, such as videos of children reading at different levels to analyze, guides for reading workshops and self-reflection, and references for further reading. The goal is to help teachers make data-driven decisions to meet students' individual reading needs.
Guided reading day 1
This document provides information about guided reading including definitions, characteristics of different types of readers, components of guided reading lessons, and resources for teachers. It defines guided reading as instruction designed to help students learn how to process texts with understanding and fluency. It outlines the essential elements of guided reading lessons including selecting appropriate texts and providing introductions, support during reading, and activities after reading to support comprehension. It also describes characteristics of emergent, early, transitional, self-extending, and advanced readers.
Independent reading
The document discusses the structure and purpose of independent reading time in the classroom. It provides details on how teachers can conduct mini-lessons, conferences with students, and sharing sessions. The main goals of independent reading are to give students practice with reading strategies and responsibility for their own reading growth through teacher conferences, selecting "just-right" books, and developing reading habits.
Qcl 14-v3 [pareto diagram]-[nitie mumbai]_[pramesh anuragi]
This presentation discusses Pareto Diagram for bunking lectures.Pareto Diagram is based on Pareto’s Law which states that in almost every case, 80% of the total problems incurred are caused by 20% of the problem cause type, therefore by concentrating on the major problems first, you can eliminate the majority of your problems.
Constructing Tests
The document provides guidelines for constructing effective tests to assess student learning. It discusses considering the purpose of the test and maintaining consistency between teaching goals, methods, and assessment. Different test formats like multiple choice, short answer, and essays are appropriate for different learning objectives. Multiple choice tests effectively measure recall but less higher-order thinking, while essays best evaluate skills like analysis, synthesis and evaluation. The document also offers tips for writing different question types, grading essays reliably, helping students prepare, and assessing how well the test measured intended learning outcomes.
Strategies...
The document describes several teaching strategies:
1) Exit tickets are used at the end of class for student feedback and to check understanding. Students answer a question on paper before leaving.
2) Save the last word for me is a discussion strategy where students are grouped and take turns sharing opinions, with the moderator speaking last each time.
3) Probable passage uses quotes to help students predict what a reading will be about before reading it.
4) Four corners has students physically move to different corners of the room based on their agreement with a statement to discuss it in groups.
5) Wordwall posts vocabulary words where students can see and use them to make sentences each day.
Effective learning conversations
Effective learning conversations aim to encourage and inspire students to solve problems independently through coaching. They involve active listening, setting goals using models like GROW, and motivating students by discussing positives of progress and negatives of lack of progress. The document provides guidance on selecting students for conversations, structuring initial and follow up meetings, developing action plans, and monitoring student progress.
Academic Success Pt.1
This document provides information to help students identify their personal orientation to learning. It begins by having students take an assessment to determine their learning style and preferences. It then discusses the key aspects that make up an individual's orientation to learning, including learning style, intellectual development level, and approach to studying. The document notes that learning preference can change depending on class/subject and includes environmental factors. It emphasizes that learning preference does not determine ability. It explains why understanding learning preference is important for success and adapting one's study strategies. Later sections provide tips for developing skills like active listening, college-level reading, and effective communication.
Qcl-14-v3_[pareto diagram]_[banasthali university]_[Anu Vashisth]
The document discusses Pareto diagrams and their use in identifying the major causes of a problem. It provides details on how to construct a Pareto diagram, including ordering potential causes from most to least frequent and tracking the cumulative percentage. The document then applies this to identify the top 3 causes of students skipping classes: peer pressure, uninteresting teaching methods, and odd class timings. It analyzes each cause and concludes students learned to address the major problems first and consider environmental factors that could influence behaviors.
What's hot (19)
Scaffolding Student Research & Writing in Higher Education
Scaffolding Student Research & Writing in Higher Education
Reading strategies flip book teacher's meeting10 30-14 (2)
Reading strategies flip book teacher's meeting10 30-14 (2)
Qcl 14-v3 [pareto diagram]-[nitie mumbai]_[pramesh anuragi]
Qcl 14-v3 [pareto diagram]-[nitie mumbai]_[pramesh anuragi]
Qcl-14-v3_[pareto diagram]_[banasthali university]_[Anu Vashisth]
Qcl-14-v3_[pareto diagram]_[banasthali university]_[Anu Vashisth]
Similar to Status Of The Class
3 Implementing cross-age peer tutoring in the teaching of reading in Kenya, F...
3 Implementing cross-age peer tutoring in the teaching of reading in Kenya, F...The Impact Initiative
1) Cross-age peer tutoring involves pairing older primary school students with younger students to conduct reading sessions using comprehension strategies like questioning and summarizing.
2) The program described matches students in Standards 6 and 5 with students in Standards 4 and 3. Tutoring sessions occur twice a week for 35 minutes.
3) Key aspects of the tutoring include choosing appropriate books, error correction, questioning to improve comprehension, and providing positive feedback. Tutors are trained to support the younger students' reading development.2014 reading workshop series day 2
This document appears to be a presentation about reading instruction. It includes sections on assessment, grouping students, independent reading levels, choosing appropriate texts, and using data to guide instruction. Key points discussed include using informal and formal assessments to understand students' reading abilities and needs, grouping students flexibly based on data, matching readers with texts at an appropriate level, and using assessment information to plan targeted small group lessons. The presentation emphasizes using data and teacher knowledge to meet students where they are and differentiate instruction.
The Daily 5: Wilson School Version
The document summarizes "The Daily 5" approach to literacy education developed by Gail Boushey and Joan Moser. It involves rotating students through 5 stations: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. The approach aims to foster student independence, choice, and literacy skills. It establishes routines and models for students to develop reading stamina and help each other through coaching strategies. Teachers implement the approach by gradually increasing time spent at each station.
YOU CAN SHOOT THE MARK 1000% IN SCHOOLYou can shoot the mark 100%
The document outlines various pressures and responsibilities facing students, including school demands, exams, homework, housework, and finding time for rest. It emphasizes that all of these responsibilities fall solely on the individual student. Effective communication and developing good relationships with teachers is important for students to find support and maximize their chances of academic success.
Evrim Baran EDS 220 Week 2
This document provides an overview of topics covered in Week 2 of an educational psychology course, including self-concept, characteristics of good and bad teachers, research methods, and teacher decision making. Students are assigned to interview peers and education faculty about characteristics of good teachers and compare responses. The document outlines descriptive, correlational, and experimental research methods and discusses applying research findings to teaching practice through reflective teaching.
Writer's Workshop
This document outlines the writer's workshop routine used in Ryan MacDougall's middle school classroom. The routine includes a mini-lesson, independent writing time, quick checks by the teacher, one-on-one student conferences, peer conferencing, and a sharing/exit ticket portion at the end. Key aspects of the routine are establishing clear procedures, focusing on both reading and writing daily, using mini-lessons to teach skills and address student needs, circulating during independent writing to provide support, and emphasizing student ownership of writing and peer feedback.
Critical assignment #1
This document outlines various reading strategies that can be used before, during, and after reading. Some key strategies discussed include activating prior knowledge through questioning, using graphic organizers to organize information from the text, partner reading to improve comprehension, and summarizing to consolidate understanding after reading. Overall, the strategies aim to engage students with the text, monitor their comprehension, and help them retain important information.
Way Beyond Dick and Jane Day 3
The document summarizes key aspects of Phase 2 of the SEM-R reading framework. It discusses supporting independent reading through individual conferences and differentiated instruction. Conferences provide support for student needs, enthusiasm about books, and opportunities to assess reading levels and promote higher-order thinking. Effective conferences include common elements like beginning, core, and conclusion sections. Teachers must differentiate questions, strategies, and documentation based on individual student needs. The goals of Phase 2 are for students to enjoy appropriately challenging books and develop self-regulation skills.
Reading motivation strategies
The document provides several reading strategies and motivation techniques for teachers to use to engage students and improve reading skills, such as using graphic organizers, building on prior knowledge, focusing on student abilities rather than disabilities, incorporating mastery experiences, and strategies like read alouds, vocabulary instruction, prediction activities, and review games. The strategies are meant to build student self-efficacy and intrinsic motivation for reading.
Analyses of Student Work and Homework.pptx
The document provides guidance on analyzing student work and homework. It discusses why teachers should analyze student work to understand the effectiveness of their lessons and build agreement on rubric interpretations. Teachers are advised to consider student strengths/needs, prerequisite skills, and how to support learning. Different types of assessments are outlined, including authentic assessment, portfolio assessment, journal writing, interviews, and reflection. The document concludes with guiding questions teachers can use to analyze student work and plan next instructional steps.
ppt presentation.pptx
The document discusses strategies for motivating students to complete assigned readings before class. It identifies the importance of retrieval practice and recommends using pre-class assignments and in-class exercises that require reading to be completed beforehand. Specific techniques are outlined, such as quizzes, one-minute papers, and activities that incorporate the readings into class discussions and presentations. Research supporting these approaches is also referenced.
Port Huron Writing support 2015-16
This document provides information about writing workshops, conferring with students, and using checklists to guide writing instruction and monitor student progress. It discusses the key components of writing workshops, including mini-lesssons, independent writing time with teacher conferencing, and sharing. The purpose and goals of writing conferences are outlined. Checklists for different grade levels are provided as tools to track student learning. Strategies for effective conferring, such as asking questions, giving feedback, and setting goals, are also presented.
The Key to Learning: Meeting the Needs of Diverse Learners in the Core Classroom
This presentation discusses strategies for meeting the needs of diverse learners in the core classroom. It notes that while classes are often "leveled," students still have a wide range of individual strengths and weaknesses. The presentation recommends that teachers use formative assessments and data gathered from student work to group students based on their specific needs, whether it be reteaching, scaffolding, or extension. It emphasizes keeping groups small and focused on one learning target. Teachers should involve students in self-evaluation and goal-setting to increase awareness of their own progress. By celebrating growth, teachers can motivate further learning.
Learner characteristics and needs
The teacher's learning style is auditory and their teaching style is also primarily auditory. They tried explaining learning strategies to students at the start of lessons but the students were not interested so they have not done it again. Some students are good at memorizing things but the teacher thinks learning by heart is an outdated approach.
Speaking their Language Day 3
This document outlines the phases and components of the SEM-R reading framework. Phase 2 focuses on supported independent reading using individual conferences and differentiated instruction. Conferences provide support for student needs, enthusiasm about books, and opportunities for assessment and skill development. Phase 3 incorporates self-selected interest and choice components like buddy reading, independent projects, and online research. The framework emphasizes increasing student selection, interests, and choices to promote lifelong reading.
Presentation1.pptx
The document provides several strategies for effective classroom management:
1) Interview students to understand how to engage them, 2) Offer sincere praise to improve performance and behavior, 3) Address disruptive behavior individually rather than punishing the whole class, 4) Encourage initiative by allowing students to work ahead or present, 5) Clearly document and post classroom rules.
Writing across the Curriculum - Middle/Senior Years, MRCL
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
Epra powerpoint
1. The document provides an overview of Common and Leveled kits used for assessing student reading levels, including the purposes and processes for each.
2. Key concepts discussed include running records, reading levels, correlation charts, observable reading behaviors, and using assessment data to inform teaching.
3. Research suggests using leveled texts matched to individual student abilities leads to greater reading growth, and assessment should focus on comprehension and meaning over quantitative data.
Lba Program Overview
The document provides an overview of the Little Books of Answers program. It describes the program as a set of 60 leveled books that ask and answer factual questions about science and social studies topics. Each book title poses a question that is then answered within the text. The books cover topics such as earth science, history, and animals. They are designed to teach comprehension strategies and vocabulary in a way that is research-based and appropriate for both struggling readers and English language learners.
Final project strategies that work to increase students’ reading
Sandra Taylor conducted a study to test strategies for increasing student reading. She created a reading-rich classroom environment, used literature circles, tracked student reading habits, and tested reading skills. Results showed these strategies increased reading engagement, decreased TV watching, improved behavior in the library, and boosted reading fluency, vocabulary, and comprehension. Taylor concluded that giving students choice and creating dialogue about books is effective in motivating reading.
Similar to Status Of The Class (20)
3 Implementing cross-age peer tutoring in the teaching of reading in Kenya, F...
3 Implementing cross-age peer tutoring in the teaching of reading in Kenya, F...
YOU CAN SHOOT THE MARK 1000% IN SCHOOLYou can shoot the mark 100%
YOU CAN SHOOT THE MARK 1000% IN SCHOOLYou can shoot the mark 100%
The Key to Learning: Meeting the Needs of Diverse Learners in the Core Classroom
The Key to Learning: Meeting the Needs of Diverse Learners in the Core Classroom
Writing across the Curriculum - Middle/Senior Years, MRCL
Writing across the Curriculum - Middle/Senior Years, MRCL
Final project strategies that work to increase students’ reading
Final project strategies that work to increase students’ reading
More from Susan Grigsby
Tales of a resourceress
The document discusses various ways a school librarian can engage students in the library. It provides examples of using Google Forms for reader's advisory, having students create book spine poetry, developing graphic novels to report on research, and pairing students to create a mashup of different sports for a research project. The librarian advocates starting projects with a clear purpose and sharing resources with teachers to build partnerships. The goal is to make the library a place for interactive, creative learning experiences for students.
Finding and citing sources found on j stor
This document provides instructions for finding and citing sources from JSTOR, including typing a search term into the search window, using advanced search features to connect terms and filter results, narrowing searches by resource type or date, and downloading PDFs of desired articles to save or citing items by copying citations in the chosen style. It also suggests keeping a separate document to store references as resources are collected during the research process.
Getting started with citefast
Citefast is a citation and bibliography tool that allows users to create accounts and choose a citation style. It offers options for different resource formats like websites. The process involves filling in information for each source, saving the citation, and exporting it to a word processor or copying and pasting into a document. Citefast can also help format title pages and provides style guides for additional formatting rules.
Graphic language (arts) @ the library!
Middle school language arts teacher & her media specialist collaborated on a lesson that involved the writing process, photography, book creation, and Web 2.0 tools BeFunky and The Morgue File. The lesson was based on GPS, which are noted in the presentation. Presentation also includes the grading rubric used by the classroom teacher.
Cafe ReadALatte
The document describes a program called "Café Read-A-Latte" created by Susan K. S. Grigsby at Elkins Pointe Middle School to promote reading among students. The café event was held in the school library and modeled after a coffee shop, serving drinks and snacks to students who earned invitations by completing reading logs. The café events were a success in boosting student reading and library visitation. The program helped change perceptions of the library and increase circulation of materials.
Web20tools
This document lists various online tools for conducting surveys, creating slide shows, and other web 2.0 applications. It provides the URLs for tools such as SurveyMonkey and Zoomerang for surveys, Animoto and SlideShare for slide shows, and Jing, TestToob, and VozMe as examples of interactive web tools. The list also includes sites for creating photo books, testing geography knowledge, and generating avatars.
Lights! Camera! Action!
Susan Grigsby will teach a class on broadcasting to provide students hands-on experience with video production. She has extensive experience in audio and video production. The class will cover setting up a broadcast team, news crew positions and rotations, basic equipment, shooting and editing videos, lighting, and how video production relates to literacy and learning standards. Students will gain skills in writing, speaking, critical thinking, and collaboration through completing a video project.
Welcome To The 1930s!
This document provides a summary of life in the 1930s through various images and references to popular culture, politics, and technology of the era. It mentions iconic figures like Amelia Earhart, Babe Ruth, Mahatma Gandhi, and Franklin D. Roosevelt. Examples of fashion, housing, transportation, and advertising from the 1930s catalogues and posters are also featured to help depict what life was like during the Great Depression and Dust Bowl years of that decade.
EPMS Library Orientation
The document provides information about the Elkins Pointe Library Media Center. It outlines the library mission, hours of operation, check-out and renewal policies, overdue fines, available resources including books, magazines, newspapers, computers and databases. It details responsibilities of students and opportunities like the Reading Bowl team and GAMA club.
Note Taking Lesson
Nebraska is a state located in the Midwest between Iowa and Wyoming, with South Dakota to the north and Kansas and Colorado to the south. It is a leading farming state known as the Cornhusker State because corn is its most important crop. Lincoln is the capital and home to many colleges, while Omaha is the largest city and a producer of frozen foods located on the eastern border along the Missouri River.
Today is January 22, 2010
An example of a slideshow that I create each school day to be broadcast over our school's closed-circuit station.
Millionaire
This was created in an attempt to take a very dry and boring subject (Copyright Law for Educators) and make it something more palatable.
Successful Reading Practice
This presentation was designed to instruct teachers on the fundamentals of the Accelerated Reader program.
Lights Camera Literacy
This was a presentation created to go along with a professional conference session that I taught correlating video production and literacy.
Accelerated Reader 101 For Parents
Accelerated Reader (AR) is a computer program that students use to build reading skills and practice comprehension. Students select books at their reading level, determined by a STAR reading test. They read independently and take short quizzes on the computer. Teachers can use the results to guide students to books that challenge without frustrating them. The program aims to motivate students to read daily while helping teachers support individual literacy development.
Library Media Specialist Of The Year
The document discusses the Library Media Specialist of the Year award which recognizes exemplary library programs and professionals. It outlines the nomination and application process for the county-level award, including eligibility requirements, nomination deadlines, and evaluation rubrics. Qualified candidates are encouraged to apply to be considered for recognition at the district and state levels.
More from Susan Grigsby (16)
Recently uploaded
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaSouth African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
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.The Diamonds of 2023-2024 in the IGRA collection
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Status Of The Class
- 1. Accelerated Reader Status of the Class
- 7. Inspect what you Expect
Editor's Notes
- This is not something that HAS to be done during a reading block. It can be done in social studies or science – the point is that it needs to be done every day consistantly.
- Can the student answer questions about the main character, secondary characters, and basic plot? If the teacher has been discussing genre or setting or other literary concepts, then s/he should check to see if the student is picking up on these concepts in the book s/he is reading.
- In Kindergarten and even first grade it could be appropriate to wait until second semester to begin this kind of routine.
- If teachers are expecting students to pass AR quizzes, they must be willing to inspect their progress. Simply requiring 2 passed quizzes each month with no teaching or monitoring is not an appropriate use of AR and can actually be detrimental to a student’s progress.
- Don’t speak negatively; Ask what they DO know; Teach what they don’t know. It doesn’t take long for the teacher to identify the struggling readers and those readers should be addressed first during SOC time. Immediate intervention is the key – don’t wait until they are failing multiple tests.
- Comprehension: ask questions about why the character did something or what the author was trying to say when… Readability: have the student read a short passage and look for skipped, mispronounced, or unfamiliar words Stamina: if the student consistently “burns out” before finishing books, suggest shorter books BEFORE suggesting lower leveled titles. Rushing: make sure the student has really completed the book, keep a close eye on the reading log – is it realistic that s/he read 5 chapters in one night? Asking the student to re-read a chapter and/or tell about the chapter in his/her own words can check.
- You could also be asking deeper questions like why something happened, what would have happened if the character had not “X”, why the author chose a character of that age/gender, etc.
- The good old-fashioned 5-finger rule applies – can they get through a full page of text without stumbling over 5 or less words? Remember, just because they can Read a Harry Potter book does not mean they will be able to stick with a Harry Potter book.
- You can also learn a lot by asking the student who shows many pages read to write down 3 to 5 sample questions if s/he were writing the AR test on that portion read.