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Academic Language Webinar - PowerPoint slides

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Free essays, homework help, flashcards, research papers, book reports, term papers, history, science, politics

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Our teachers know it's important for students to build knowledge every day, even when schools are out. No matter the setting - virtual school, homeschool, or a traditional classroom - Eureka Math has the tools you need to help you keep students on track. These free printable math workbooks and lesson plans provide a comprehensive math curriculum from preschool through high school.

Let's keep inspiring greatness and building knowledge together during these uncertain times. Choose your grade level below to find materials for your student(s).

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Free Math Curriculum - Eureka Math Basic Files

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Find free math curriculum to support students. Content available for Grades PK-12.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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MCEE (Model Code of Ethics for Educators)

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MCEE (Model Code of Ethics for Educators)

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Fieldwork Activities &TPE Tracking Sheet F 21(4)

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The Ten Thematic Strands of Social Studies - lerner57

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A website for Mrs. Lerner and Ms. Han's 5th graders at PS 57.

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5 Steps to Writing Clear and Measurable Learning Objectives

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If you want your students or trainees to achieve specific goals, create objectives—specific, measurable checkpoints to ensure you’re on track.

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own.
Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like "How is the strategy working? Where else might you apply it?"

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

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Successful Strategies for Teaching Students with Learning Disabilities

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own. direct instruction; learning strategy instruction; and using a sequential, simultaneous structured multi-sensory approach.

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Abe Lincoln - The Boy Who Loved Books 🇺🇸 Abraham Lincoln read aloud for kids

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What are SDAIE Strategies?
As classrooms become more culturally diverse, it is crucial for teachers to be familiar with strategies that can help students struggling with the English language (English Language Learners). Specially Designed Academic Instruction in English (SDAIE) is a teaching approach that uses various strategies to teach academic content to ELL students.

SDAIE strategies focus on curriculum and teaching content to students, as compared to ESL curriculum, which focuses more on developing students' English language skills.

Using SDAIE strategies helps teachers differentiate instruction to suit the learning needs of ELL students. Teachers can apply these strategies to instruction, and use them as assessment tools.

Teachers following SDAIE practices help ELL students by:

1. Analyzing material from point of view of students with limited English proficiency.

2. Activating students background knowledge.

3. Presenting material and lessons orally as well as increasing the use of visuals, graphic organizers, manipulative and hands-on-learning experiences.

4. Using simple language for communicating as well as limiting the use of idioms, jargon and complex sentence structures.

5. Reinforcing learning of language along with content and curriculum.

6. Regularly assessing and monitoring student progress.

These goals are achieved in the following ways:

Bridging or Activating Knowledge: Teachers help students establish connections between current topics and previous knowledge through use of images, brainstorming, and strategies like quick-writes, think-pair-share, and previewing text.

Contextualization: Students are taught to familiarize themselves with unknown concepts by experiencing them directly through demonstrations, media, realia and hands-on learning opportunities.

Metacognitive Development: Teachers equip students with the skills and vocabulary essential for learning.

Modelling: Teachers can set examples for students in the language they want students to use. This includes speaking slowly and clearly, using correct vocabulary. Teachers may also use peer interactions and student discussions to instill language and communicative skills in ELL students. Student discussions are useful as they provide ELL students with an opportunity to:

Practice both their listening and speaking skills.

To share their opinions and thoughts on topics in a safe environment.

Actively participate in a group without fearing judgement or ridicule.

Schema-Building: Students learn to explore, identify, and compare relationships between concepts through strategies such as jigsaw learning, peer teaching, and project-based learning.

Representations: Students are instructed to represent their understanding of a material through drawings and presentations.

SDAIE strategies streamline teachers' efforts at presenting academic content to ELL students in ways that enable them to attain academic excellence.
Like this article for teachers?
Browse the Professional Learning Board COURSE CATALOG to find related online courses for teachers in your state. Professional Learning Board is a leading provider of online professional development classes that teachers use to renew a teaching license or renew a teaching certificate.

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Using SDAIE strategies helps teachers differentiate instruction to suit the learning needs of ELL students. Analyzing material from point of view of students with limited English proficiency. Activating students background knowledge. Presenting material and lessons orally as well as increasing the use of visuals, graphic organizers, manipulative and hands-on-learning experiences.

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SLD-Cognitive Abilities (Assoc Concep Exp) Definition Accommodations 20

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If you suspect you or your child might have attention deficit hyperactivity disorder (ADHD), your doctor has several ways to make a diagnosis. One is an ADHD rating scale, which measures symptoms like inattention and lack of impulse control. Doctors have many such scales to choose from.

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Present Levels (Component of the IEP) | Center for Parent Information and Resources

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Current as of April 2022
This info in Spanish | Esta información en español

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What does it mean to be American? Read Aloud

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What does it mean to be American? Read Aloud

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What Does It Mean To Be American | USA for Kids | Kids Book Read Aloud

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Civil Rights Heroes for Kids | Leaders Who Changed America

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America to Me | Patriotic Song for Kids | Song for America | Jack Hartmann

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A History Lesson: HEROES! (With Read Aloud)

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The following selections of poems are curated around specific themes and are appropriate for young readers.

Find poetry lesson plans, essays about teaching, a glossary of poetry terms, and other educator resources on our Materials for Teachers page. Visit our Poetry for Teens page to find more selections of poems tailored to a high school audience. Encourage students to participate in the Dear Poet project. And, celebrate Poem In Your Pocket Day virtually on April 30.

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Poems for Kids - The following selections of poems are curated around specific themes and are appropriate fo

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Of all the writing I have done with students in elementary school, teaching poetry writing has been the most exhilarating and successful. Kids love it; they are energized by the myriad of possibilities and the total writing freedom.

Teachers love it too; it's fun and easy to teach, and all kids thrive.

Several years ago, when I began teaching young children how to write free-verse poetry, I was amazed at how creative and insightful all kids became. Students who struggled with forming letters and words and with writing sentences, and who found writing in school burdensome, blossomed in this genre. Free from restrictions in content, form, space, length, conventions, and rhyme, they could let their imaginations soar. Proficient writers also shone.

For all children, their choice of words improved, and their joy in innovating surfaced. For some students who felt constricted by the requirements of school writing (journals, letters, and assignments), poetry writing freed them up.

Kenneth, a first grader, was one such student. The act of writing was physically difficult for him, and the traditional process was unsuccessful. Adult expectations for good handwriting also contributed to his dislike of writing. His teacher, Kevin Hill, commented on the impact of poetry writing: "With poetry, Kenneth was unleashed, and his talents were all over the page."

Fascinated by the world around him, Kenneth could finally use writing to express himself freely. Poetry writing gave him a creative outlet for his mature understanding of nature in a way that made him feel comfortable, assured, and successful. (See "Spring" below.)

Other children also wrote easily and confidently, about sports, school, friends, pets, nature, likes and dislikes, their families, and what was on their minds. Their poems displayed energy, rhythm, passion, shape, and keen observation.

What's more, the voices of individual students were evident in their poems and convinced teachers that young students could indeed write with "voice"-a personal and unique style. Hill comments, "I could actually hear individual students' voices. Even without the child's name on the paper, I would often know who wrote the poem."

Teaching poetry writing so that all kids are successful requires an in-depth introduction, including exposure to lots of poetry. While the initial session will last about one hour, follow-up sessions, including student writing, may be shorter as less demonstrating becomes necessary.

Typically, the whole class session includes demonstrating poetry writing through one or two of the following:

Sharing and discussing kids' poems (10-15 min.)

Writing a poem together (10 min.)

Teacher writing a poem in front of class (5-7 min.)

Mini-lesson on features of poetry (5-10 min.)

Brainstorming before independent writing (5 min.)

Writing a poem independently (15-25 min.)

Sharing and celebrating (10 min.)

During our introductory session, I limit the demonstration to sharing and discussing kids' poems. It is these poems most of all that will provide the confidence and models that spur budding poets into confident action.

Sharing poems written by other children sends a clear message: "Kids just like you wrote these poems. You can write poems too." I want to dispel any notions about writing being constrained, hard, or requiring strict conventions. I want students to write with ease and joy, and exposing them to kids' poems is the best way I know to accomplish that goal. Or, as one first-grade teacher put it, "they don't see themselves as poets till they see other children as poets."

As students listen to and read poetry, I want them to see and hear immediately that a poem:

Can be about anything

Can use few words

Has a unique form and shape

May or may not have rhythm and a beat

Often ends with a punch

Has a title

May use invented spelling

Let's us get to know the poet

Is easy to create

May be serious or humorous

Usually expresses important personal feelings

I read aloud and show at least five or six kids' poems, such as the ones included below. These poems are written by students just like yours-students who excel in school and students who struggle, students who like to write and students who avoid it. These are first-draft poems, thoughtfully conceived but quickly written with minimal revision. Our purpose is for students to discover the fun and joy of writing.

After reading a poem, I ask students, "What do you notice? What do you like?" We often comment on what the writer did and note many of the following as we discuss the poem as a whole:

At the beginning of a poetry-writing session, I usually do some oral brainstorming. Rather than asking every student what he or she is going to write about (which is time-consuming and allows for only a brief response), I will ask several to talk in detail about what they think they might like to write a poem about. With the whole class "listening in," I talk with each poet. These one-on-one conversations encourage each student to pursue a topic in which he or she is interested, and to think about word choice, beginnings, endings, and so on.

I let them know that we'll have about 15 minutes of "quiet" writing with voluntary sharing afterward. I also tell them to put their name and a date on each poem so we have a permanent record of their work.

Students go back to their seats (or writing places) to begin their poems. Almost everyone settles down and gets to work right away. As they do when writing in other genres, kids quietly share ideas and help one another with spelling.

As children begin to write, I circulate about the room and briefly talk with each student, kneeling down so I am at eye level. My main purpose here is to encourage, support, and affirm each writer's efforts. Sometimes, if a student is having difficulty choosing a topic about which to write, I may need to have a brief one-on-one conference.

After the sustained writing time, students are invited to share their poems. Because poems are usually fairly short, sharing time goes quickly. All children get a chance to read aloud if they choose to do so.

Sometimes, students will stand at their desks and read their poems. Other times, we gather as a class in the reading-writing-sharing area, and each child reads his or her poem in the "author's chair." Some days we pair up or read in self-selected, small groups.

The purpose of the sharing is to celebrate students' efforts. I point out only what the writer has done well. Sharing the poem congratulates the writer, affirms the effort, serves as a possible model for other students, and encourages the writer to continue writing. When the writer reads, we also clearly hear the voice of the poet. At times, students instantly appreciate the quality of a poem and spontaneously applaud.

Sometimes, to generate conversation, I'll ask: "What did we learn about the poet that we didn't know before?"

There is little critique during sharing time. Once again, our purpose in writing poetry is to free kids up to write, to make poetry writing fun and easy, to play around with language, to write without concern about "correctness," and to give everyone confidence in their abilities as writers. For all of that to happen, our focus must remain on honoring children's writing efforts. Our first poetry-writing session (and all sessions) ends with this celebratory sharing.

For other teachers and me, poetry writing has proved to be the easiest, most joyful, and most successful writing many students have ever done. I wish you the same ease, joy, and success.

- Bridget Frantz, Grade One

Shop books of poetry, song and verse below! As an educator, you get at least 25% off the list price when you shop books and activities at The Teacher Store.
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Teaching Poetry to Kids in Elementary School | Scholastic | Teachers

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A renowned language arts teacher shares the joy of teaching young children to write Ã Â¢ and love Ã Â¢ poetry

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Are you gearing up to teach poetry but just aren't sure where to start?! Have no fear, here's a list of tips and tricks to make teaching poetry an cinch, AND get your students loving it too. Yes, even the boys!

1. Introduce poetry with poems that your students can relate to. Hint: Here's a link to the poem, Hint: Here is a Hint: Here's Shel Silverstein reading his poem
This is huge. You have to hook students on poetry from the get go. My of them have a preconceived notion that poetry is boring, for older folks, for girls, you name it. It's your job to hook them! My 2 favorite poems to read to students are "Sick" by Shel Silverstein with reasons that . . . "Little Peggy Ann McKay cannot go to school today. She has the measles and the mumps, a rash, a gash, and purple bumps." {You have to put on your silly acting hat and use a great voice when you read this poem!} At this point all of the students are with me and are starting to see that poetry can be silly, fun, and creative! Next up, I read Silverstein's poem, "Sarah Cynthia Silvia Stout Would Not Take the Garbage Out." Once students have hear these two poems, the walls of resistance start coming down. Most of my students can connect with these two themes of being sick and not wanting to take the garbage out.

"Sick" by Shel Silverstein.
link to a video of the poem "Sarah Cynthia Sylvia Stout" read by Shel Silverstein. "Ickle Me, Tickle Me, Too" on YouTube.

2. Read each poem aloud to students more than once I am a firm believer in reading a poem at least twice. Often on the first reading because students are so engrossed in the story the poem is trying to tell that they miss all the poetry elements. By reading a poem a second time, students can start to listen for the important components, and they'll discover things not seen before.. When you reread the poem, ask students to listen for patterns and for the overall flow of the words. Do any words stand out? Why do you think the author chose the words she or he did to convey the meaning? These pieces of the puzzle help create the mood, feeling tone, and message of the poem. Most importantly, do this process with students the first few times so they realize you can't read a poem once and "get" the meaning on the first go-round. It takes many readings.

3. Set up a poetry corner in your classroom
I love getting students excited and keeping them excited about reading poetry. One of my favorites is to transform my reading corner into a poetry display corner. I pull out all of my books relating to poetry and put them on display. Use post-it-notes with arrows and put them on the pages of the poems you enjoy and write things like, "Great use of alliteration!" and "The author repeats the word, 'thump' three times." etc. This simple task shows students what's on your mind when you read the poem.

4. Learn about the poet prior to reading their poetry
A lot of poets write poems about their mood, life events, family and relationships, and nature. First, learn as much as you can about the poet. Where and in what time period did he or she live? Understanding the time period the poem the poem was written and the background of the poet is essential to drawing conclusions about the poem's meaning.

5. Spend time analyzing poetry to really understand the authors purpose Hint: If you're not sure where to start with poetry analysis and need some help getting jump started,
The fun part of analyzing poetry is figuring out what the poet was trying to say. This is where the use of figurative language comes in. It's what makes the poetry have that music-like rhythm and flow. It's the flow of the words, the rhythm of the beat, the pattern of the syllables, it's the words carefully chosen to create images in the reader's mind. It's really important that you spend time reading the poems yourself and fully understand it before you attempt teach it to students. Teaching children to analyze poetry isn't one of those things you can just pick up and teach; some poems really are hard for adults to understand, let alone ask students to understand. You really need to spend time thinking, reflecting, asking questions about what you've read, and really understand the poem yourself.
check out these task cards that guide students through analysis of 9 poems that are also on the CCSS-ELA text exemplars list.

6. Start each day with a read aloud poem Hint: Here is a
I like to start off each day during the poetry unit with a read aloud. Kids really enjoy hearing poems and the writing voice of different authors. If you aren't big into reading, you can put a youtube video of someone performing poetry reading as well. Shel Silvertein has recorded quite a few videos on youtube and uses a great voice to read them. Remember to read a variety of poems so that you can reach all of your kids.
link to the Shel Silverstein Books youtube page with lots of videos to choose from.

7. Teach figurative language to help students better understand the poem's meaning Hint: Here is a Hint: Here is a Hint: Here is a
Some poems require very basic surface level understanding while other poems are challenging to grasp what the poet is really trying to say. Poems often use metaphors, similes, onomatopoeia, alliteration, idioms, and other figurative language. Teach students the meaning of these kinds of figurative language. Understanding these poetic devices will help unlock the meaning hidden within some poems and allow for deeper critical thinking.

link to a set of quick reference wall posters for figurative language and poetry
link to an interactive notebook all about figurative language Figurative language interactive notebook link to unique Cootie Catchers that reinforce figurative language skills

8. Get excited when you teach poetry, let loose
When you really enjoy reading and responding to poetry, your students will pick up on your excitement. Use the funny voices when you read aloud. Laugh at the funny parts. I'm totally an introvert, so this is hard me, but my students really enjoyed when I read poems

9. Give kids a chance to write their own poetry Hint: If you're looking for a little more guidance,
To solidify students love for poetry, let them write! You can provide them with many different styles, alliterations, haikus, "I am", 5 senses, concrete, etc. As long as students are writing poetry, I don't mind! Teach students that poetry doesn't have to rhyme. Let them experience the fun of writing their own poems about what interests them.
click here for a fully prepared, ready to teach independent poetry project.
Hint: Here is alink to a FREE lesson on writing a 5 senses poem.

10. Encourage students to share their poetry
Once students have written some poetry of their own, let them show it off! There are a few ways I like to do this. #1: You can pair up students allow them to share their written works in buddy pairs. This is great because it's a small group and helps build classroom relationships and confidence. I then encourage students to share kind feedback the poem their partner wrote. #2: Have students read their poems aloud to the class. I like this as well because it helps foster public speaking skills and students get to share with the whole class a poem they wrote and are proud of. #3: Display their written works on the wall! Often times my students write their own poetry and add pictures to go with it, and it makes decor in your classroom.

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Are you gearing up to teach poetry but just aren't sure where to start?! Have no fear, here's a list of tips and tricks to make teaching poetry an cinch, AND get your students loving it too. Yes, even the boys! Introduce poetry with poems that your students can relate to.

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Direct Instruction Lesson Plan SP22 CC (1)

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The California Department of Education's (CDE) definition of Multi-Tiered System of Support (MTSS) provides a basis for understanding how California educators can work together to ensure equitable access and opportunity for all students to achieve the Common Core State Standards (CCSS). MTSS includes Response to Instruction and Intervention (RtI ²) as well as additional, distinct philosophies and concepts.

CDE's Definition of MTSS

In California, MTSS is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students' academic, behavioral, and social success. California has a long history of providing numerous systems of support. These include the interventions within the RtI ² processes, supports for Special Education, Title I, Title III, support services for English Learners, American-Indian students, and those in gifted and talented programs. MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students.

California's Multi-Tiered System of Support

Comparing MTSS to RtI²

CDE's RtI ² processes focus on students who are struggling and provide a vehicle for teamwork and data-based decision making to strengthen their performances before and after educational and behavioral problems increase in intensity. Please visit the CDE Web site on RtI² for further information.

MTSS Differences with RtI²

MTSS has a broader scope than does RtI ². MTSS also includes:

Focusing on aligning the entire system of initiatives, supports, and resources.

Promoting district participation in identifying and supporting systems for alignment of resources, as well as site and grade level.

Systematically addressing support for all students, including gifted and high achievers.

Enabling a paradigm shift for providing support and setting higher expectations for all students through intentional design and redesign of integrated services and supports, rather than selection of a few components of RtI and intensive interventions.

Endorsing Universal Design for Learning instructional strategies so all students have opportunities for learning through differentiated content, processes, and product.

Integrating instructional and intervention support so that systemic changes are sustainable and based on CCSS-aligned classroom instruction.

Challenging all school staff to change the way in which they have traditionally worked across all school settings.

MTSS is not designed for consideration in special education placement decisions, such as specific learning disabilities. MTSS focuses on all students in education contexts.

MTSS Similarities to RtI²

MTSS incorporates many of the same components of RtI ², such as

Supporting high-quality standards and research-based, culturally and linguistically relevant instruction with the belief that every student can learn including students of poverty, students with disabilities, English learners, and students from all ethnicities evident in the school and district cultures.

Integrating a data collection and assessment system, including universal screening, diagnostics and progress monitoring, to inform decisions appropriate for each tier of service delivery.

Relying on a problem-solving systems process and method to identify problems, develop interventions and, evaluate the effectiveness of the intervention in a multi-tiered system of service delivery.

Seeking and implementing appropriate research-based interventions for improving student learning.

Using school-wide and classroom research-based positive behavioral supports for achieving important social and learning outcomes.

Implementing a collaborative approach to analyze student data and working together in the intervention process.

Venn Diagram of MTSS and RtI²

The following figure displays similarities and differences between California's MTSS and RtI ² processes. Both rely on RtI ² 's data gathering through universal screening, data-driven decision making, problem-solving teams, and are focused on the CCSS. However, the MTSS process has a broader approach, addressing the needs of all students by aligning the entire system of initiatives, supports, and resources, and by implementing continuous improvement processes at all levels of the system.
Return to Multi-Tiered System of Support (MTSS) home page
Last Reviewed: Tuesday, February 21, 2023

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The California Department of Education's definition of Multi-Tiered System of Support and a comparison between it and Response to Instruction and Intervention.

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Direct Instruction Video & Video Reflection

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Direct Instruction Video & Video Reflection

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IF_THEN  Instructional response chart.docx