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Students read real books every day. Their reading level could rely on picture or letter cues, but are used to create meaning of print.

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Instructions to teach alphabetics, phonics, and phonemic awareness

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CAT-T+P=CAP

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Phonemic: Ability to focus on the sounds of speech
Phonics: The smallest unit of sound within words

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1. Teach minimum phonics necessary.
2. Instruction should be explicit and fast-paced
3. Make sure you are focusing on semantic and syntactic systems as well.

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Variation of BINGO. The teacher announces letter sound than full word. Student places a mark on bored based on sounds

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Phonics is the ability to associate sounds with letters. Phonic queing systems use phonic ability to make meaning of different words.

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Mark off each sound as the student shows they have mastered it.

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Word Identification is the use of a strategy or process to make meaning of a word that someone doesn't recognize

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Resource including context clues worksheets for students of all ages. Students are given a word and have to write the definition using context clues. They then explain what context clues they used.

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Context Clues Worksheets | Ereading Worksheets

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Looking for context clues worksheets? Click here for FREE context clues worksheets made for students with various reading levels.

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Resource for encouraging students who aren't trying.

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Motivation is central to student academic achievement. And research shows that there is one crucial factor that greatly impacts academic engagement and performance: whether a student has a 'fixed' or 'open' mindset (Dweck, 2006). Students with a fixed mindset view intelligence, or general ability, as having a fixed upward limit. Viewed from this perspective, accomplishments are explained largely by one's intellectual potential, with effort playing only a minor role. In contrast, students with a growth mindset see intelligence as 'malleable': they have faith that increased effort will result in more effective learning and accomplishment. When growth-mindset learners are challenged by academic tasks, they interpret these struggles as "an opportunity for growth, not a sign that a student is incapable of learning" (Paunesku et al., 2015; p. 785).

Why should teachers be concerned about students having a fixed mindset? When such students encounter difficulty or setbacks, they are likely to respond by becoming discouraged, withdrawing effort, or even giving up entirely. Of even more concern, a fixed mindset can result in learners 'disidentifying' with (i.e., disengaging from) those academic subjects or tasks that they find difficult. Research indicates that rates of cheating may also be higher among students with a fixed mindset (Blackwell, Trzesniewski & Dweck, 2007).

Yet students with a growth mindset have a much more positive reaction to setbacks. When they experience difficulty with schoolwork, they respond by viewing the setback as an opportunity to learn, putting more effort into mastering the task, and analyzing where their work or study processes fall short and correcting them. It's no surprise, then, that--because growth-mindset learners remain optimistic and engaged in the challenging task-- they are likely to be successful (Blackwell, Trzesniewski & Dweck, 2007).

Teachers have an important role to play in promoting a growth mindset among their students. First and foremost, instructors should take care not to use statements in their classrooms that reinforce a fixed-mindset. For example, a teacher who says "Excellent essay, Rebecca. You are a natural-born writer!" is implying that writing is an innate talent, immune to skill-building. Similarly, when an instructor responds to the student with a poor math-test grade, "That's OK. Not everyone is good at math", the educator has suggested that "math ability" is a fixed quantity that cannot expand much despite the learner's efforts.

On the other hand, when instructors structure their statements of praise, process feedback, and encouragement to reflect a growth-mindset attitude, even learners with a habitual negative fixed-mindset attitude can receive a boost of optimism and motivation. 'Growth mindset' statements can be as varied as the educators, students, and situations they address. However, they typically:

·lay out a specific process for moving forward.

·recognize difficulties or struggles to be faced and frame them as opportunities to learn.

·convey optimism that the student can and will move toward success if the learner puts in sufficient effort, follows the recommended process, and makes appropriate use of any 'help' resources.

In their day-to-day communication with students, instructors have many opportunities to craft statements according to growth-mindset principles. Below is a sampling of statements--praise, work-prompts, encouragement, introducing of assignments-- that teachers can use to foster motivation in their classrooms:
Praise
Effective teacher praise has two elements: (1) a description of noteworthy student academic performance or general behavior, and (2) a signal of teacher (Hawkins & Hellin, 2011). Because this 'process praise' ties performance directly to effort, it reinforces a growth mindset in students who receive it. Here is an example of process praise:
"Your writing is improving a lot. The extra time you put in and your use of an outline has really paid off." Work-Prompt
When students stop working during an independent assignment, the teacher can structure the "get-back-to-work" prompt to follow a growth-mindset format. An example of such a work prompt is:
"Sarah, please keep reading....you still have 10 minutes to work on the assignment. It's a challenging passage, so if you get stuck, be sure to use your reading fix-up skills. Remember, it's also OK to ask a neighbor or to come to me for help. Use your strategies and you WILL be successful!"
Note in this example how the teacher directs the student to resume the assignment, acknowledges the challenging nature of the work, reminds her to use her fix-up strategies and that she has the option to seek peer and teacher assistance, and ends by linking effort to a positive outcome.
Encouragement
Students can become discouraged if they are unsuccessful on an academic task or receive a low test or quiz grade. The teacher can respond with empathy, while also framing the situation as a learning opportunity, describing proactive steps to improve the situation, and expressing confidence in the learner. An example of growth-mindset encouragement is:
"I can see that you didn't do as well on this math test as you had hoped, Luis. Let's review ideas to help you to prepare for the next exam. If you are willing to put in the work, I know that you can raise your score." Introducing Assignments
The teacher can make assignment directions motivating by giving them a growth-mindset spin--describing the challenge(s), offering a realistic appraisal of the effort that will be required, reminding learners of the strategies or steps to apply, and closing with a confident statement tying methodical effort to success. Here is an example:
"You should plan spend at least an hour on tonight's math homework. When you start the assignment, some problems might look like they are too difficult to solve. But if you give it your best and follow your problem-solving checklist, you should be able to answer them."
Closing Thoughts: Use Growth-Mindset Statements. Frequently. Instructors who want to attain the full motivational benefit of growth-mindset statements should ensure that they use those statements often to promote an optimistic 'can-do' climate. In busy classrooms, teachers may feel so pressed to cover the demanding curriculum that they overlook the need to use growth-mindset statements as a daily motivational tool. They wrongly assume that all students are already adequately motivated to do the expected work. In fact, though, many learners have fallen into a pattern of 'learned helplessness' and choose to withdraw in the face of challenging academics (Sutherland & Singh, 2004).

But the right teacher communication, if sustained, can motivate even students with negative, fixed mindsets to apply their best effort on an assignment or test . Yet research shows that process-praise is often dramatically underused in both general- and special-education classrooms--even though it is a prime means of shifting students toward an optimistic view of themselves as learner (Brophy, 1981; Hawkins & Heflin, 2011; Kern, 2007). So, as their own optimistic goal, teachers should adopt the regular use of a variety of growth-mindset statements to promote student achievement.

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How to Encourage Students to Try: Growth Mindset Statements

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Motivation is central to student academic achievement. And research shows that there is one crucial factor that greatly impacts academic engagement and performance: whether a student has a 'fixed' or 'open' mindset (Dweck, 2006). Students with a fixed mindset view intelligence, or general ability, as having a fixed upward limit.

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Cover a word or part of a word in a sentence. The student uses other words to decipher missing word or letters

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Resource for severely struggling readers. Can be used as a scaffold to make reading easier.

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Have a student repeat a reading a few times and track the words per minute with a line chart.

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Reading passages to assess Flucney

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1. Assessments

2. Fluency Timed Reading

Assess reading fluency with two types of assessments. The first type of fluency assessment is a one-minute timed reading of a passage to measure the number and accuracy of words read. There are fluency passages at various levels of text complexity. The second type has a student perform a timed reading of a series of sentences and then answer true/false statements about the sentences to show comprehension. There are three of these assessments, each with more difficult sentences than the preceding one. View our Fluency Standards Table for additional information about recommended reading rates.

Fluency Assessment Passages

Reading Sentences

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Fluency Passage Assessments | Reading A-Z

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Assessments Fluency Timed Reading Assess reading fluency with two types of assessments. The first type of fluency assessment is a one-minute timed reading of a passage to measure the number and accuracy of words read. There are fluency passages at various levels of text complexity.

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Allowing students to read predictable texts reinforces letter patterns and helps students to become a more successful reader.

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Use Diagrams to Help Students Understand Fiction

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Use Diagrams to Help Students Understand Fiction

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https://teacher.depaul.edu/FictionReadings_8th-10thGrade.html

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Fiction Readings and Skills/Strategy Guides: 8th - 10th Grade

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https://www.adlit.org/topics/content-area-literacy/reading-and-scaffolding-narrative-texts#:~:text=Narrative%20text%20includes%20any%20type,%2C%20biographies%2C%20news%20stories).

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Reading (and Scaffolding) Narrative Texts

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Students need to learn the purposes and methods of narration in order to understand the narrative framework and to eliminate frustration when they read. When students know the narrative elements, they can more easily follow the story line and make successful predictions about what is to occur.

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Use a graphic organizer to identify important story elements prior to reading

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Non-Fiction Texts. First exposed to students starting in forth grade. Students shouldn't be given expository texts with no prior information.

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Visual representation of Information helps students. Allows students to see connections between different things.

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A leading way for students to understand concepts prior to reading.

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https://ila.onlinelibrary.wiley.com/doi/full/10.1002/trtr.1590

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Fiction Readings and Skills/Strategy Guides: 8th - 10th Grade

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Reading (and Scaffolding) Narrative Texts

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Students need to learn the purposes and methods of narration in order to understand the narrative framework and to eliminate frustration when they read. When students know the narrative elements, they can more easily follow the story line and make successful predictions about what is to occur.

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1. Assessments

2. Fluency Timed Reading

Assess reading fluency with two types of assessments. The first type of fluency assessment is a one-minute timed reading of a passage to measure the number and accuracy of words read. There are fluency passages at various levels of text complexity. The second type has a student perform a timed reading of a series of sentences and then answer true/false statements about the sentences to show comprehension. There are three of these assessments, each with more difficult sentences than the preceding one. View our Fluency Standards Table for additional information about recommended reading rates.

Fluency Assessment Passages

Reading Sentences

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Fluency Passage Assessments | Reading A-Z

# data[].attributes.attachment_link.description
Assessments Fluency Timed Reading Assess reading fluency with two types of assessments. The first type of fluency assessment is a one-minute timed reading of a passage to measure the number and accuracy of words read. There are fluency passages at various levels of text complexity.

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Context Clues Worksheets | Ereading Worksheets

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Looking for context clues worksheets? Click here for FREE context clues worksheets made for students with various reading levels.

# data[].attributes.attachment_link.readable_text
Motivation is central to student academic achievement. And research shows that there is one crucial factor that greatly impacts academic engagement and performance: whether a student has a 'fixed' or 'open' mindset (Dweck, 2006). Students with a fixed mindset view intelligence, or general ability, as having a fixed upward limit. Viewed from this perspective, accomplishments are explained largely by one's intellectual potential, with effort playing only a minor role. In contrast, students with a growth mindset see intelligence as 'malleable': they have faith that increased effort will result in more effective learning and accomplishment. When growth-mindset learners are challenged by academic tasks, they interpret these struggles as "an opportunity for growth, not a sign that a student is incapable of learning" (Paunesku et al., 2015; p. 785).

Why should teachers be concerned about students having a fixed mindset? When such students encounter difficulty or setbacks, they are likely to respond by becoming discouraged, withdrawing effort, or even giving up entirely. Of even more concern, a fixed mindset can result in learners 'disidentifying' with (i.e., disengaging from) those academic subjects or tasks that they find difficult. Research indicates that rates of cheating may also be higher among students with a fixed mindset (Blackwell, Trzesniewski & Dweck, 2007).

Yet students with a growth mindset have a much more positive reaction to setbacks. When they experience difficulty with schoolwork, they respond by viewing the setback as an opportunity to learn, putting more effort into mastering the task, and analyzing where their work or study processes fall short and correcting them. It's no surprise, then, that--because growth-mindset learners remain optimistic and engaged in the challenging task-- they are likely to be successful (Blackwell, Trzesniewski & Dweck, 2007).

Teachers have an important role to play in promoting a growth mindset among their students. First and foremost, instructors should take care not to use statements in their classrooms that reinforce a fixed-mindset. For example, a teacher who says "Excellent essay, Rebecca. You are a natural-born writer!" is implying that writing is an innate talent, immune to skill-building. Similarly, when an instructor responds to the student with a poor math-test grade, "That's OK. Not everyone is good at math", the educator has suggested that "math ability" is a fixed quantity that cannot expand much despite the learner's efforts.

On the other hand, when instructors structure their statements of praise, process feedback, and encouragement to reflect a growth-mindset attitude, even learners with a habitual negative fixed-mindset attitude can receive a boost of optimism and motivation. 'Growth mindset' statements can be as varied as the educators, students, and situations they address. However, they typically:

·lay out a specific process for moving forward.

·recognize difficulties or struggles to be faced and frame them as opportunities to learn.

·convey optimism that the student can and will move toward success if the learner puts in sufficient effort, follows the recommended process, and makes appropriate use of any 'help' resources.

In their day-to-day communication with students, instructors have many opportunities to craft statements according to growth-mindset principles. Below is a sampling of statements--praise, work-prompts, encouragement, introducing of assignments-- that teachers can use to foster motivation in their classrooms:
Praise
Effective teacher praise has two elements: (1) a description of noteworthy student academic performance or general behavior, and (2) a signal of teacher (Hawkins & Hellin, 2011). Because this 'process praise' ties performance directly to effort, it reinforces a growth mindset in students who receive it. Here is an example of process praise:
"Your writing is improving a lot. The extra time you put in and your use of an outline has really paid off." Work-Prompt
When students stop working during an independent assignment, the teacher can structure the "get-back-to-work" prompt to follow a growth-mindset format. An example of such a work prompt is:
"Sarah, please keep reading....you still have 10 minutes to work on the assignment. It's a challenging passage, so if you get stuck, be sure to use your reading fix-up skills. Remember, it's also OK to ask a neighbor or to come to me for help. Use your strategies and you WILL be successful!"
Note in this example how the teacher directs the student to resume the assignment, acknowledges the challenging nature of the work, reminds her to use her fix-up strategies and that she has the option to seek peer and teacher assistance, and ends by linking effort to a positive outcome.
Encouragement
Students can become discouraged if they are unsuccessful on an academic task or receive a low test or quiz grade. The teacher can respond with empathy, while also framing the situation as a learning opportunity, describing proactive steps to improve the situation, and expressing confidence in the learner. An example of growth-mindset encouragement is:
"I can see that you didn't do as well on this math test as you had hoped, Luis. Let's review ideas to help you to prepare for the next exam. If you are willing to put in the work, I know that you can raise your score." Introducing Assignments
The teacher can make assignment directions motivating by giving them a growth-mindset spin--describing the challenge(s), offering a realistic appraisal of the effort that will be required, reminding learners of the strategies or steps to apply, and closing with a confident statement tying methodical effort to success. Here is an example:
"You should plan spend at least an hour on tonight's math homework. When you start the assignment, some problems might look like they are too difficult to solve. But if you give it your best and follow your problem-solving checklist, you should be able to answer them."
Closing Thoughts: Use Growth-Mindset Statements. Frequently. Instructors who want to attain the full motivational benefit of growth-mindset statements should ensure that they use those statements often to promote an optimistic 'can-do' climate. In busy classrooms, teachers may feel so pressed to cover the demanding curriculum that they overlook the need to use growth-mindset statements as a daily motivational tool. They wrongly assume that all students are already adequately motivated to do the expected work. In fact, though, many learners have fallen into a pattern of 'learned helplessness' and choose to withdraw in the face of challenging academics (Sutherland & Singh, 2004).

But the right teacher communication, if sustained, can motivate even students with negative, fixed mindsets to apply their best effort on an assignment or test . Yet research shows that process-praise is often dramatically underused in both general- and special-education classrooms--even though it is a prime means of shifting students toward an optimistic view of themselves as learner (Brophy, 1981; Hawkins & Heflin, 2011; Kern, 2007). So, as their own optimistic goal, teachers should adopt the regular use of a variety of growth-mindset statements to promote student achievement.

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How to Encourage Students to Try: Growth Mindset Statements

# data[].attributes.attachment_link.description
Motivation is central to student academic achievement. And research shows that there is one crucial factor that greatly impacts academic engagement and performance: whether a student has a 'fixed' or 'open' mindset (Dweck, 2006). Students with a fixed mindset view intelligence, or general ability, as having a fixed upward limit.