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National Board Standards require deep thought related to your practice. You must not only be able to explain what you do in the classroom, you must know why what you do is the best method for the students that you teach.

In addition to knowing your students, each student’s instructional level, and the families of your students, you must also stay abreast of the latest research-based strategies in education. This can be next to impossible, but the good news is that this padlet provides a starting point for you.

Keys to navigating this padlet:
Each color represents a specific area:
Black-Resources for NBCT Candidates
Blue- Literacy-based Resources
Orange-Writing Research-Based Resources
Green-Mathematics Research-based Resources
Purple- Science Research-based Resources
Red-Best Practices for Instruction

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Pursuing National Board Certification or Recertification: Request assistance below

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Pursuing National Board Certification or Recertification: Request assistance below

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Are you considering pursuing NBCT certification or renewal? If so, consider choosing me as your Candidate Support Provider. Pursuing National Board Certification was one of the best decisions that I have ever made. The process requires you to take an in-depth look at the instruction that you provide to students each day, makes you examine how you collaborate with other educators, and helps you learn to analyze the work that your students complete and determine next steps to ensure academic success for all of your students.

I am one of three Candidate Support Providers in the state of Tennessee who have achieved renewal.   I have been certified as a Middle Childhood Generalist since 2008, but have assisted candidates in the certification areas of Early Childhood, ELL or English Language Learners, School Counseling, and Music, and Middle Childhood Generalist. My specialty is in NBCT Renewal. I have a 100% recertification rate for candidates that I have assisted.

If you are interested, send an e-mail to jwhite.nbct2008@gmail.com below and request me as your support provider

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If you need additional assistance with resources to use to support your rationale for selecting particular methods to use as your work as a teacher leader in your school or as evidence of NBCT standards implementation, below you will fnd a list of areas that I am certified to assist you with. I can be reached by e-mail me at JWhite.NBCT2008@gmail.com.

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Below you will find basic information about what you will have to do during your pursuit of National Board Certification....

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Teaching Our Scholars to Read: Techniques to add to your Toolsbox

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Teaching Our Scholars to Read: Techniques to add to your Toolsbox

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Currently less than 30% of third graders are reading on grade level. One way that we can help our students is to help them learn the most common words used in the written language. These words have many titles—-sight words, high-frequency words, Dolch words, Frye words, I am going to begin calling them “Reading words”. Whatever you decide to call them, don’t forget to focus on them regardless to which grade you teach. If only 30% of third graders are reading on grade level, how can we as educators ot focus on teaching our students to read.  Remember in order to be avle to read to learn, our kids must learn to read.

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Now we do more repetition on the word, adding spelling to make a deeper cognitive impression. The arm-tapping motions stimulate the kinesthetic sense and provide tactile feedback.

Video: Technique Three: Arm Tapping

Be sure to hold the flash card at arm's length from your body, and at arm's length from the child. The flash card also needs to be held at the child's eye level. We want to make sure that the child is simultaneously focused on tapping out the word and looking at the written word on the card.

The first step of arm-tapping a word is to say the word while slapping your left shoulder with your right hand. Then, as you say each letter, you use two fingers (index and middle finger of right hand) to tap your left arm, gradually progressing down the arm from shoulder to wrist. Then say the word again while sweeping the two fingers along the left arm, from shoulder to wrist, a variation on the "underlining" motion of previous exercises. The child will copy your motions exactly, using their right hand to tap out the word on their left arm.

Here is a sample script for you to follow:

Adult: Let's arm-tap the word.
My turn. Ready? SAID. S-A-I-D. SAID.
Again: SAID. S-A-I-D. SAID.
Your turn. Ready?
Child: SAID. S-A-I-D. SAID.
Adult: Again.
Child: SAID. S-A-I-D. SAID.
Adult: One more time.
Child: SAID. S-A-I-D. SAID.
Adult: Good job!
Q: My child is left-handed, and she keeps using her left hand to tap out the word on her right arm. Is that OK? A: No, it is not! Except for the Air Writing and Table Writing exercises, left-handed students should do all of these lesson activities with the right hand. Particularly with the arm-tapping exercise, a child who does it with their left hand will be tapping out the letters backwards, going from right to left instead of from left to right. This can create unnecessary confusion in a child who is in the process of learning to read and write.
Leave a Reply

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Now we do more repetition on the word, adding spelling to make a deeper cognitive impression. The arm-tapping motions stimulate the kinesthetic sense and provide tactile feedback. Video: Technique Three: Arm Tapping Be sure to hold the flash card at arm's length from your body, and at arm's length from the child.

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Improving your Practice: Tip #1: Be Reflective

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Improving your Practice: Tip #1: Be Reflective

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After an administrator, colleague, parent, or district leader visits our classrooms, have you ever asked yourself I wonder how I did. I’m here to propose that the question should be posed each and everyday to yourself. Reflective practice is an approach that will give you real-time feedback on your teaching style, practice, and the culture of your classroom. It allows you to see yourself through the eyes of your students. Consider recording a 10-minute snapshot if a lesson. Reviewing it, taking notes of what you see your students doing, your body language, whether you follow the flow of the lesson in the instructional guide, then ask yourself what advice would you give this person if you had been the observer. Then go back and use what you saw and learned and work to improve your own practice. Come on, be bold and try something new. 

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Teaching Channel: Using video to improve your lessons.mp4

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Are you considering pursuing National Board Certification in CTE, Career and Technical Education?

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Are you considering pursuing National Board Certification in CTE, Career and Technical Education?

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If you are considering pursuing National Board Certification in Career and Technical Education, then be sure to read the attached booklet which outlines the knowledge and skills competancies that you will have to demonstrate that you are knowledgeable of for Component #1- The Selected Response Item Assessment.

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Northern Arizona University has compiled a series of videos which give a brief summary of the NBCT components for First-Time Candidates. I am placing a link below for Component 2.

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Arizona K12 Center at Northern Arizona University

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Component 2:  The Heart of Differentiation

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When considering whether or not to pursue NBCT recertification, it is important to remember that this recertifying does not mean starting over from scratch. Through 2021, the current renewal process is not recertification. It’s a process by which you compile and submit a Profile of Professional Growth (PPG), demonstrating how your practices continue to align with the Five Core Propositions  and the Architecture of Accomplished Teaching in your certificate area. In contrast to initial certification, the PPG is a single submission composed of three interrelated components and a reflection. These components draw upon a single group of Professional Growth Experiences (PGEs) you select.

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NBCT Component 4 (First-Time Candidates)

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NBCT Component 4 (First-Time Candidates)

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First-time candidates will also be required to a fourth Component #4. This is the most rigorous of the four.  Be sure to study your directions very carefully. The brief video linked below describes the expecations and overall purpose of this component.

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Arizona K12 Center at Northern Arizona University

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Component 4: Effective, Reflective, and Collaborative

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Below, you will find an attachment that describe all of the components for the recertifcation process.

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I am placing a link below which provides an overview of the expectations of the Content Knowledge portion of this component. I hope that it helps.

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Arizona K12 Center at Northern Arizona University

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Need help passing your NBCT Component #1 Assessment?

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Need help passing your NBCT Component #1 Assessment?

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Back when I certified in 2008, I borrowed teachers guides from each grade level and content area to study for the NBCT certification exam, formally know as “Component #1.  It was brutal, but I made it through it.

Well that was ten years ago, now flashcards  and several books are available to assist you. Who knew??  Below I am attaching a link to one company who candidates in National Board groups have given a thumbs up to. Before you buy, do your homework. Check out each place and item thoroughly. Know that these companies are NOT AFFILIATED with National Board!!

Anyway, here is a list of what I found:

1. iTunes offers NBCT assessment books and an app called NBCT Test Prep 2017 Edition.

2. Medtronic NBCT assessment items are linked below.
3. Amazon also has some resources as well. Just search for NBCT assessment flashcards and books by Bobbie Faulkner.
4. You can also search for your certification on quizlet. Some candidates have created flashcards to help them study as well.

Remember to use whichever system works for you, but know that you do need to study. Do not think that you will breeze through this Component. It will be tough, but I know that you will be successful.

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Best National Board Certification Test Flashcards with National Board Certification Practice Questions

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Find National Board Certification test help using our National Board Certification flashcards and practice questions. Helpful National Board Certification review notes in an easy to use format. Prepare today!

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Understanding Mathematics through Grappling and Discourse

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Understanding Mathematics through Grappling and Discourse

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Mathematics Practice #1 requires students to be able to make senses of problems and persevere in solving them. As a teacher, you might be asking yourself what does this look like in a classroom.

According to the TN Revised State Standards, " mathematically proficient students start by explaining to themselves the meaning of a problem and

looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems and try special cases and

simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to

get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches."

The video below shows this practice in action. When you have time, watch it to see if there are any instructional strategies that you can add to your current instruction to ensure that your students become proficient in this mathematics practice.

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Understanding Mathematics through Grappling and Discourse

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In Mona Iehl's third grade class at Polaris Charter Academy in Chicago, Illinois, students are developing a conceptual understanding of the commutative property of multiplication. Rather than providing direct instruction, Mona is using a process of grappling and student-centered discourse, which promotes deeper mathematical understanding, and builds powerful habits of learning.

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In addition to showing evidence of all three instructional shifts. You must also ensure that all students understand what mastery of a standard looks like consider using "criteria for success." The video below illustrates how to ensure that all students know the expectations for learning

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Targeting Learning with Success Criteria

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Why setting criteria for success for your students will help them achieve learning targets. Video also goes over how to implement criteria for success in lessons.

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As we prepare to implement the NGSS, or New Generation Science Standards, we must work to ensure that we fully understand what our students are expected to know and be able to do. Below you will find information that outlines each standard and gives examples of what students are expected to be able to do, and lists at least one resource to assist us in making sure that our students are prepared.

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TNGov has resources that show the aspects of writing that should be mastered at each grade level from K-5. This chart should be used as a guide to help teachers ensure that students are making appropriate progress. Examples of student writing at each grade level along with a checklist of expected components is also included in the attached document. Please review the items with your students, so that they know the expectations that you have for them when they write.

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I hope that you find these tools useful as you work to change the mindset of the teachers that you coach and increase student achievement at your school.

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Same Focus, Different Approach

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Do you need help understanding the CCSS standards?

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Do you need help understanding the CCSS standards?

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The K-8 charts below organize the relationships between the literacy standards that students are expected to master in each grade level. Print the standards for each of your Reading/Language Arts teachers on their grade levels. Have them highlight the standards that they have covered and create a plan for ensuring that the other standards are taught by the end of the school year.

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The attached guide below contains sample questions for each RIT level on NWEA Maps in Reading and Mathematics. These questions can be used as guides to prepare teachers prepare students to meet their expected RIT on the next NWEA MAPS assessment.

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Students will be taking the Tripod survey soons.  Suggest that your teachers sure to speak with students about the purpose of the survey, the importance of its administration, and sample questions from each of the seven C's that will be measured.

Remember that the 7 C's:
1. Care: Showing concern for students' emotional and academic well-being.
2. Confer: Encouraging and valuing students' ideas and views.
3. Captivate: Sparking and Maintaining students interest in learning.
4. Clarify: Helping students understand content and resolving confusion.
5. Consolidate: Helping students integrate and synthesize key ideas.
6. Challenge: Holding students to high academic standards by insisting they persevere and do their best work.
7. Classroom Management: Fostering respectful, orderly, and on-task classroom behavior.

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Overview

Tripod's 7Cs™ framework of effective teaching and associated survey measures capture essential elements of instructional practice. Student survey results aligned with the 7Cs framework offer a streamlined way to provide actionable feedback for teachers and school leaders. Better survey results on the 7Cs components predict higher student achievement, engagement and motivation, as well as success skills and mindsets (Ferguson & Danielson, 2014; Ferguson et al., 2015; Kane & Cantrell, 2010; Kane et al., 2013; Stuit, Ferguson, & Phillips, 2013). Strategic use of Tripod surveys together with the 7Cs framework supports reflection, goal-setting, professional learning, and instructional improvement.

The 7Cs framework groups components into three conceptual categories: personal support (care and confer), curricular support (captivate, clarify, and consolidate); and academic press (challenge and classroom management). This guide provides details about the 7Cs framework, including indicators of exemplary practice, reflection questions, and sample strategies, as well as sample survey items related to each of the 7Cs components.

Personal Support

Cultivating teacher-student relationships and a classroom climate where students feel valued and welcomed

Show concern for students' emotional and academic well-being

Build relationships

Address learning needs

Encourage and value students' ideas and views

Respect perspectives

Promote discussion

Invite input

Curricular Support

Teaching in ways that make the curriculum engaging, accessible, and coherent

Spark and maintain student interest in learning

Design stimulating lessons

Facilitate active participation

Help students understand content and resolve confusion

Explain clearly

Check for understanding

Provide constructive feedback

Help students integrate and synthesize key ideas

Review and summarize

Connect ideas

Download 7Cs™ Guide

Academic Press

Fostering classroom conditions that require students to stay focused on achieving their full potential

Insist that students persevere and do their best work

Press for rigorous thinking

Press for quality work

Press for persistence

Foster orderly, respectful, and on-task classroom behavior

Manage activities

Manage behavior

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Tripod's 7Cs™ framework of effective teaching and associated survey measures capture essential elements of instructional practice. Student survey results aligned with the 7Cs framework offer a streamlined way to provide actionable feedback for teachers and school leaders.

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Thanks to all of the Coaches who were able to attend this month's zone meeting. I am attaching a copy of the PowerPoint, so that you will be able to use it to train your team. It will be uploaded in PowerPoint instead of a PDF version, so that you can adjust the Day 1 through Day 5 tasks to make it grade-level specific. I hope it helps.

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Lexile Codes | The Lexile® Framework for Reading

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Lexile Codes | The Lexile® Framework for Reading

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What do the letters in front of a Lexile level mean? For example, some books say the Lexile level is IG910L. In order to find out what the letters mean, click on the link below.

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Picture books are often labeled AD, or "adult directed," because they are usually read to a child, rather than a child reading them independently. Picture a parent reading a book to a child on the sofa, or a teacher reading a book aloud to the class. Although these books seem like easy reading, some picture books can still present a challenging independent reading experience to an age-appropriate reader for reasons of text difficulty, book layout or design.

Take the example of Maurice Sendak's Where the Wild Things Are (HarperCollins Publishers), a beloved read-aloud book for preschoolers. However, it has a Lexile text measure of 740L, which is around the average reading ability for a child completing fourth grade. When you look closely at the text, you can see why it gets a "higher" Lexile text measure than the intended audience. The sentences are long and contain fairly high-level vocabulary such as "mischief," "private," "gnash" and "rumpus." The parent or educator would help the preschooler sound these words out and decipher these long sentences. Therefore, the book is coded AD (adult directed) and the measure is AD740L.

Additionally, picture books can have design elements that may visually complicate reading for a child. Factors such as font size, typeface, page layout, legibility and the relationship between pictures and text may significantly impact reading comprehension. The story and illustrations in Where the Wild Things Are are perfect for young children. But the lines of the text are close together and the sentences are spread over multiple pages, often in long horizontal lines. These design elements may challenge a child's ability to read the book independently even if the text difficulty is well matched. Initially, a more advanced reader may need to read the book with a child.

NC: Non-Conforming

Sometimes, high-ability readers have trouble finding books that challenge their reading skills but still have age-appropriate content. The NC code helps identify these books, which have received a higher Lexile text measure but are appropriate for a younger audience.

For example, Seymour Simon's Amazing Aircraft (SeaStar Books) is coded NC900L. Its spine reads "grades 1-3" but its Lexile measure is higher than a typical early elementary school student's ability range. This book might be hard to read for most students in grades 1-3, but engaging and challenging for students with above-average reading abilities. Therefore, the book is coded as NC (non-conforming) and would be appropriate for a student in grades 1-3 with a Lexile reader measure at or near 900L.

HL: High-Low

A text designated as "HL" has a Lexile text measure much lower than the average reading ability of the intended age range of its readers. Librarians and booksellers sometimes refer to young adult books with disproportionately low Lexile measures as "high-low" books, meaning "high-interest" plus "low-readability." These books receive an HL code. Fiction HL books are often useful when matching older (grade seven and beyond) struggling or reluctant readers with text at both an appropriate difficulty level and an appropriate developmental level.

Despite their short sentences and basic vocabulary, HL books are designed to appeal to readers at a more mature developmental level. For example, Beth Goobie's Sticks and Stones (Orca Soundings) is classified as a young adult book and measures 430L - the average Lexile reader measure for second graders. The book's characters are high-school students who struggle with the many challenges that face high-school students such as dating and gossip. Therefore, the book is coded HL430L.

IG: Illustrated Guide

The IG code is applied to books that consist of independent pieces or sections of text such as in an encyclopedia or glossary. These text pieces could be moved around without affecting the overall linear flow of the book. Nonfiction IG books are often used as a reference resource rather than read in their entirety like a storybook. Their distinguishing text characteristics include:

technical vocabulary, definitions and pronunciation guides in parentheses or contrasting type

integration of illustrations and diagrams into the text

pull-quotes, factoids and other categorical marginalia

the presentation of each discrete topic on one to two pages

These text characteristics do not necessarily impact reading comprehension or developmental appropriateness. Instead, the IG code conveys an idea of the kind of book and what the book typically will be used for in the classroom or library.

Birds of Prey by Dr. Gerald Legg (Franklin Watts Library) is coded IG. Separate paragraphs are arranged upon the page, functioning more like multiple-sentence captions. A particular reading order is neither indicated by the layout nor important to comprehension. Thus the book measure is IG980L.

GN: Graphic Novel

The GN code indicates that the book is a graphic novel or comic book. The text of GN books appears primarily in voice or thought bubbles integrated into comic book-style illustrations. Graphic novels tend to contain a larger percentage of dialogue than most other genres of books. They also typically lack some of the required text conventions of dialogue, such as putting "she said" after a quoted sentence, because illustrations are used to indicate spoken text. The impact of picture support on reading comprehension is not captured in the Lexile measure of a graphic novel. To Dance: A Ballerina's Graphic Novel (Aladdin) , written by Siena Cherson Siegel and illustrated by Mark Siegel, is coded as GN610L.

Also see this from Edutopia about the instructional value of using graphic novels and comics in the classroom.

BR: Beginning Reader

Beginning Reader (BR) is a code given to readers and text that are below 0L on the Lexile scale. In some cases, for readers, a BR code is followed by a number and L (e.g., BR150L). A Lexile reader measure of BR150L indicates that the Lexile measure of the reader is 150 units below 0L. The lower the number following the BR code, the more advanced the reader or text is. The higher the number, the less complex the text is or less skilled the reader is.

Note that Beginning Reader (BR) is the only Lexile code that applies to both readers and text. All other codes apply only to text. Learn more about the Beginning Reader code and the recent enhancements to more precisely match beginning readers to text.

Good Night, Gorilla by Peggy Rathmann (Random House) is a BR book with a Lexile measure of BR50L.

NP: Non-Prose

Some books don't receive Lexile text codes because they are aren't prose. These books might feature poems, plays, songs, recipes and text with non-standard or absent punctuation. The NP code is for any book comprising more than 50% non-standard or non-conforming prose. NP books do not receive a Lexile measure, merely the NP code.

An example of a book coded NP is Maurice Sendak's Alligators All Around (HarperTrophy). The text of the book is not in complete sentences and lacks punctuation entirely. The text difficulty of such a book cannot currently be assigned a Lexile measure.

Have more questions about finding the appropriate book for your students?

Visit the " Find a Book" tool or our Lexile Support Center.

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Picture books are often labeled AD, or "adult directed," because they are usually read to a child, rather than a child reading them independently. Picture a parent reading a book to a child on the sofa, or a teacher reading a book aloud to the class.

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Are you Appropriately Challenging all levels of learners in your classroom?

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Are you Appropriately Challenging all levels of learners in your classroom?

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The following site has model lessons in all content areas by grade level. One suggestion that I have is to watch the grade 1 Reading lesson. It shows a teacher connecting her whole group mini lesson, with her small group instruction and how she implements work stations. There are Math, Science, and Social Studies content on this site as well. If it asks for a login, setting up an account is FREE. I hope that it helps.

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Search - Ayers Institute for Teacher Learning & Innovation | Lipscomb University

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Lipscomb University is a faith-based, liberal arts institution dedicated to challenging students academically, spiritually and as global community citizens.

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As we continue to implement the instructional shifts in Reading, it is important that students have opportunities to practice speaking, reading, and writing using evidence from complex texts. Below you will find links by grade bands to plans that will help teach students to do just this when they write.

Grades K-1 Plan for Implementation:
https://www.literacyta.com/literacy-skills/argument-writing-plan-discover

Grades 2-3 Plan for Implementation:
https://www.literacyta.com/literacy-skills/argument-writing-plan-soar

Grades 4-5 Plan for Implementation:
https://www.literacyta.com/literacy-skills/argument-writing-plan-elementary

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Each lesson should promote the highest level of cognitive thinking for students. The video illustrates a teacher integrating all three Common Core shifts during a reading students are reading from an informational text. Reading, Science, and Social Studies teachers might find these strategies useful.

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ELA.RI.2.1

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text K-\x80\x935

2: 2nd Grade

1:
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RI.2.5

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text K-\x80\x935

2: 2nd Grade

5:
Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.2.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards K-\x80\x935

2: 2nd Grade

1a:
Participate in collaborative conversations with
diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to
others with care, speaking one at a time about
the topics and texts under discussion).

b. Build on others'\x80\x99 talk in conversations by linking
their comments to the remarks of others.

c. Ask for clarification and further explanation
as needed about the topics and texts under
discussion.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Gavin help her students own the learning goal of the lesson?

2. What strategies does Ms. Gavin use to scaffold the learning?

3. How does this lesson build students' academic language?

School Details

William Paca Elementary School
200 North Lakewood Avenue
Baltimore MD 21224

Data Provided By:

Teachers

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Informational Texts: Reading for Inquiry

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Students in Nicole Gavin's second grade class ask and answer questions about key details in informational texts. First, Nicole and her students take time to discuss the lesson's objective. Next, Nicole models how to ask questions of a text. Then, students move to their cooperative groups where they read texts and write questions on sticky notes.

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As you continue to study the Eureka Math curriculum this school year and teach it to your students. We hope that you find these resources helpful. In the attached document, you will find links to tutorials for each lesson that you will teach this year in Math. You will also find a link to resources that you could give to parents so that they can help their children at home.  Click on the link below and go to "create a free account". After you create your account, I suggest adding these materials to your cart: "Eureka Math Print Materials" and the Parent Tip sheets" so that you can download and print them.

Resources can be found at the following links:
Eureka Math PowerPoints and
Teaching Resources:
https://sites.google.com/a/lpssonline.com/lpssmath/

Eureka Math/Engage NY Resources:
http://campbellusdmath.weebly.com/curriculum.html

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Eureka Basic Curriculum Files - Great Minds

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lt;p>This free PDF version of the Eureka Math basic curriculum includes over 20,000 pages and features sequenced lessons, formative assessments, and...

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It is essential that we prepare our students to be College and Career-Ready. This can be done by incorporated the first three Instructional Shifts. These shifts include building background knowledge for our students by have a 50-50 split between nonfiction and fiction texts. Shift two states that we must engage our students with complex texts which includes academic vocabulary on a regular basis. The last shift involves us allowing students to regularly practice reading, speaking, and listening that is grounded in both information and literary texts. Examples of how this can be incorporated in the attached PowerPoint.

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The following information can be used to review basic components of Responsive classroom and see examples of ways it can be used to build a community in the classroom.

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Content Engagement (Using Whole Brain Teaching Techniques)

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Content Engagement (Using Whole Brain Teaching Techniques)

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Whole-brain teaching techniques can be used to increase student engagement, minimize transition time, check for student understanding, as wells as help with student retention of information. This video illustrates several WBT techniques that teachers can use in their classroom.

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Classroom Management Strategies To Take Control Of Noisy Students

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First grade examples of Whole Brain Teaching

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Gradual Release of Student Responsibility Model 

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Gradual Release of Student Responsibility Model 

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The Gradual Release of Student Responsibility model promotes a student-centered approach to teaching. This video illustrates the GRR model in a Grade 2 classroom:

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Jennifer Serravallo is my go to author for the latest reading and writing strategies. Her books are very easy to navigate. Each one is written to progress from non-readers/non-writers to proficient readers and writers. Throughout the book, each strategy is explained, instructional guidance is given, and tools to use to assist students are given. http://www.jenniferserravallo.com/

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Now available in Spanish! Strategies make the often invisible work of reading actionable and visible. In The Reading Strategies Book, I collected 300 strategies to share with readers in support of thirteen goals-everything from fluency to literary analysis. Each strategy is cross-linked to skills, genres, and Fountas & Pinnell reading levels to give you just-right teaching, just in time. With this book you'll:

develop goals for every reader

give students step-by-step strategies for skilled reading

guide readers with prompts aligned to the strategies

adjust instruction to meet individual needs with Jen's Teaching Tips

craft demonstrations and explanations with her Lesson Language

learn more with Hat Tips to the work of influential teacher-authors.

Whether you use readers workshop, Daily 5/CAFE, guided reading, balanced reading, a core reading program, whole-class novels, or any other approach, The Reading Strategies Book will complement and extend your teaching. Rely on it to plan and implement goal-directed, differentiated instruction for individuals, small groups, and whole classes.

"We offer strategies to readers to put the work in doable terms for those who are still practicing," writes Jen Serravallo. "The goal is not that they can do the steps of the strategy but that they become more comfortable and competent with a new skill." With The Reading Strategies Book, you'll have ways to help your readers make progress every day.

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Now available in Spanish! Strategies make the often invisible work of reading actionable and visible. In The Reading Strategies Book , I collected 300 strategies to share with readers in support of thirteen goals-everything from fluency to literary analysis. Each strategy is cross-linked to skills, genres, and Fountas & Pinnell reading levels to give you just-right teaching, just in time.

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What steps are needed to create engaged, independent, and proficient readers? How can I get my students to want to read and discuss without my assistance?  If you have asked yourself any of these questions, then Literature Circles might be a good strategy for you.

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This school year we will be implementing the "Show the Rule" Protocol to teach Grammar. Below I am attaching a sample lesson template which will outline the expectations for instruction during this 15-minute mini lesson. Other examples can be found on the Engage NY website at the following link: https://www.engageny.org/resource/foundational-reading-and-language-standards-resources-package-for-grades-3-5
If you would like a handout or poster to post as you get used to integrating nag this Protocol into your instruction, please see or email Mrs. White at fowlerwhitejj@scsk12.org

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Are your students using "Rolling Vocabulary" for each text set/TWAG/ EL Module?

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Are your students using "Rolling Vocabulary" for each text set/TWAG/ EL Module?

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A "Rolling Vocabulary" is a protocol that will help your students determine the most important information in each text that is read during a TWAG or text set. Consider asking teachers to add this protocol to each text that is read with students and watch them learn to pick out essential vocabulary on their own and begin using these words in their writing.

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What are text sets and where do I find them?

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What are text sets and where do I find them?

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What are text sets & where do I find them_

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3rd Grade Vision for Reading Proficiency in TN

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Achieve the Core

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Achievethecore.org :: ELA / Literacy - ELA / Literacy Lessons

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Lessons using a volume of reading on specific topics to support all learners in building background knowledge and vocabulary

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The TN Department of Education post exemplar videos which show what instruction should look like during the Reading block. The video below is from the Read to be Ready series. It illustrates what a foundational skills mini-lesson should look like in the classroom.

As teachers watch, ask them to think about their current foundational skills instruction and decide if there are strategies from this mini-lessons that could be integrated to help ensure that your students are building a solid foundation which will help them become proficient readers and writers.

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Foundational Skills: Word Study Exploring Homophones

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Conducting a Close Read-Aloud (Grades K-2)

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Conducting a Close Read-Aloud (Grades K-2)

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As we begin implementing Expeditionary Learning in grades K through 2, it is important for educators to understand how to conduct a close read using a book that is read aloud to students. The following video illustrates three of the five types of read aloud lessons that teachers using EL will be required to conduct. This video series contains two parts. The second video illustrates the last two types of lessons. If you are interested in watching the second part of this series it can be found here:
https://vimeo.com/213193741

Total Participation techniques are also used by the teacher in the two segments. If you are interested in learning more about the how to ensure 100% participation of all students, see Mrs. White or watch the Behind the Practice: Close Read Aloud video where the teacher explains how she planned for instruction of the lessons show in the two-part Close Read Aloud series:
https://eleducation.org/resources/behind-the-practice-close-read-aloud-in-the-primary-grades-with-sara-metz

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Close Read-Aloud in the Primary Grades, Part 1: First Read, Focus Question, and Interactive Analysis

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This is the first video in a two-part series that features Sara Metz and her Kindergarten class at Explore Elementary in Thornton, Colorado. Using the EL Education Language Arts Curriculum and its Close Read-Aloud guide, Sara and her students engage in analysis of the text, Come On, Rain!, as part of a module on the topic of weather.

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Check out the latest research describing what happens inside of our brains as we learn to read. As you read think about how this information can be useful to the teachers that you coach.

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Talking about Math & Discussion Strategies

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Talking about Math & Discussion Strategies

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It is important for our students to understand the importance of being able to compute problems mentally and have a toolbox of strategies to choose from when solving math problems. The video below has examples of each one. Let's work towards having Math discussions like this in our classrooms this year.....

This site contains resources that could be used with parents and students as we implement Eureka Math this school year:

https://sites.google.com/a/wfsd.k12.ny.us/parentmathresourcescc/home/elementary/first-grade

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Mental math, student-led solutions and class culture in 3rd grade classrooms. Learn how one teacher gets students to participate and present Math solutions to the class. Covers Common Core Standards for Math.

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Total Participation techniques are also used by the teacher in the two segments. If you are interested in learning more about the how to ensure 100% participation of all students, see Mrs. White or watch the Behind the Practice: Close Read Aloud video where the teacher explains how she planned for instruction of the lessons show in the two-part Close Read Aloud series:
https://eleducation.org/resources/behind-the-practice-close-read-aloud-in-the-primary-grades-with-sara-metz

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Pérsida Himmele and William Himmele Table of Contents

Video | About the Authors

About This Book

Here are 51 easy-to-use, classroom-tested alternatives to the "stand-and-deliver" teaching techniques that cause so many students to tune out or drop out. Teachers report that these techniques motivate students to participate in learning, as they build confidence and are supported by compelling and safe ways to demonstrate their knowledge and understanding of lessons.

Refined through years of classroom experiences and supported by updated research, this 2nd edition delivers a dozen new techniques to engage K-12 students in active learning.

The authors provide detailed descriptions of the Total Participation Techniques (TPTs) with step-by-step instructions-plus reproducible blackline masters for student response cards as well as posters to remind you to use the techniques. They also suggest how you can adapt and personalize the techniques to fit your context and content.

Packed with examples from authentic classrooms, Total Participation Techniques is an essential toolkit for teachers who want to present lessons that are relevant, engaging, and cognitively challenging.
See the book's table of contents and read excerpts
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Aboutthe Authors

Pérsida Himmele has served as an elementary and middle school teacher, a district administrator, an English language learner program consultant, and a public speaker on issues related to student engagement and teaching in diverse classrooms.
Read more

William Himmele has served as an ESL teacher and a Speech Pathologist, a higher education administrator, an international consultant and a speaker on issues related to increasing student engagement and teaching English language learners.
Read more

teaching

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ASCD Book: Total Participation Techniques: Making Every Student an Active Learner, 2nd ed.

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Pérsida Himmele and William Himmele Table of Contents Video | About the Authors Here are 51 easy-to-use, classroom-tested alternatives to the "stand-and-deliver" teaching techniques that cause so many students to tune out or drop out.

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An In-Depth Review of  ELA Digital Learning Tools

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An In-Depth Review of  ELA Digital Learning Tools

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Strengths and weaknesses of 9 K–12 ELA/literacy instructional tools- Achieve the Core’s “Text sets,” Curriculet, iCivics Drafting Board, Lexia Reading Core5, Newsela, Quill, ReadWorks, ThinkCERCA, & WriteLike.

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There are many protocols that can be embedded into instruction to help guide students during discussions and standards-aligned tasks.

The National School Reform Faculty provides an A to Z list of protocols for all aspects of teaching students, looking at student work, examining data sources, and coaching educators. Users can sign up for a free account and search for their area of need.
Expeditionary Learning curriculum also  lists several protocols which promote speaking and listening standards. These protocols can be found at the following link:
commoncoresuccess.eleducation.org/.../eledappendixprotocolsandresources0616.pdf

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Since 1994, the National School Reform Faculty has created and refined more than 200 protocols and activities to use in Critical Friends Group ® communities, classrooms, meetings, and beyond. Each one is designed to help you arrive at a specific desired outcome, efficiently and effectively. Our oldest, "original" protocols* are available to you as downloadable PDF files through the open-access list provided below. If you know the name of the protocol or activity you wish to use, scroll down the list to find it by its title.

If you have an active regular membership or coaches' membership, you have access to the extended Protocol Libraries which provide updated and refined protocols, activities, and additional resources with focused search options and distinct categories, as well as protocol/activity overviews and definers.