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Using the RAFT Writing Strategy. Contribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us See more like this Our lesson plans are written and reviewed by educators using current research and the best instructional practices and are aligned to state and national standards.

Using the RAFT Writing Strategy

Choose from hundreds of topics and strategies. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Home › Professional Development › Strategy Guides Strategy Guide Using the RAFT Writing Strategy. Five close reading strategies to support the Common Core. I walked in to my first college class, Political Science 101, eager to learn.

Five close reading strategies to support the Common Core

For my inaugural college assignment, my professor asked the class to read the first three chapters of the textbook for the next class period. That night, I returned to my dorm room, determined to learn everything I could in those three chapters. I pulled out my textbook and highlighter. Growing up, that is what I always saw the “older kids” using when they read a textbook. In my naïve 18-year-old mind, I believed that highlighters must have some magical power that transports the words on the page directly to your brain. However, when I opened my textbook it was unlike anything I had read in high school.

I shrugged, pulled out my highlighter and started highlighting. I quickly realized that I had no real game plan for reading this complicated textbook. Every Teacher's Checklist for Struggling Readers. Students of all ages fall into the category of "struggling readers" and for a variety of reasons.

Every Teacher's Checklist for Struggling Readers.

Some students struggle with word analysis, others have difficulty with vocabulary, and comprehending text independently is a hurdle for some. As their teacher, it is often hard to know which reading strategies for struggling readers you should be using, because it is difficult to know exactly where their reading breakdowns are occurring. This simple checklist can be used at a variety of grade levels as an informal, formative assessment. It can help teachers begin to identify which reading strategies they could be using to help struggling readers.

Word Analysis Does your student: know all 52 letters (26 capital and lowercase) and all 26 sounds? Download our free Explicit Word Analysis Instruction Guide for more strategies. Vocabulary Can your student: identify when he doesn't understand a word that has been read? Fluency Is your student: reading at a grade level-appropriate rate? Comprehension. Sight Words: Teach Your Child to Read. Comprehension Toolkit Series. What’s New in the Second Edition?

Comprehension Toolkit Series

The new 2016 edition of the series includes everything from the original edition plus a new teacher’s guide, new online resources, and a new book, Content Literacy: Lessons and Texts for Comprehension Across the Curriculum; many new lessons integrate the strategies with science and social studies curriculum. Strategy and Lesson Books: The updated strategy books contain the same content and lessons from the original edition with an improved design and organization to make the teaching of comprehension more accessible and easier to integrate across the curriculum. In addition to the original six strategy lesson books, there is a new book —Content Literacy: Lessons and Texts for Comprehension Across the Curriculum —with many new lessons that integrate several strategies with content-area learning. The NEW lesson book will be available for purchase for customers looking to fill in existing “original” Toolkits.

ReadWriteThink. National Reading Panel. Note: The National Reading Panel was convened by Congress in 1999 and has not been reconvened.

National Reading Panel

The information on this page is provided for historical purposes only. The page is not being updated. Overview In 1997, Congress asked the NICHD, through its Child Development and Behavior Branch, to work with the U.S. Department of Education (ED) in establishing a National Reading Panel that would evaluate existing research and evidence to find the best ways of teaching children to read. The 14-member Panel included members from different backgrounds, including school administrators, working teachers, and scientists involved in reading research. On April 13, 2000, the National Reading Panel concluded its work and submitted its final reports. Topic Areas Specifically, Congress asked the Panel to: In addition, the National Reading Panel held public hearings where people could give their opinions on what topics the panel should study. Gradual Release of Responsibility. What Is Differentiated Instruction? Click the "References" link above to hide these references.

What Is Differentiated Instruction?

Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York: Basic Books. Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Sternberg, R. Tomlinson, C. (1995). Teaching Reading K-2: A Library of Classroom Practices. 1.

Teaching Reading K-2: A Library of Classroom Practices

Becoming Readers and Writers In Sheila Owen's Beaumont, California kindergarten class, all five- and six-year-olds are "readers and writers from day one. " We see her students listen and respond to a story about pumpkins, create sentences using the word wall, and chant a poem on the letter D. Guided by Ms. Owen, they write a group account of the pumpkin life cycle, and then work independently on their writing. K-5 Balanced Literacy Resources. Thank you for joining ReadWorks.org! How To: Master Spelling or Sight Words: Cover-Copy-Compare. This intervention promotes the acquisition of spelling or sight words.

How To: Master Spelling or Sight Words: Cover-Copy-Compare

The student is given a sheet containing words to practice. The student studies each word on the sheet, covers the word briefly and copies it from memory, then compares the student-copied word to the original correct model (Joseph et al., 2011; Skinner, McLaughlin & Logan, 1997). Materials: