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Primary Source Analysis Tool

Primary Source Analysis Tool
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How to Implement Think-Aloud Strategies in Your Class Use this collection of guidelines, checklists, and assessment tools from Jeff Wilhelm's book Improving Comprehension With Think-Aloud Strategies to start using think-aloud strategies with your students. Getting Started There are several strategies, called general reading processes, which researchers have discovered readers use every time they read anything. If your students don't do these things, this is the place to start your think-aloud modeling since these strategies will have the greatest pay-off for them across all reading tasks. Use these guidelines for getting started with read-aloud technigues with your students: Guide and Monitor Instruction Rules of Notice Chart (PDF) Use this chart to list things that students notice when inferring character. Flow Chart of Comprehension Monitoring Behaviors (PDF) Navigate students through self-monitoring reading instruction. Guidelines for Determining an Author's Main Idea (PDF) Use this sample list to write a set of guidelines with your students.

Why Ages 2-7 Matter So Much for Brain Development When Albert Einstein was a child, few people—if any—anticipated the remarkable contributions he would make to science. His language development was delayed, worrying his parents to the point of consulting a doctor. His sister once confessed that Einstein “had such difficulty with language that those around him feared he would never learn.” How did this child go from potential developmental delays to becoming, well, Einstein? Part of the answer to that question is symbolized in two gifts that Einstein received from each of his parents when he was 5 years old. Children’s brains develop in spurts called critical periods. This first critical period of brain development begins around age 2 and concludes around age 7. Encourage a Love of Learning Young children need to enjoy the process of learning instead of focusing on performance. This period is also the time to establish a growth mindset—the belief that talents and abilities are developed through effort instead of being innately fixed.

Resource from FCRR - SPE-509-0 Your password has expired and must be changed! Please update your password by resetting it now. Your account has been locked. Please wait for minutes and try again or contact your helpdesk/administrator. Your account has been locked. Please contact your helpdesk. Your account has been disabled. Your account has been expired. Invalid username or password. You need to setup your account first, click here to setup your account. Your password will expire in days.Click here to update your password. 7 Classroom Management Mistakes—and the Research on How to Fix Them Misbehavior may also be a healthy part of a child’s social and emotional development. When children reach adolescence, their allegiances shift from adults to peers, and their abstract thinking skills sharpen dramatically, leading them to question—and even challenge—long-accepted authority structures. What may look like rule-breaking is really a way for children to test boundaries and assert their independence. While this may be obvious for veteran teachers, research shows that teacher training programs still tend to be focused on establishing strict rules while imposing consequences for misbehavior. That may work in the short-term, but it’s unlikely to produce long-term change. Whether our emotions get the best of us, or we fall into familiar but unproductive habits, here are 7 common classroom management mistakes, and what the research suggests you should do instead. Mistake #1: Responding to surface-level behavior (and not the underlying reasons) Mistake #4: Using time-out corners

Many kids struggle with reading – and children of color are far less likely to get the help they need | What the Words Say Sonya Thomas knew something wasn’t right with her son C.J. He was in first grade and he was struggling with reading. “Something was going on with him, but I could not figure it out,” she said. Teachers and school officials told her that C.J. was behind but would catch up. C.J. went to Amqui Elementary, a public school in Nashville, Tennessee, where 80 percent of the students were Black or Hispanic and almost all of them were from low-income families. C.J. is the youngest of Sonya’s four kids. Second grade came and went. And she knew something about how C.J. felt. As she grew older, she says it wasn’t that she couldn’t read the words; it’s that she didn’t know what a lot of the words meant. But the schools kept telling her C.J. was doing fine. “I lost it,” Sonya said. The adviser said the school would help C.J., and Sonya wanted to believe it. Sonya was determined to figure out what happened with C.J. — and to help other families in the same situation. The kids left behind Who gets help?

Language In Brief Language Language is the comprehension and/or use of a spoken (i.e., listening and speaking), written (i.e., reading and writing) and/or other communication symbol system (e.g., American Sign Language). Communication difference/dialect is a variation of a symbol system used by a group of individuals that reflects and is determined by shared regional, social, or cultural/ethnic factors (ASHA, 1993). Language can be classified as receptive (i.e., listening and reading) and expressive (i.e., speaking and writing). Spoken language and written language and their associated components (i.e., receptive and expressive) are each a synergistic system comprised of individual language domains (i.e., phonology, morphology, syntax, semantics, pragmatics) that form a dynamic integrative whole (Berko Gleason, 2005). Phonology—study of the speech sound (i.e., phoneme) system of a language, including the rules for combining and using phonemes. Relationship Between Spoken Language And Written Language

Assistive Technology Resource Guide - SPE-502-0 Your password has expired and must be changed! Please update your password by resetting it now. Your account has been locked. Please wait for minutes and try again or contact your helpdesk/administrator. Your account has been locked. Your account has been disabled. Your account has been expired. Invalid username or password. You need to setup your account first, click here to setup your account. Your password will expire in days.Click here to update your password.

Assessing Students' Needs for Assistive Technology- A Resource Guide - SPE-502-0 Your password has expired and must be changed! Please update your password by resetting it now. Your account has been locked. Your account has been locked. Your account has been disabled. Your account has been expired. Invalid username or password. You need to setup your account first, click here to setup your account. Your password will expire in days.Click here to update your password. 15 Assistive Technology Tools/Resources for Students with Disabilities - SPE-502-0 Your password has expired and must be changed! Please update your password by resetting it now. Your account has been locked. Please wait for minutes and try again or contact your helpdesk/administrator. Your account has been locked. Please contact your helpdesk. Your account has been disabled. Your account has been expired. Invalid username or password. You need to setup your account first, click here to setup your account. Your password will expire in days.Click here to update your password.

Free and Low Cost Assistive Technology Resources - SPE-502-0 Your password has expired and must be changed! Please update your password by resetting it now. Your account has been locked. Please wait for minutes and try again or contact your helpdesk/administrator. Your account has been locked. Your account has been disabled. Your account has been expired. Invalid username or password. You need to setup your account first, click here to setup your account. Your password will expire in days.Click here to update your password.

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