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Elkonin Boxes. Danielson’s Framework for Teaching. “We have been working in collaboration with Charlotte Danielson and the Danielson Group to create an important project—a collection of three full observations on film—that aim to show some of the intersections between Danielson’s Framework for Teaching and Workshop Teaching. In 2013 many of the schools with whom we work were asked to adopt Danielson’s Framework for Teaching as a new initiative. We developed these videos and the accompanying resources out of an effort to help schools integrate the Framework for Teaching into strong reading and writing workshop instruction and to do this in ways that raise the level of literacy learning.

Our hope is to help you create coherence, not chaos. Charlotte Danielson and her colleague, Kate Dickson, contributed their wisdom to this effort, as did many of the leaders at the TCRWP. Each video album is focused on one of the three teachers being observed (Betsy, Elisha, and Lara). Lucy Calkins, from A Letter to the TCRWP Community, February 2014. Educational Leadership:Interventions That Work:The Why Behind RTI. Literacy How | Coaching. “A coach is a teacher’s teacher. A coach accepts, understands, and addresses the real needs of adult learners in specific schools with the same unfailing, relentless, positive energy that our very best classroom teachers bring to their work with children.”

—Walpole, M. & McKenna, S. (2013). The literacy coach’s handbook. New York: The Guilford Press. Literacy How Mentors are subject matter experts who deliver professional development on each component of comprehensive literacy instruction. In their role as coaches, Mentors guide adult learners (i.e., teachers and administrators) on how best to translate and strategically implement their literacy knowledge in the classroom. Coaching Adult Learners A teacher enters the classroom with a lifetime of theories and experiences around the purpose, possibility, and conveyance of elementary education.

Coaches: build team accountability by engaging administrators and appropriate staff. Cognitive Coaching Model —Walpole, M. & McKenna, S. (2008). Literacy Coaches Roles and Responsibilities - SEDL Letter, Reaching Our Reading Goals, Volume XVll, Number 1, June 2005. Home | SEDL Letter Archive by Sebastian Wren and Deborah Reed Published in SEDL Letter Volume XVll, Number 1, June 2005, Reaching Our Reading Goals For several decades, research findings have noted the importance of high-quality teachers to the reading success of students, especially students who are at risk for reading and academic failure. While other factors, such as the quality of the core reading program and the teacher-student ratio in the classroom, appear to have some influence on reading achievement, the knowledge, skills, and experience of the classroom teacher seem to play a pivotal role in student reading success (Block, 2000; Bond & Dykstra, 1967; Brady & Moats, 1997; Darling-Hammond, 1988; Moats & Foorman, 2003; Sanders & Horn, 1998; Snow, Barnes, Chandler, Goodman, & Hemphill, 1997).

SEDL program associate Stacey Joyner works with literacy coach Brenda Chavez at Bernalillo Middle School. There Is No Quick Fix From Reading Specialist to Literacy Coach 1. 2. 3. 4. 5. 1. 2. 3. 4. 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. 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 E-mail / Research Basis Strategy in Practice Related Resources This strategy guide introduces the RAFT technique and offers practical ideas for using this technique to teach students to experiment with various perspectives in their writing.

Research Basis Role of the Writer: Who are you as the writer? Five close reading strategies to support the Common Core. I walked in to my first college class, Political Science 101, eager to learn. 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.

I assumed that if I just figured out the right words to highlight, then it would be easy for me to remember what I read. 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. 1. 2. 3. 4. 5. . · Ask questions. Every Teacher's Checklist for Struggling Readers. Students of all ages fall into the category of "struggling readers" and for a variety of reasons.

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. Dolch Sight Words List | Sight Words: Teach Your Child to Read. Comprehension Toolkit Series. What’s New in the Second Edition? 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 Information Texts: Professional Support: Spanish Texts. ReadWriteThink. National Reading Panel. Note: The National Reading Panel was convened by Congress in 1999 and has not been reconvened.

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. More Information. Gradual Release of Responsibility. What Is Differentiated Instruction? Click the "References" link above to hide these references. Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York: Basic Books. Danielson, C. (1996). Sternberg, R. Tomlinson, C. (1995). Tomlinson, C. (1999). Vygotsky, L. (1986). Winebrenner, S. (1992). Teaching Reading K-2: A Library of Classroom Practices. 1. 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. Go to this unit. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 100 Days of Reading In a Chicago neighborhood, Shari Frost runs a mixed first- and second-grade classroom that includes students with physical and learning disabilities. K-5 Balanced Literacy Resources | 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. 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: Procedures: Here are the steps of Cover-Copy-Compare for spelling or sight words: STEP 1: [Teacher] Create a Cover-Copy-Compare wordlist. The teacher selects up to 10 spelling or sight words for the student to practice during the session and writes those words as correct models into the left column of the Cover-Copy-Compare Worksheet. The teacher then pre-folds the sheet using as a guide the vertical dashed line ('fold line') dividing the left side of the student worksheet. STEP 2: [Student] Use the Cover-Copy-Compare procedures.

STEP 3: [Teacher] Log: items mastered by the student. Have the student respond orally. References.