?_bta_tid=3.AIf5.CfZgxQ.JP8X.AyF5Yg..A62_hw.b..s.AgKc.n.. This post originally appeared on The Speech Bubble SLP blog. I love seeing those ‘Life Hack’ articles. Those awesome tips about using everyday items or simple little tricks to make your life sooo much easier! Well, why shouldn’t we SLPs have some of those same little tips? Here is a list of SLP Life Hacks. Made by SLPs, for SLPs Reading, Writing, Marking, & Difficulty: Re-Reading Salvatori in Light of Digital Writing Practices At tomorrow’s pedagogy workshop here on campus (2.17.10), we’ll be reading and discussing Mariolina Salvatori’s College English article “Conversations with Texts: Reading in the Teaching of Composition” (1996). While acknowledging that I’m oversimplifying, I want to mention four important points in the article, and think through them (now, 14 years later) in terms of pedagogy inflected by digital writing tools. Salvatori herself describes the project of her article as “an argument on behalf of the theoretical and practical appropriateness of using ‘reading’ as a means of teaching ‘writing’” (441). Within this frame, she works through several related ideas; I’d like to think though the following four: 1. 2.
Accelerate with Additional Resources Appendix B of the CCSS Appendix B provides text samples to "exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with." The selections provided should serve as "useful guideposts" as educators choose texts for their classrooms. Student Achievement Partners Text Complexity Microsite Common Core Resources Engage NYUtah Common Core ResourcesIllinois Common Core ResourcesPennsylvania DOE - Enter a keyword and select a subject and grade level to find resources Learn Zillion - A wealth of resources and videos Kathy Schrock's Guide to Everything - Rubrics and Assessments Common Core 101 - Pinterest page with SO many great ideas!
CELA - Home Introducing Open Book We’re pleased to introduce Open Book, a monthly e-newsletter for people using CELA services. With every issue, you’ll find new and interesting books, news about accessible reading, and tips to help members get the most out of their CELA service. To subscribe, enter your name and email address under Stay connected! at the bottom of this page. Read Open Book E. D. Hirsch, Jr. Eric Donald Hirsch, Jr. (born March 22, 1928) is an American educator and academic literary critic. Now retired, he was until recently the University Professor of Education and Humanities and the Linden Kent Memorial Professor Emeritus of English at the University of Virginia. He is best known for his writings about cultural literacy.
Defining Text Complexity "Quite extraordinary...like one of those great waves off of Hawaii that comes along every 40 years." —Roy Romer * The Common Core State Standards Initiative places a strong emphasis on the role of text complexity in evaluating student readiness for college and careers. To follow are the Common Core Standards' three equally important components of text complexity, along with how Lexile measures can support them. Qualitative dimensions of text complexity, such as levels of meaning, structure, language conventionality and clarity, and knowledge demands.
The Common Core State Standards Initiative The Common Core State Standards Initiative (CCSSI) Interactive Map by iMapBuilder The Common Core State Standards: Development, Adoption, and ImplementationThe Common Core State Standards (CCSS) are a set of high quality academic expectations in English-language arts (ELA) and mathematics that define the knowledge and skills all students should master by the end of each grade level in order to be on track for success in college and career. The development of the standards was a state-led effort spearheaded by governors and school chiefs. CCSSO and the National Governors Association Center for Best Practices coordinated the development process in partnership with Achieve, ACT, and the College Board. A diverse team of teachers, parents, administrators, researchers and content experts developed the CCSS to be academically rigorous, attainable for students, and practical for teachers and districts, and an expert validation committee provided an independent review of the standards.
Teaching our children to write, read & spell: Part 2 - Waldorf Library Link to the article: Teaching our children to write, read & spell: Part 2 #1 Question: If I am understanding what you wrote in Part I, children that are pre-school age or in kindergarten should not be pushed to write, read or spell because it might create learning disabilities in the future? Answer: Yes, this is true. Writing and Reading Connections Between Language by Hand and Language by Eye Todd Richards Abstract Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. In the first approach, multigroup structural equation modeling is applied to reading and writing measures given to typically developing writers to examine unidirectional and bidirectional relationships between specific components of the reading and writing systems. In the second approach, structural equation modeling is applied to a multivariate set of language measures given to children and adults with reading and writing disabilities to examine how the same set of language processes is orchestrated differently to accomplish specific reading or writing goals, and correlations between factors are evaluated to examine the level at which the language-by-hand system and the language-by-eye system communicate most easily.
Funny Tongue Twisters: From Tongue Twisters at Americanfolklore.net Funny Tongue Twister Phrases He thrusts his fists against the posts and still insists he sees the ghosts.Rubber baby buggy bumpersFrivolous fat Fannie fried fresh fish furiously Imagine an imaginary menagerie manager managing an imaginary menagerie. I slit a sheet, a sheet I slit, upon a slitted sheet I sit.
Teaching Basic Writing Online At the San Francisco State campus of the California State University (CSU) where I teach, nearly half the entering class of first year students place into developmental level English courses based on their score on a systemwide English Placement Test. We know, from data accumulated from over 20 years of EPT administrations, that it is their performance on the reading section the test that disproportionately accounts for their placement in developmental level English classes. At virtually all CSU campuses, this means students enroll in a writing course to address their difficulties with reading. On my campus, we have, up until 5 years ago, tried to address this problem by offering a one-unit reading course concurrent with a 3-unit BW course.