# data[].attributes.attachment_link.title
Characteristics of Fluent Versus Nonfluent Readers | Education.com

# data[].attributes.attachment_link.description
Provides a table summarizing characteristics of fluent and non fluent readers, which include many dyslexic students. Describes causes and interventions.

# data[].attributes.attachment_link.title
Reading Rockets: Launching Young Readers . Fluent Reading . Helpful Articles . Fluency | PBS

# data[].attributes.attachment_link.description
Like all other reading skills, fluency develops through reading, reading, and more reading. Even very skilled readers may read slowly and struggle with unfamiliar words or topics. During the earliest stages of reading development, children's reading is expected to be slower and less fluent.

# data[].attributes.attachment_link.description
We share evidence and practitioner-based learning strategies that empower you to improve K-12 education.

# data[].attributes.attachment_link.readable_text
Formative assessment

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

help students identify their strengths and weaknesses and target areas that need work

help faculty recognize where students are struggling and address problems immediately

Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:

draw a concept map in class to represent their understanding of a topic

submit one or two sentences identifying the main point of a lecture

turn in a research proposal for early feedback

Summative assessment

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:

Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.

CONTACT US to talk with an Eberly colleague in person!

# data[].attributes.attachment_link.title
Formative vs Summative Assessment - Eberly Center - Carnegie Mellon University

# data[].attributes.attachment_link.title
A is for Apple: Building Letter-Recognition Fluency - ReadWriteThink

# data[].attributes.attachment_link.description
Students apply and build their knowledge of letters and letter sounds as they play games and interact with letters online, creating their own ABC book as a final activity.

# data[].attributes.attachment_link.description
Letter Identification Sample Employee Recognition Letters Letter Recognition Chart Letter Mouse Recognitionabc Letter Factory Shape Recognition ABC Recognition R Letter Recognition Letter Recognition Songs Letter Recognition Weebly Letter Recognition Activities Cartoon Letter Recognition Number Recognition Letter Recognition for Preschoolers

# data[].attributes.attachment_link.description
Letter Identification Sample Employee Recognition Letters Letter Recognition Chart Letter Mouse Recognitionabc Letter Factory Shape Recognition ABC Recognition R Letter Recognition Letter Recognition Songs Letter Recognition Weebly Letter Recognition Activities Cartoon Letter Recognition Number Recognition Letter Recognition for Preschoolers

# data[].attributes.attachment_link.readable_text
Concepts of print are "the basic understandings of reading" (McKenna & Stahl, 2009). "Concepts of print can be viewed as basic knowledge about how print in general, and books work" (Holdgreve-Resendez, 2010a).

Concepts of print include:

Reading from left to right

Reading from top to bottom

The fact that letters and words convey a message.

Print is what we read.

The "return sweep", to move from one line to the next

Illustrations in a book correspond to the print

Every book as a front, back, and an author

The alphabetic principle is important when thinking about concepts of print. The alphabetic principle is the "understanding that words are made of letters, which stand for the sound we say when we say words. It includes the understanding that by putting letters together in different ways, we make different words"(Holdgreve-Resendez, 2010a).

The YouTube video below is a teacher explaining what concepts of print are, as well as how students work with them!

Concepts of print are important because the teach children how reading "works" (Holdgreve-Resendez, 2010a) . It can be viewed as the foundation to reading and writing. Concepts of print teach children at an early age how to orient themselves in terms of reading. Many times fluent readers can take concepts of print for granted, because they are second nature to the reader. These concepts are foreign to beginning readers (Stahl & McKenna, 2009).

Concepts of print are a great predictor in a child's future success as a reader. Concepts of print influence a child's fluency and accuracy as a reader later in life.

Instructors will assume that all children know the concepts of print when the student enters the classroom, but that is not always true. Students enter a classroom at all different learning levels. Teachers and parents must educate their students on the concepts of print and the alphabetical principle. (Stahl & McKenna, 2009).

Concepts of print start to develop early in a child. By the time a child reaches school, they may still be developing their concepts of print. There is no known sequence to learning concepts of print. The order is dependent on the child. Affective instruction early in a child's life is extremely important. Many times, children will create their own theories on how concepts of print work.

The best ways for students and children to learn the concepts of print are by allowing them to explore books, writing, and drawing for themselves.

Informal assessments:
When using an informal assessment, it is important to remember to always document what the administrator of the test says, as well as to record what the student responds with. The administrator of the assessment should be questioning the child on book orientation, directionality, and concepts of letters, words, and punctuation.

A great resource to use is Reading Rockets. (www.readingrockets.org). At this site, there are videos available to demonstrate on how to give informal assessments.

The following PDF is a formal assessments for concepts of print. The MLPP is a Michigan standard assessment for students. It has a checklist of questions that teachers can use.

There are many different instructional strategies for teaching students about the concepts of print. They include:

Interactive read aloud

Talking about parts of the book

Talk about the author and/or illustrator

This allows for the book to become more interesting and interactive. Another idea is to have the student become an author. This allows for the child to feel special and celebrated (Showerman, 2010)
There are many different types of issues that Second Language Learners (SLL) can have with concepts of print.

One issue, is that the SLL might not be able to communicate with the teacher that he or she understands. When language is acquired, learners comprehend before they produce the language (Spada, 1983).

Another issue is that the concepts of print can be totally foreign to the SLL. Different languages have different concepts of print. For example, Arabic and Hebrew read from right to left while English, Spanish and French all read left to right.

Articles and Journals (PDF)
Bialystok, E. (1997). Effects of bilingualism and biliteracy on children's emerging concepts of print. Shanahan, T, & Lonigan, C. (2010). Developmental Psychology, 33(3), Retrieved from http://www.sciencedirect.com/science
Educational Researcher, 39(4 279-285), Retrieved from http://edr.sagepub.com/content/39/4/279.full doi: 10.3102/0013189X10369172

Holdgreve-Resendez, R. T. (2010). Concepts of Print and Genre. Extracted from www.angel.msu.edu on October 13, 2010. Concept of Print and Genre.

Celce-Murcia, M., & Larsen-Freeman, D. (1983). The grammar book: An ESL/EFL teacher's course.
Holdgreve-Resendez, R. T. (2010a). Concepts of Print and Genre. Extracted from www.angel.msu.edu on October 13, 2010. Concept of Print and Genre.

Levy, B, Gong, Z, Hessels, S, & Evans, M. (2006). Understanding print: early reading development and contributions of home literacy experiences. Science Direct, 93, 63-93.

Herrera, C. (2006). Concepts of print: dual language learners and early literacy development. Las Angeles, Ca: California Preschool Instructional Network.

McKenna, M. C., & Stahl, K. A. D. (2009). Pentimonti, J, & Justice, L. (2009). Teacher's use of scaffolding strategies during read alouds in the preschool classroom. Assessment for reading instruction, second
edition. New York: Guilford.

Early Childhood Education, 37, 241-248.

Savignnon, S. (2001). Communicative language teaching for the twenty-first century.

Showerman, A. (2010) Concepts of Print. TE301SEC005. Notes taken on September 22, 2010.

# data[].attributes.attachment_link.description
Concepts of print are "the basic understandings of reading" (McKenna & Stahl, 2009). "Concepts of print can be viewed as basic knowledge about how print in general, and books work" (Holdgreve-Resendez, 2010a). Concepts of print include: Reading from left to right Reading from top to bottom The fact that letters and words convey a message.

# data[].attributes.attachment_link.description
Phonological awareness is a broad skill that includes identifying and manipulating units of oral language - parts such as words, syllables, and onsets and rimes. Children who have phonological awareness are able to identify and make oral rhymes, can clap out the number of syllables in a word, and can recognize words with the same initial sounds like 'money' and 'mother.'

# data[].attributes.attachment_link.provider_name
Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

# data[].attributes.attachment_link.readable_text
As you learn more about reading development and instruction you may come upon two terms that look quite similar: phonological awareness and phonemic awareness. While the two are often used interchangeably there are slight distinctions between them.

Phonological Awareness

Phonological awareness is the ability to recognize that words are made up of a variety of sound units. The term encompasses a number of sound related skills necessary for a person to develop as a reader. As a child develops phonological awareness she not only comes to understand that words are made up of small sound units (phonemes). She also learns that words can be segmented into larger sound "chunks" known as syllables and each syllable begin with a sound (onset) and ends with another sound (rime).

Phonological awareness provides the basis for phonics. Phonics, the understanding that sounds and print letters are connected, is the first step towards the act we call reading.

When measuring a child's phonological awareness look at his ability to apply several different skills. A child with strong phonological awareness should be able to recognize and use rhyme, break words into syllables, blend phonemes into syllables and words, identify the beginning and ending sounds in a syllable and see smaller words within larger words (ie. "cat" in "catalog").

Phonemic Awareness

While phonemic awareness also involves an understanding of the ways that sounds function in words, it deals with only one aspect of sound: the phoneme. A phoneme is the smallest unit of sound in a language that holds meaning. Almost all words are made up of a number of phonemes blended together. Consider the word "ball". It is made up of three phonemes: /b/ /aw/ /l/ . Each of its sounds affects the meaning. Take away the /b/ sound and replace it with /w/ and you have an entirely different word. Change the /aw/ for an /e/ sound and again the meaning changes.

Phonemic awareness is just one aspect of phonological awareness. While phonological awareness encompasses a child's ability to recognize the many ways sounds function in words, phonemic awareness is only her understanding of the most minute sound units in words. Because phonemic awareness is a sub-skill under the phonological awareness "umbrella" not all of the measures for determining a reader's skill level are applied when assessing it. A reader with strong phonemic awareness will demonstrate the ability to hear rhyme and alliteration (the repetition of the same consonant sound at the beginning of several different words used in a sentence or paragraph), find the different sound in a set of words (ie. "bat", "ball", "wet") and blend and segment phonemes.

Using These Two Terms

Though there is a distinction between phonological awareness and phonemic awareness the two terms are often used interchangeably. For the most part both are used to refer to what is technically phonological awareness. The more common term used to encompass both skill sets is phonemic awareness. In most literature on reading you will see "phonemic awareness" used. Know when you see this term usually the writer is actually referring to "phonological awareness".

# data[].attributes.attachment_link.title
Phonemic Awareness vs. Phonological Awareness Explained

# data[].attributes.attachment_link.description
As you learn more about reading development and instruction you may come upon two terms that look quite similar: phonological awareness and phonemic awareness. While the two are often used interchangeably there are slight distinctions between them. Phonological awareness is the ability to recognize that words are made up of a variety of sound units.

# data[].attributes.attachment_link.readable_text
What Is Reading Comprehension?

In order to read, understand, process and remember text - or comprehend - readers need to be actively engaged. What does this mean? It means their brains are busy when reading, thinking about different aspects as they engage in the information. Good readers use comprehension strategies like predicting, visualizing, inferring or connecting to the text to get a deeper understanding of what is being read. However, using these strategies isn't the only factor that determines comprehension. What a reader brings to the table is also part of the equation that adds up to a successful reader.

Reader factors, or the skills, knowledge and understanding a reader has, impact reading comprehension. Text factors, such as organization of text or genres, also influence comprehension success. What are some of these factors, and what impact do they have on comprehension? Let's take a look at Ms. Beck's fourth-grade students for a few answers.

Types of Reader Factors

Ms. Beck has been teaching for several years. She's gotten to know the ropes of educating students and is a pro at helping them use skills and strategies to become stellar readers. She knows there are both text and reader factors that influence comprehension. Each student comes into her classroom with their own bag of factors, and it's her job to unpack them. She uses her knowledge of these factors to determine how to mold and shape each student. Let's briefly explore some reader factors.

Background Knowledge

Every student has their own understanding of the world. Some students have a very large body of knowledge, while others know very little. Students with more knowledge have better opportunities to connect with text and understand a broader range of topics than those who don't. For example, a student who has traveled to the buttes in the west is more likely to understand when reading about that topic than one who has never heard the word buttes before.

Vocabulary

The more students know and understand about words and language structures, the better they are at comprehending what they read. They easily recognize words and use strategies to figure out unfamiliar ones. Students with limited language skills and vocabulary are a step behind since they read first to understand words, then to understand overall text meaning.

Knowledge of Strategies

When students are active readers, like we talked about earlier, they are more successful with comprehension. They use metacognitive strategies - or think about their thinking - to monitor and direct their understanding of text. For example, a reader who is metacognitive when reading will predict what may happen next. One who isn't will continue to read without become engaged in the text and have a more shallow understanding. They won't be able to troubleshoot when they begin to struggle because they don't recognize they are struggling.

Motivation

Some students come to Ms. Beck's class ready to learn and be actively engaged. They are confident in their ability and, she knows, more likely to be successful readers. Others are less motivated and shuffle into class. They are reluctant readers who don't seem to be invested in learning. Factors that influence motivation among students can vary from home life to interest in reading to basic human differences. Ms. Beck knows it's more important to recognize whether or not a student is motivated and attempt to fuel their interest rather than to diagnose the cause.

Types of Text Factors

The kinds of factors that influence reading comprehension can also be related to elements of text like these:

# data[].attributes.attachment_link.keywords[]
what factors help & hinder reading comprehension? - video & lesson transcript | study.com

# data[].attributes.attachment_link.title
What Factors Help & Hinder Reading Comprehension? - Video & Lesson Transcript | Study.com

# data[].attributes.attachment_link.description
In order to read, understand, process and remember text - or comprehend - readers need to be actively engaged. What does this mean? It means their brains are busy when reading, thinking about different aspects as they engage in the information.

# data[].attributes.attachment_link.title
Ch. 9: Facilitating Students' Comprehension: Text Factors

# data[].attributes.attachment_link.description
Chapter 9-Facilitating Students' Comprehension: Text Factors We will continue to discuss Comprehension this week. I am so pleased that our text has decided to devote two entire chapters to this...

# data[].attributes.attachment_link.title
Reading Comprehension Factors | Education.com

# data[].attributes.attachment_link.description
This article discusses in depth reading comprehension factors. To read and comprehend something, there are two comprehension factors: reader and text.

# data[].attributes.attachment_link.provider_name
Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

# data[].attributes.attachment_link.title
Reading Comprehension Worksheets | 1st - 10th Grade Passages

# data[].attributes.attachment_link.description
Free, printable reading comprehension passages to use in the classroom or at home. Click here to learn more.

# data[].attributes.attachment_link.readable_text
This section includes hundreds of online reading comprehension exercises. These are listed in ABC Order. Use the filters on the left to see these sorted by grade level. There are over 400 of these. Please note, many of these are now available to use in your Google Classroom (as a subscriber to MrN 365).

# data[].attributes.attachment_link.title
Mr. Nussbaum Lang. Arts Reading Comprehension (Online) Activities

# data[].attributes.attachment_link.description
This section includes hundreds of online reading comprehension exercises. These are listed in ABC Order. Use the filters on the left to see these sorted by grade level. There are over 400 of these. Please note, many of these are now available to use in your Google Classroom (as a subscriber to MrN 365).

# data[].attributes.attachment_link.description
Assessment and Evaluation | Reading Topics A-Z | Reading Rockets

# data[].attributes.attachment_link.description
An effective, comprehensive reading program includes reading assessments for four purposes:

# data[].attributes.attachment_link.provider_name
Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

# data[].attributes.attachment_link.readable_text
Unless you're an elementary teacher, balanced literacy instruction may be a new concept to you. What is it, anyway? What happened to phonics? What about whole language? Which is better? Why does the pendulum continue to swing from one method to another? And why can Johnny still not read?

Welcome to the reading war. These questions have been the heart of heated controversy for decades.

Before balanced literacy instruction appeared on the scene, you could say reading instruction was rather "unbalanced." First there was the "look-say" method, then phonics, and then whole language made a grand appearance in the 1980's. Each was met with some resistance... and war raged on. But why?
Surely there is a "best" way to teach reading?
It's not as easy as that. There have always been arguments over how to best teach young children to read. And with good reason. Reading is such a critical skill and without a strong foundation, children simply can't flourish in school. For this reason, for much of the 20th century choosing the best program to implement in schools has been a hot topic among administrators, teachers, and parents alike.
The Phonics Camp
On one side of the fence, there are proponents of phonics who believe that understanding the relationship between letters and sounds they make is essential for comprehension. In order to comprehend, readers must be fluent and quick readers. Phonics emphasizes important skills such as decoding words through sound and spelling so they can move smoothly through a passage.

Does phonics work? Well, yes.

Children who are analytical and auditory learners seem to do best with phonics instruction. Decoding words through sounds comes easy. To them a whole language approach isn't structured enough. The result is they often fall behind and are left to struggle without the strategies they need to deconstruct or decode new words.
The Whole Language Camp
On the other side of the fence are those who believe whole language is the philosophy to base instruction upon. Here the emphasis is on constructing meaning through the written word and then expressing the meaning through writing. Advocates of whole language state that learning to read through phonics alone results simply in word recognition - meaning is left to chance.

Does whole language work? Well, yes.

Students who thrive in a whole language environment are global learners meaning they learn best through hands-on learning and interacting with peers. They tend to be tactile and visual learners.
Those Left Behind
But with an either/or approach, there will always be someone left behind. And obviously there are pros and cons of each side. However, now that we're 10 years into the 21st century, proponents from both camps seem to have found a middle ground. The truth is that children often learn best through a combination of strategies. That's why balanced literacy instruction is thought to be the key.
The Balancing Act
Just as the name implies, balanced literacy instruction is a program that strikes a balance between both whole language and phonics. The strongest elements of each are incorporated into a literacy program that aims to guide students toward proficient and lifelong reading.

Here are 5 components of balanced literacy instruction:

Balanced literacy is a framework for reading instruction. It involves teaching by reading to students, having students read independently, and reading with students. This is accomplished with five basic components.
Balanced Literacy Component #1 - The read aloud
In the read aloud strategy the teacher reads out loud to the classroom. This way the teacher can model the correct strategies and behaviors. It's important that teachers read with enthusiasm, rhythm, and the proper intonation. This way students can experience the joys of reading long before they can read on their own.
Balanced Literacy Component #2 - Guided reading
Through guided reading teachers are able to work with students who are on the same level. Students are put into small groups, given their own book, and the teacher works with each student to help develop the skills they need.
Balanced Literacy Component #3 - Shared reading
During shared reading the students and teacher read together. This is an opportunity for students to discover new words and their meanings.
Balanced Literacy Component #4 -Independent reading
During independent reading students are allowed to choose the books they want to read. This is important for many reasons - one being that reading becomes a more enjoyable experience. Also, when students realize teachers value reading time, they begin to realize that reading must be an important skill.
Balanced Literacy Component #5 - Word study
Students work with words through fun and engaging activities. Through word study students learn letters and the sounds they make. They then move on to root words, suffixes and prefixes, and how to derive meaning of words.

As the balanced literacy approach becomes more widespread, the whole language method that was so popular during the 1990's fades. Since the enactment of No Child Left Behind, phonics has moved back into the spotlight. Whole language is receding into the shadows and is no longer the dominant literacy model. Many teachers (and parents) are excited about what balanced literacy instruction could mean for students. For now, this balanced literacy approach seems to be the truce for the reading war.

(more balanced literacy articles)

# data[].attributes.attachment_link.title
Balanced Literacy Instruction: A Truce For The Reading War? - Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

# data[].attributes.attachment_link.description
Unless you're an elementary teacher, balanced literacy instruction may be a new concept to you. What is it, anyway? What happened to phonics? What about whole language? Which is better? Why does the pendulum continue to swing from one method to another? And why can Johnny still not read?

# data[].attributes.attachment_link.title
Effective Teaching Principles for Literacy Instruction

# data[].attributes.attachment_link.description
Five Standards of Effective Pedagogy and Learning: This 1999 document summarizes the ideal conditions for learning as established through California's Center for Research on Education, Diversity & Excellence (CREDE). Although it cuts across all disciplines, several of the principles relate to literacy instruction.

# data[].attributes.attachment_link.readable_text
The label of "21st Century learning" is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including:

-weighing the magic of technology with its incredible cost and complexity

-underscoring the potential for well thought-out instructional design

-considering the considerable potential of social media platforms against its apparent divergence from academic learning

Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn't changed, and good learning looks the same whether it's the 12th or 21st century.

At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first.

The following take on 21st century learning developed by TeachThought is notable here because of the absence of technology. There is very little about iPads, social media, 1:10 laptops, or other tech-implementation. In that way, it is closer to the "classic" approach to "good learning" than it is the full-on digital fare we often explore.

The size of the circles on the map are intended to convey priority.

9 Characteristics Of 21st Century Learning
1. Learner-centered
2. Media-driven (this doesn't have to mean digital media)
3. Personalized 4. Transfer-by-Design 5. Visibly Relevant 6. Data-Rich 7. Adaptable 8. Interdependent 9. Diverse
Would love to hear your thoughts in the comments section!

# data[].attributes.attachment_link.title
9 Characteristics Of 21st Century Learning

# data[].attributes.attachment_link.description
The label of "21st Century learning" is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including: -weighing the magic of technology with its incredible cost and complexity -underscoring the potential for well thought-out instructional design -considering the considerable

# data[].attributes.attachment_link.title
Home Page - Courses @ 21st Century Learning

# data[].attributes.attachment_link.description
Flexible Learning Options Courses come in all shapes and sized and may contain 10, 20, 30 or even 60 hours of content. Most courses have rolling start dates. Begin and finish a course based on your individual circumstance. Graduate Credit Available Need additional university credits? Not a problem.

# data[].attributes.attachment_link.readable_text
We facilitate the emergence of new approaches to learning that draw upon a range of insights into the human brain, the functioning of human societies, and learning as a community-wide activity. More
We believe this will release human potential in ways that nurture and form local democratic communities worldwide, and will help reclaim and sustain a world supportive of human endeavor.
This site provides an archive of material selected from the past 25 years broken down into meaningful chronological eras as well as sorted by tag and category. We hope this means you access what is interesting and relevant to you as easily as possible.

Our Story: The Timeline

Our work is best understood in the context it was created. We have organised a large part of this archive into chronological eras, documenting our work over the last 30 years. Curated by our Director John Abbott, this timeline is a great place to start your exploration of the information on this site.

Other ways to browse our archive

See what's popular, or only read what you have time to read

If you only have 15 minutes

If you have all the time in the world

# data[].attributes.attachment_link.description
We facilitate the emergence of new approaches to learning that draw upon a range of insights into the human brain, the functioning of human societies, and learning as a community-wide activity. More We believe this will release human potential in ways that nurture and form local democratic communities worldwide, and will help reclaim and sustain a world supportive of human endeavor.

# data[].attributes.attachment_link.description
The population of English language learners (ELLs) in U.S. public schools is on the rise. Learn about the most effective ways to teach ELL students (or ESL students), how to create a welcoming classroom, and ways to promote family involvement.

# data[].attributes.attachment_link.title
Teaching Tools | Resources for Teachers from Scholastic

# data[].attributes.attachment_link.title
Guided Reading with Jenna Complete Lesson

# data[].attributes.attachment_link.description
Looking to introduce a differentiation system into your classroom? Watch an example of running a differentiation system for your reading program. Student preparation and classroom management are key to its success. This differentiation video shows ideas for lessons outside of reading.

# data[].attributes.attachment_link.readable_text
ELA.RL.5.10

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature K-5

5: 5th Grade

10: By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 4-5 text complexity
band independently and proficiently.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RF.5.4a

Common core State Standards

ELA: English Language Arts

RF: Reading Standards: Foundational Skills (K-5)

5: 5th Grade

4a: Read with sufficient accuracy and fluency to
support comprehension.

a. Read on-level text with purpose and
understanding.

b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.

c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.

Download Common Core State Standards (PDF 1.2 MB)

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How does Jenna model expectations to prepare students for work stations?

2. How do students transition among tasks?

3. Note the importance of practicing expectations to ensure classroom management?

School Details

Aspire Berkley Maynard Academy
6200 San Pablo Avenue
Oakland CA 94608

Data Provided By:

Teachers

English Language Arts Math Science Social Studies / 4 5 / Teacher

# data[].attributes.attachment_link.description
In this five part series, see all the pieces that come together for guided reading in Jenna Ogier's classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

# data[].attributes.attachment_link.title
Understanding the Language Experience Approach (LEA)

# data[].attributes.attachment_link.description
Learn about how you can use the Language Experience Approach (LEA) with English language learners.

# data[].attributes.attachment_link.description
Shared reading is an interactive read aloud where the students join in or share the reading of a book while guided by a teacher. The shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations.

# data[].attributes.attachment_link.title
Sir Ken Robinson: Do schools kill creativity?

# data[].attributes.attachment_link.description
Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.