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When You Are Teaching Spelling; You Are Teaching Reading:  Building Stronger Readers Through Spelling

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Password: Spelling
It is case sensitive

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A New Birth of Freedom: Opportunity and Responsibility Kareem Weaver Co-Founder, ED, Fulcrum @KJWinEducation Kareem@FulcrumLiteracy.org

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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The Volunteer State utilized the Elementary and School Secondary Emergency Relief (ESSER) Fund, Comprehensive Literacy State Development program and ongoing state funds totaling $120 million to support literacy efforts including:

TN Early Reading Training

Early Literacy Networks for follow-up post-training support

Literacy Implementation Network to support High-Quality Instructional Materials

Connected Literacy and TN All Corps literacy tutoring support

Family literacy events, resources, and supports

Reading Summit Professional Development

Reading Research Center

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Early Literacy is the gateway to lifetime success.

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Early Literacy is the gateway to lifetime success.

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State Average Scores

State Score Change Map

Lower fourth-grade reading scores in 30 states/jurisdictions compared to 2019

When comparing state/jurisdiction average scores in reading for fourth-grade public school students in 2022 with those from 2019, the previous assessment year,

no states/jurisdictions scored higher;

30 states/jurisdictions scored lower; and

22 states/jurisdictions had no significant change in scores.

Results for states/jurisdictions reflect the performance of students in public schools only and are reported along with the results for public school students in the nation.

Explore the interactive map below to see which states/jurisdictions saw increases or decreases and by how much. Scroll down to explore the magnitude of average score changes across states/jurisdictions.

Figure Change in average scores between 2019 and 2022 for fourth-grade public school students assessed in NAEP reading, by state/jurisdiction

NOTE: DS = Department of Defense Education Activity (DoDEA), a federally operated nonpublic school system responsible for educating children of military families. See more about DoDEA.

The table below shows the number of states/jurisdictions with score increases or decreases in 2022 and how many states/jurisdictions scored higher, lower, or not significantly different than the nation (public) in NAEP reading.

To compare average reading scores between states/jurisdictions and the nation (public), use the NAEP State Profiles Tool.

Size of State Score Changes

Examine the magnitude of score changes

In the 30 states/jurisdictions where scores were lower in 2022 than 2019, the size of the score changes ranged from 3 to 10 points.

To view score changes for fourth-grade public school students in reading between 2022 and previous assessment years, or between other combinations of assessment years, use the drop-down menu to select a comparison year. To see whether the score change in one state/jurisdiction is statistically different from the score change in another state/jurisdiction, use the NAEP State Profiles Tool. Find out how statistical significance is determined.

NOTE: Beginning with the 2017 assessment, NAEP reading results are from a digitally based assessment; prior to 2017, results were from a paper-and-pencil-based assessment. The NAEP reading scale ranges from 0 to 500. Accommodations were not permitted in NAEP reading assessments prior to 1998. Results are not shown for those states that did not participate or did not meet the minimum participation guidelines for reporting in a given assessment year. Although the estimates (e.g., average scores or percentages) are shown as rounded numbers, the positions of the data points in the graphics are based on the unrounded numbers. Unrounded numbers were used for calculating the differences between the estimates, and for the statistical comparison test when the estimates were compared to each other. Not all apparent differences between estimates are statistically significant.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1992-2022 Reading Assessments.

Additional State Resources

See how a state performed over time, view a state's demographics and school characteristics, download snapshot reports, and compare each state's overall performance to performance nationwide or in other states.

Download a one-page report containing key findings and trends in a condensed format. Reports contain overall student results, bar charts showing NAEP achievement levels, and tables displaying results by key reporting groups.

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Right to Read inquiry report | Ontario Human Rights Commission

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Right to Read inquiry report | Ontario Human Rights Commission

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On October 3, 2019, the Ontario Human Rights Commission (OHRC) announced a public inquiry into human rights issues that affect students with reading disabilities in Ontario’s public education system. The Right to Read inquiry, which focused on early reading skills, found that Ontario’s public education system is failing students with reading disabilities (such as dyslexia) and many others, by not using evidence-based approaches to teach them to read.

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National Council on Teacher Quality (NCTQ)

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If a picture is worth a thousand words, I'm thinking that these two images should have long ago put an immediate end to any debate over what teachers need to know before being entrusted with teaching children to read.

The image on the left is a functional MRI of a non-reading kindergarten student who has not been exposed to letter-speech sound correspondences, clearly unable to activate those language centers on the left side of the brain. Without the ability to sound out words, the brain is basically stumped.

The image on the right is of a non-reading kindergarten student after exposure to letter-speech sound correspondences (the lit up areas represent blood flow). This image (and other similar images tackling other reading skills) provide demonstrable proof of which part of the brain needs to be activated in order for kids to sound out words or derive meaning from what they are reading.

The good news that doesn't seem to be penetrating our collective mindset is that after being exposed to effective reading instruction, the language parts of the brains of struggling readers can almost always be activated.

Why then are there still so many science deniers? We're a couple decades out from when scientists produced this incontrovertible evidence, but science deniers are treated as having a legitimate, defensible point of view. Unfortunately, many teacher educators who teach reading courses to future teachers are leading this resistance, even though there isn't much evidence that they are even aware of the scientific evidence ( or how to apply it).

This month, powerful deniers in California-with teacher educators very much at the center of this group-almost succeeded in getting California's teacher reading knowledge test (known as the RICA) thrown out. If the test had not been firmly lodged in statute, they might have succeeded, since neither the California Teaching Commission nor the California State Board of Education appeared all that bothered at the prospect. The deniers have so much sway that they could gain the support of state's powerful teachers union to put a bill to end the RICA before the legislature. Given its support, the legislature's decision- after being bombarded by some 8,000 letters from scientists, advocates and parents -to not to move the bill forward was nothing short of stunning.

The public motivation behind the RICA move was California's teacher shortage and the disproportionately low performance by minority teacher candidates on the test-neither of which is supported by the evidence on hand. What the evidence does show, however, is that since the RICA was installed in 1998, California's reading scores have at least climbed out of the basement, from over half (52 percent) of California's 4th graders in 1998 unable to read to 39 percent in 2017.

It is particularly frustrating that the interest of adults continues to be the priority, overriding what's in the best interests of kids, particularly students of color and students from low-income families. Two-thirds of the kids who struggle to read don't have any physiological problem such as dyslexia. They just have had insufficient exposure to language and reading instruction-a gap any well trained teacher could ameliorate.

Make no mistake about it. The failure to provide the knowledge teachers need to teach reading is at its core an equity issue and, I would strongly assert, far more egregious and damaging to their future students than any other manifestation of educational inequity. The next time science deniers attempt to take out the RICA or other's states' reading tests, the next time teacher educators refuse to teach what is scientifically based, they either need to provide to the contrary (which there is none) or be shown the door. comparably strong evidence

CORRECTION: In the initial version of this article, NCTQ unintentionally used images of a brain with dyslexia. Though the images were taken from an article on dyslexia, we understood these two images to have been of non-dyslexic brains. We apologize for any confusion or misrepresentation. The images have been replaced with those of non-dyslexic brains as the original claims in the article are widely supported by brain research.

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If a picture is worth a thousand words, I'm thinking that these two images should have long ago put an immediate end to any debate over what teachers need to know before being entrusted with teaching children to read.

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Fatigue makes cowards of us all.

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Using Data to Personalize Literacy Instruction in the Intermediate Grades .pptx

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Using Data to Personalize Literacy Instruction in the Intermediate Grades .pptx

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Ignore the programs, but think where your students are.

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Reading Leadership 4.18.24
Bring an agenda to meetings
	how
	time
	cost
	how will fit in school 

Elevator speech
	designed to be short

Don’t burn a bridge 
	be firm
	be positive 
	accept that everyone will not like/agree with you

Control: who can you control
Influence: build relationships to influence them
Concern: where can you help/show concerns? 

	
	
￼
Powerful teams (7 items)
Where there any parking lot meetings? That means miscommunication-trust procedures
	1.	Focus/communicating goals
	2.	Meetings structures/roles/
	3.	Group process
	4.	Shared leadership /planning
	5.	Follow up
	1.	Series of meetings
	2.	Going in a direction
	6.	Research base/PD
	7.	Motivation/Empowerment

CHANGE COVERSATIONS
When there is no commitment, there isn’t clarity. 

Phases in Changes
	1.	Clear expectations
	1.	What we are working on
		Why we are working on it
		Requires clarity about tight and loose
		a. Must do eg - agenda with criteria
		b. Can do - how it can vary by grade level.
		c. Be clear about each
	2.	Check for understanding
	1.	5ws
	3.	Concerns/reactions
	1.	Name concerns
	2.	Reactions
	3.	Problem solving
	4.	PD
	1.	Local
	2.	Fellow teachers
	4.	Readiness
	1.	Confidence
	2.	Need for support
	3.	Next steps

Commitment
	1. How do we coach people? 
	2. How do we work as a team
	

Elevator speech 2 minutes (Rice University) 
	1. Ask - clarity
		a. Up front 1st!
		b. Be clear - be direct
	2. Important (what needs to be addressed?)
		a. 
	3. Plan (need to have one)
		a. If you don’t have this you’re a pest, not an advocate
		b. I am willing to_______. 
		c. Have a rundown of the work you’ve done
		d. Have homework done
	4. Metaphors to use (visual)
		a. People remember a story when you’re asking
		b. Something they identify with
	5. Do I have evidence
		a. 
	6. Sense of urgency
		a. Why right now? 
		b. ASAP - more effective because x
	7. What commitment do I want? 
		a. What do I want? 
			1. Permission
			2. Support
			
REPEAT OVER AND OVER AGAIN!

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It’s open your mouth and say something nice- it’s not tangibles.
Positive is daytime voice
Negative is nighttime voice

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What is Climate Culture Sample Google Slides

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Had a theme
Everyone dressed up

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It changes
Culture is traditions

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Literacy Instructional Routines 2023 Accessible No brand Sun AM

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We discussed continuous blending. Here is the doc I was referring to.

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Using Assessment Data to Plan Reading Instruction - Burns & Contesse 

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Using Assessment Data to Plan Reading Instruction - Burns & Contesse 

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Fix the fluency problem first.
When you have low fluency, go with decoding inventory.

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Reading Assessments: How To Evaluate Decoding & Encoding Skills

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This post may contain affiliate links, and I will earn a commission if you purchase through these links. Please read the disclosure policy for more details.

Whether it's the beginning of the school year and you need to perform reading assessments, you're working with a new student one-on-one, or you're checking progress mid-year, there are a variety of reading assessments you can choose from to inform your instruction.

In this post, I'm sharing my top picks for reading assessments that evaluate decoding (reading) and encoding (writing/spelling).

The 4 Types of Assessments

1. Screening assessments - Screeners are the most limited in the information they provide, but are the first type of assessment that should be done. They help us identify a problem area. Students who show a weakness in a screener would then be given a diagnostic assessment in the area they showed a weakness. The most common screeners are DIBELS, Aimsweb, and the ORF (oral reading fluency).

2. Diagnostic assessments - Diagnostic assessments are follow up tests that break down the areas into specific skills and strategies. These are performed after a screener in the area that indicated a weakness, and the information they provde helps us identify and address the specific deficit. These are standardized assessments.

3. Progress monitoring assessments - Progress monitoring assessments are typically adminsitered periodically to measure ongoing instruction. The information from these assessments tells us if our instruction is having the desired effect. These help us adjust instruction and improve learning.

4. Outcome assessments - Outcome assessments measure the achievement of groups, such as classrooms, schools, and districts. They include high-stakes tests and other nationalized tests. These do not provide information that is specific enough to guide isntructional planning.

So, you should plan to use screeners, diagnostic assessments, and progress monitoring (in that order) to plan out your instruction. You also want to use the least amount of assessments possible so you need to be careful about which assessments you choose to evaluate reading skills.

What assessments you use will also depend on the grade level of your students and the time of year you plan on performing the assessment.

Reading Assessments for Grades K-8

The following is a curated list of options for you to choose from. I am not saying you need to use them all, as some do the same thing. So check them out and choose the ones that align with your needs.

The first 5 assessments listed can be found in How to Plan Differentiated Reading Instruction, which happens to be an excellent resource for K-3 educators. The remaining assessments are free and linked in their descriptions.

Test of Letter Names (kindergarten) - This assessment asks students to name letters in isolation.

Test of Letter Sounds (kindergarten) - This assessment will show us if students can associate letters with the phonemes they represent.

Test of Fry Instant Words (K-1) - This assessment tests which high-frequency words students instantly recognize in isolation.

Informal Decoding Inventory (K-3) - This assessment targets phonological awareness, word recognition, fluency, and comprehension. It helps us determine the highest decoding skill set the child has attained in up to 2 syllable words. This can be used as a diagnostic measure and a for progress monitoring.

Test of Oral Reading Fluency (K-3) - This screening assessment determines the speed and accuracy of reading aloud grade-level text.

DIBELS (K-8) - This free decoding assessment measures oral reading fluency, letter naming fluency, phonemic segmentation fluency, nonsense word fluency, and word reading fluency up to grade 8. DIBELS can be used as a screener and has progress monitoring assessments. You can access the assessment materials for free here.

PAST (Phonological Awareness Screening Test) - For phonological awareness, the best one (and it's FREE) is the PAST. This is a screener and a diagnostic test. You can access it here. Make sure to read the instructions before using it and practice a few times.

Core Phonics Survey - This is a basic phonics related assessment that can be used as a screener and outcome measure. You can access the assessment materials for free here.

Words Their Way Spelling Inventory - This diagnostic encoding assessment has a primary, elementary, and upper assessment. You can access the assessment materials for free here.

Which Assessments To Choose

You need to screen for decoding (phonological awareness and phonics) and encoding (spelling). I recommend the PAST for phonological awareness, Core Phonics Survey or DIBELS for phonics, and Words Their Way for spelling to satisfy this. But of course, you have to use what is available to you or required by your district or school.

For diagnostic reading assessments, the PAST, Words Their Way, and Informal Decoding Inventory are great choices.

When To Give Reading Assessments

At the beginning of the school year, you want to use screeners to identify at-risk students. You would then follow up with diagnostic measures on students who showed a weakness in the screener. All of the reading assessments listed above would satisfy this requirement.

With this information, you can then group students to work on specific areas they need.

You also want to repeat the screening assessment for all students in the middle of the school year. A student who may not have been at risk at the beginning of the year may be struggling later on.

Progress monitoring assessments will likely be teacher-made evaluations, or even specific sections of some of the tests listed above like a few words from the Fry list or the vowel team section of a phonics test.

You want to perform progress monitoring on a regular basis, preferably every 1-3 weeks, to inform your instruction and adjust as needed. These can be informal and take just minutes, and are more for instant feedback on one specific area. The traditional spelling test, a lesson quiz, an exit slip, or a quick task on the target skill would be examples of a progress monitoring assessment.

What to do with the information you gain from assessments

I have heard from many educators that they get stuck at this point, not knowing what to do with all the data.

This document from the International Dyslexia Association Pennsylvania is fantastic for this, showing you what needs to be addressed for specific deficits identified in your assessments. Using that document, you can find the area you need to target and plan your instruction and assessment accordingly.

If you struggle with grouping students, I strongly suggest you get a copy of How to Plan Differentiated Reading Instruction. I promise you will not regret that decision!

Remember to use a systematic approach to addressing weaknesses. If you see a student has deficits in reading comprehension and phonics, starting with reading comprehension will not help, as phonics needs to be mastered for reading comprehension to take place. If a student can't read the words on the page, how will comprehension happen?

The same goes for a weakness in oral reading fluency. You need to determine why there is a weakness and start there. Which specific phonics skills are causing this weakness? The diagnostic test will tell you this so you'll know exactly where to start.

Bottom Line

Choosing your reading assessments takes careful planning and is important for you to be an effective educator. Assessing students' decoding and encoding skills properly provides invaluable information to guide your instruction and improve their reading skills.

Once you know what you're working with, be sure you're set up for success. Put up your sound wall, do your daily phonemic awareness and phonogra m drills, and ensure you're using effective research-based methods that teach students how to read.

Want to remember this? Save Reading Assessments To Evaluate Decoding and Encoding to your favorite Pinterest board!

If you're looking for more tips on teaching reading to struggling learners, check out these other posts:

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Reading Assessments: How To Evaluate Decoding & Encoding Skills

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This post may contain affiliate links, and I will earn a commission if you purchase through these links. Please read the disclosure policy for more details. Whether it's the beginning of the school year and you need to perform reading assessments, you're working with a new student one-on-one, or you're checking progress mid-year, there are a variety of reading assessments you can choose from to inform your instruction.

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Explore all

Educators

Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Explore all Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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As a part of the Course Enhancement Modules, this page provides an overview of reading.

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Letter- drag out sound
Auditory response is /a/ is a
Spelling- segment can pound and sound
Reading- model, talk about sound, say each sound, blend, praise strategies, stretch out sounds
Spelling - model
Word work - make the word, change the /sound/ to /sound/ then decode (alternating encode and decode), change spelling, then read, and repeat
Blending drill- read word, then change word, read, change (make it quick for automaticity)
Game generator is new
Decidable text- to practice reading (super important) and a guide

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LitLab.ai - an infinite decodable library for K-2!

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Information-rich decodables to build background knowledge and vocabulary.

Personalized decodables to make small-group & individual reading more effective & delightful.

Aligned to the UFLI scope & sequence, and compatible with other phonics curricula.

Choose a phoneme to practice

Enter a topic (try a science or social studies topic!)

Watch as LitLab.ai creates your decodable content!

Create decodable content

You choose the skill or phoneme to practice...

LitLab.ai creates unique decodable stories for every reader!

✓ Decodable and aligned to your learning objectives.

✓ Kids choose story elements based on their interests.

✓ Safe for kids with built-in content filtering.

✓ Hear challenging vocabulary phonetically.

✓ Listen to entire stories.

✓ Read & hear kid-friendly definitions.

LitLab.ai supports decoding and automaticity.

"Cognitive scientists have shown beyond doubt that fluent, accurate decoding is a hallmark of skilled reading" (LC Moat, 1998).

Vanessa L.

5th Grade Teacher

Dublin, California

My students were way more excited than normal. Kids mentioned that this would help them read more because, instead of spending lots of time searching for books to read, it helped them create stories that they're interested in reading right away. LitLab reached all demographic of students.

Monica A.

2nd Grade Teacher

Atlanta, Georgia

It was a hit! The kids loved being able to use their creativity while strengthening their reading skills. LitLab offered interactive features which made the experience truly engaging. This is going to be a great addition to our classroom.

Meghan C.

4th Grade Teacher

Windsor, California

They were excited to read their stories, find their friends' stories afterwards, and then even read random stories with interesting titles. There isn't this excitement about Epic. They're not like, "Look at this cool book that I read," but today they were like, "Oh my gosh, read this one!"

Awarded by

ASU+GSV 2023 Semi-Finalist: Most Innovative EdTech Startups

SXSW EDU 2023 Launch Competition: Community Choice winner

LitLab.ai is an early reading platform where K-2 educators can make decodable content that is engaging, accessible, and information-rich.

Decodable content refers to text that is systematically organized to align with phonics instruction, allowing children to apply their understanding of letter-sound relationships to read words, sentences, and stories.

On LitLab, teachers can browse and create decodable content (within seconds) in the form of illustrated stories or non-fictional content. Teachers can also allow their students to create their own illustrated stories (including decodable stories) based on their interests.

We created a self-serve Teacher Resource Hub where you can find a plethora of information. The Hub has guides on how to use the LitLab decodable creators, set up a class, and onboard students for targeted reading practice (including presentations that you can show students). You'll also find a short 4-minute video on how to use LitLab.

LitLab's products are built on evidence-based principles and draw from leading science in the field of early literacy. LitLab builds off of decades of research on the efficacy of decodable text, and incorporates evidence-backed strategies around motivation and student engagement.

With the help of researchers, we have created a LitLab Logic Model which illustrates a logical, evidence-based rationale to LitLab's approach to improving early reading skills. This model draws on well-founded research-based pedagogies and learning principles. To better understand our logic model, we welcome you to contact us.

Litlab is a mission-driven company that's committed to improving early literacy by building powerful reading practice tools using the latest AI technologies.

In order to sustain our commitment to building with cutting-edge tech (which can be quite costly to work with), we offer an affordable premium membership option for schools. We also offer a free tier for educators with access to a limited number of decodables and limited story creation.

LitLab's affordable school memberships allow all teachers to utilize Google Classroom SSO, have unlimited access to decodable stories, and track student progress on comprehension questions and decodables. Soon, premium memberships will also offer Clever SSO, allow deeper analytics on student progress on foundational literacy skills, and provide whole-school access for all students and teachers.

LitLab.ai measures uses a decodability scoring measure to track the decodability of each story. According to our recent tests, LitLab's models produce content that is significantly more decodable than simple decodable requests to ChatGPT, and on par with published decodable stories.

The LitLab team has built a safety module that prevents the processing or display of profanity, violence, hate speech, and adult themes. We also have real humans QA and test our image models to significantly improve the safety of images shown to kids.

LitLab.ai's models are always improving in accuracy and decodability. However, like any AI, there can be instances where the models may inadvertently introduce incorrect facts. In such cases, teachers in the LitLab community can use our "report" feature to flag content that appears to be incorrect, misleading, or unsafe. We take these reports very seriously, and we use those reports to not only review flagged content, but also improves the accuracy of future content.

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LitLab.ai - an infinite decodable library for K-2!

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LitLab.ai is the world's first 'AI for early reading.' K-2 teachers can easily create decodable content that is perfect for early readers - whether that's engaging illustrated stories, or information-rich text. Students too can experience the magic of making their own illustrated decodable stories!

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Project Read, your AI Co-Teacher for the Science of Reading

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Free Decodable Story Generator for the Science of Reading · Project Read

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Generate a decodable story compatible with any Science of Reading-based phonics curriculum for free. Download a student-friendly PDF in seconds.

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Reading and the Ak Native Guidebook

https://mediacdn.guidebook.com/upload/205622/VyRhVgWL7RrLryIwgr3XBxZR45AAyaGjhJiH.pdf

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Who wants to learn about plc more?

Snowshoe - weekly newsletter with standards, virtue of the week, reading goals.
Share weekly assessment shared among grade to see where weaknesses might be

Tanaina
15 minutes of training weekly
Rest of plc - data talks

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Excel doc with lots of data to track
Attendance
Dibels scores boy,moy, Eloy
Needs broken down
Lesson plans for small groups
Students composite scores with links to irips

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This lady teaches k like me. lol no punches pulled

Reset-walk around

Start with lots and lots of positive attention, then wean it
Tattle event - carpet you tattle for 10 minutes lol
Learn to get over little things

Transition Jan-April practice routines from preschool. Learn routines so she can teach academics during the next year.

💖💖Kids read to someone in the school. Prearrange with any adult for practice.

Send home book report, kids do with parents.
Make up work due-have to do at home.

Use “our classroom” not “my classroom” for ownership.

Apologies to classrooms in meetings, “real talk” for even the littles.

Discuss with students test scores (red,yellow,green). Discuss how to grow. (Like my thought -it’s their data, not mine

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Resource guide

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This project involves a related set of investigations that evaluate whether self-regulation strategies, embedded within reading and math interventions, have

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AI ufli story with any name or topic.

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Discover how to develop and strengthen the four essential skills of effective educational leaders. Inspire a shared vision of strategic change and overcome resistance through strong communication, trust building, empowerment of those you lead, and a focus on results.

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We are in the business of making all students success.

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We are in the business of making all students success.

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If teachers don’t help admin with change, it becomes a fad.

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If teachers don’t help admin with change, it becomes a fad.

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We don’t want buy in, because people can sell out when things get hard. We want commitment. Change should be uncomfortable and reasonable.

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People need to trust the bringers of change.

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People need to trust the bringers of change.

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Need a team of teacher s help with change.
Empathy is not sympathy.
“Hit the ground listening.”
Listen—-> assemble a team—> change
Credibility is trust .
“Being trusted does not necessarily mean being liked. “

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We are partners for change in public education. We help school systems achieve their goals for students.

About Us

Why do school systems in more than 50 cities work with TNTP?
We provide support at every level, from individual classrooms to district-wide efforts.

Passion

Half of our 700 staff members are former educators. All of us believe in public schools-and success for all students.
OUR MISSION

Partnership

A national nonprofit founded by teachers, we work alongside the educators we serve, in schools and district offices.

Perspective

We identify trends across districts and share what we're learning through our publications and blog.

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We are partners for change in public education. We help school systems achieve their goals for students.

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Professional learning supports teachers and allow them to change.

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Professional learning supports teachers and allow them to change.

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Something to teach for WIN groups. All students in rotation or in small group.

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The team must be leaders made up of admin and teachers.

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Instructional Suggestions to Support Sentence and Paragraph Writing by Karen Eades

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Instructional Suggestions to Support Sentence and Paragraph Writing by Karen Eades

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There are some really good ideas in this presentation that can be quickly integrated into your classroom!