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Fieldwork Activities and TPE Tracking Sheet 23(1)

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for K-12 classroom instruction and teacher professional development

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TK/K SOR Sight Recognition and Word Study

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TK/K SOR Sight Recognition and Word Study

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Get unlimited access to 40,000 of the best books, audiobooks, videos, & more for kids 12 and under. Try it free.

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The Metropolitan Museum of Art, i.e. The Met Museum

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Explore The Met using the interactive #MetKids map.

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Essential Components of MTSS | Center on Multi-Tiered Systems of Support

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A multi-tiered system of supports (MTSS) is a proactive and preventative framework that integrates data and instruction to maximize student achievement and support students social, emotional, and behavior needs from a strengths-based perspective. MTSS offers a framework for educators to engage in data-based decision making related to program improvement, high-quality instruction and intervention, social and emotional learning, and positive behavioral supports necessary to ensure positive outcomes for districts, schools, teachers, and students. The MTSS framework is comprised of four essential components: screening, progress monitoring, multi-level prevention system, and data-based decision making. Depending on state law, MTSS data may also support identification of students with learning or other disabilities.

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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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Ch. 5 Written Language- Reading and Writing

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In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives.

Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers, college and university instructors and professors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

The Revised Taxonomy (2001)

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge.

Course Objectives

Bloom's Taxonomy is a hierarchical classification of the different levels of thinking, and should be applied when creating course objectives. Course objectives are brief statements that describe what students will be expected to learn by the end of the course. Many instructors have learning objectives when developing a course. However, many instructors do not write learning objectives. The full power of learning objectives is realized when the learning objectives are explicitly stated. Writing clear learning objectives are critical to creating and teaching a course.

Evolution and Application

Read this Ultimate Guide to gain a deep understanding of Bloom's taxonomy, how it has evolved over the decades and how it can be effectively applied in the learning process to benefit both educators and learners.

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Blooms Taxonomy :: Resource for Educators

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A resource for educators or institutions utilizing Bloom's Taxonomy to structure the development or modification of curriculum and/or courses

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In operant conditioning, the operant is any behavior that a subject performs on their environment. The subject has control over these behaviors. Respondents, on the other hand, are automatic reflexes, like jumping away from a hot stovetop.

As stated earlier, the concepts of reinforcement and punishment are central to Skinner's theory of operant conditioning. Reinforcement is any event that promotes the preceding behavior. Punishment is meant to discourage the preceding behavior.

You might have heard of terms like positive reinforcement and negative reinforcement. These phrases are commonly used, and just as commonly misused. For example, when students behave well in class, they may receive a prize or a gold star. This has the goal of reinforcing their good behavior and is known as positive reinforcement.

Negative reinforcement, on the other hand, doesn't have to be unpleasant to the student. Let's say a teacher removes a reinforcement in response to good behavior. This could mean exempting the student from clean-up duties or letting them skip an assignment. This type of reinforcement is meant to increase positive behavior by taking something away instead of giving something to the student. It's subtractive and therefore called negative reinforcement.

It follows then that there are also positive and negative punishments in operant conditioning.

Positive punishment is additive, in that it punishes bad behavior with a new, unpleasant stimulus. To take our classroom example. This might include assigning extra homework to a poorly behaved student. A negative punishment, on the other hand, is subtractive, like taking recess time away from an unruly pupil.

Skinner would go on to propose radical behaviorism, in which all psychological processes were deemed responses to environmental stimuli and reinforcement. Though many contemporary behaviorists aren't as extreme in their views, Skinner's work contributes heavily to modern behaviorist learning theory.

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What Is Behaviorist Learning Theory? | University of Phoenix

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Learn all about behaviorist theory and how behaviors are learned from the environment. Explore history through application in the classroom.

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It should. Information Processing Theory uses a computer model to describe human learning. Information comes in, it gets processed, and then it gets stored and retrieved.

Of course this is an oversimplification of human learning, but it gives us a good overview and simile by using the computer model. (In other words, this theory takes advantage of our computer schemas to help us understand it.) Here is a simplified breakdown of the process:

Step 1: Information is sensed and registered. In human terms, this means that we sense, or perceive, something in our environment and it and a decision is made as to whether or not to attend to it. Is it important? Is it stimulating? Is it perceivable?

Step 2: Information is momentarily held in short-term, or working, memory. Fairly robust research indicates that we can hold approximately 7 "chunks" of information at any one time in working memory. If the information is not rehearsed or otherwise actively used, it is likely to be lost.

Step 3: Information is encoded and put in long-term memory. Encoding occurs while information is in working memory, often by connecting it to existing knowledge (or schemas). Well-organized information is easier to encode because it will be "filed" in a more easily findable location.

Step 4: Information is retrieved. Depending on how well it was encoded (which largely has to do with how much it was worked with in working memory), information is retrieved with the right environmental cues.

Throughout: Executive functioning is at work. The executive function plays many roles, mainly that have to do with self-regulation. The executive function is responsible for maintaining attention, planning ahead, organization of thoughts, task completion, adaptation to unexpected changes or obstacles, and emotion regulation. Some of this is controlled by the individual (e.g., individuals with ADHD have more difficulty maintaining attention) and some is determined by the nature of the information and task (Is it interesting? Is it active? Is it well organized?).

What can I do to ensure information is stored and retrievable?
1. Work to sustain students' attention.

Provide a "break" every 10-15 minutes. Even the best students' attention wanes after about 15 minutes. Try to plan class time or lectures in "chunks" of about 15 minutes, at which point you should provide students with a break. The "break" does not mean a break from thinking - simply a break from one activity by beginning another. For example, you might show a demonstration of your concept on a DVD or internet clip, or you could have students discuss the concept with one another for a few minutes. Taking breaks serves to hit the "refresh" button on students' attention.

Keep students active in the learning process. Instead of just listening to information, are there ways they can learn it more actively? For example, you might have a discussion about the concept, coaching students as they work through their understanding. You might have them try to find the solution to the problem. When students are active, they will naturally be more attentive.

Explicitly draw attention to the most important concepts. By simply stating, "This is important - you need to understand this," students' attention will at least momentarily become focused. ( Warning: Although, "This will be on the test," will certainly gain students' attention, it promotes an extrinsic motivation orientation rather than anintrinsically motivated mastery orientation. It is better practice to emphasize the information's importance because of the value of the knowledge to the individual.)

2. Get the working memory working.

Provide opportunities for students to actively work with the course information. In class, out of class, or online, there are many strategies that can get students to think more deeply about information. Some possibilities include: Discussions (in pairs, small groups, or with the whole class), worksheets, informal quizzes, written student summaries (e.g., 1-minute papers), case studies, problem sets, and larger projects.

Encourage student organization of their thoughts. As a method that both gets students thinking about material and helps them organize it, consider having them chart, map, or write an outline of the concept - some activity that requires them to organize the information.

"Memory is the residue of thought."
(Willingham, 2009)
3. Organize information for better storage and retrieval.

Provide an overview of the lesson. For example, you might wish to put up an outline of the lesson for the day.

Map concepts as you go. This need not be done in a formal map; simply organize information visually for students using circles, lines, and boxes (or tables) to assist them with understanding the relationships among concepts.

Explicitly point out relationships between new information and information students already know. This strategy helps students understand how new concepts fit into the organization of concepts with which they are already familiar.

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It should. Information Processing Theory uses a computer model to describe human learning. Information comes in, it gets processed, and then it gets stored and retrieved. Of course this is an oversimplification of human learning, but it gives us a good overview and simile by using the computer model.

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Douglas Fisher, Nancy Frey and John Hattie

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Compendium of Assessments | Online Resources

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Compendium 1. Early Concepts of Print ChecklistCompendium 2. Yopp-Singer Test of Phoneme SegmentationCompendium 3. Dolch Sight Word Assessment: Level A

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Video 1. Lesson Elements, Grades K-5Video 2. Elements of Instruction, Grades 1, 3, and 5Video 3. Teacher Clarity

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Figure 1.1 The Relationship Between Visible Teaching and Visible LearningFigure 1.2 High-Impact Literacy Approaches at Each Phase of LearningFigure 1.3 Sample Time Distribution in a Two-Hour Block

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​Created by: Taylor Nippoldt, Emily Peterson, and Stacy Sullivan

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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

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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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Teachers can use these practical and innovative strategies to help students get familiar with poetic ways of exploring language.

As someone who reads and writes poetry, I'm unsurprisingly a big advocate for its power to engage, inform, and educate learners of all ages. Over the years, I've used poetry as frequently as possible while teaching elementary and middle school students. This includes both reading and discussing poetry, along with writing poetic responses and experiencing the writing process as a poet.

I do this as a way to offset the fact that poetry is underrepresented in current curricula, often fighting for space and struggling to be utilized by teachers whose own experiences of poetry at school might have been underwhelming or discouraging. I try to squeeze in mini-units of poetry whenever I can and hope that sharing my process allows others to do the same.

Here I'd like to share three fairly straightforward ways to bring poetry into the classroom in the early elementary grades.

1. Try a 1-Week Mini-Unit

Ideally, I would love to have two weeks for a unit of poetry, but a week is all I can manage in the current curriculum. Even then, I'm taking a week out of nonfiction or fiction writing units to achieve this, so it ends up being a whistle-stop tour of the poetic process.

Day 1: Introduce the poetic concept, discuss student ideas and questions, and record ideas as words or phrases in writing journals. The teacher models with their own ideas.

Day 2: Take words and phrases and develop them into complete sentences, incorporating a grammar and/or vocabulary goal from the writing unit. The teacher models with their own poetic sentences.

Day 3: Students pick their favorite sentences (at least three) and show how to edit them with more descriptive vocabulary. There's also a focus on correctly spelling any high-frequency words. The teacher models with their own poem.

Day 4: Model how to publish the lines as a poem on the page. Students then publish their work.

Day 5: Share the work with each other as a whole class. The teacher models how to read poetry aloud.

2. Introduce Poetry with Model Texts

For my first-grade students, this is usually the first time they have written poetry. Early on, one of my students asked one of the most important questions in poetry: "What is a poem?" To answer this, I use model texts before and during the week to help the students become used to what a poem is, what it looks like, what writers focus on-language and images, etc. I also focus on the students' independent reading and have them choose poetry books from our class library.

What I especially like about the above two books is that they take a break from the way that poetry is commonly presented to children: as lines and verses filled with rhyme and humor. While they are wonderful tools, writing a poem with rhyme has the pitfall of focusing on what words rhyme with another word. Instead, I model free verse poetry (a poem with no particular rules of rhyme or structure) that sometimes includes occasional rhyme and repetition.

The key is to focus on the words that describe images and the overall purpose of the poem. This helps students express what is in their imagination without getting tied up in form and structure-elements that they will study in the years to come.

3. Ideas for Mini-Units

1. The Secret Sounds of Spring: Our next mini-unit will combine our science unit on sound with an opinion-writing unit at the start of spring. I will take students on a poetry walk around the school to find all the secret signs of spring but focus on what they might literally and creatively sound like. An excellent prompt poem for this is Roger McGough's " The Sound Collector." The types of sounds we'd be listening for might be the yawning of awakening trees, the baby talk of leaf buds, and the excited chattering of birds.

2. Thankful for Poetry: The week before the Thanksgiving holiday, we took a week to create a poem about what we were grateful for in our lives. This was the first time my first-grade students had ever written a complete poem (though some had written poetic sentences with my wife, a kindergarten teacher at the same school). The week culminated in our presenting a class-created line of gratitude for the Native Americans of Oregon at our first school assembly of the year-a student's suggestion! My model text for this unit was Chief Jake Swamp's Giving Thanks: A Native American Good Morning Message.

3. The Spirit of Winter: The week before our winter holiday, we created poetry imagining that winter was a living creature. This connected well with our nonfiction teaching book unit in which the students had been researching a chosen animal. It allowed students to use their new scientific vocabulary and understanding as well as build longer sentences using and-a grammar goal. For this unit, I used image prompts from the internet and wrote my own sample poem.

4. The Poetry of Emotions: Toward the end of the school year, we write realistic fiction texts. For this unit, our students write poetry about their emotions. They choose an emotion and describe what that emotion looks, feels, sounds, tastes, and acts like. This exercise expands their descriptive vocabulary around a realistic subject that can be applied to the writing.

The Many Benefits of Poetry

Poetry may contain fewer words than students are used to in reading assignments, but the heightened focus on vocabulary, sentence construction, and meaning ultimately serves to heighten their writing and thinking skills.

My first-grade students enjoy seeking out and using new, complex words that we call "wow!" words. Having no required template for the poems means that students are free to explore and experiment. They surprise themselves with what they write, and their unique voice and creativity can shine. They can and will be poets.

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3 Ways to Introduce Poetry to Elementary Students

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Teachers can use these practical and innovative strategies to help students get familiar with poetic ways of exploring language.

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This lesson plan--ideally taught in an outdoor area--inspires students to think about what they can give back to the earth. After reading Shel Silverstein's The Giving Tree (and having space to talk about their emotional responses to the story) young writers are asked to think about what they would offer a tree and to craft that gift into a line of poetry. They then write each of their sentences on a paper leaf, which becomes part of a tree poem that includes all of the students' lines. In an example poem, students write that they would give the tree, "hugs," "apples," "1 coconut," and "a big cup of water."

This exercise uses real-life objects to introduce the concept of similes, or comparisons between two objects that use "like" or "as." Students are invited to pick objects that the instructor brings and, after an exploratory conversation and lesson on similes, write their own poem comparing their chosen object to other aspects of the world. Young writers are encouraged to use their five senses and practice the art of noticing to craft poems that are engaging and vibrant. "Pinecone spikey like a ball / pinecone woody like an egg," writes a student in the example poem, "Pinecone sounds like knocking on a door / Pinecone as dark as a dark brown door / pinecone smells as good as a cupcake."

"Magic often happens in poetry when we combine things that wouldn't normally go together," Matisse Rosen writes in this lesson plan. The activity begins by asking students, "Where does tomorrow live?" which leads to further questions the young writers would like to ask "tomorrow." After spending most of class time sharing ideas, writers are invited to craft their own poems drawing from the group brainstorm, leading to lines like, "Tomorrow lives inside today" and "Tomorrow is a pink city."

This lesson plan introduces students to pantoums, a traditional Malay poetic form, and the sape, a lute played by Kenyah and Kayan communities in parts of Indonesia and Malaysia. Young poets are invited to look at images of Malaysian cities, animals, and instruments, and watch a video of musician Alena Murang playing the sape. Then, using a series of guided questions, students craft a collaborative pantoum. As an extension, students can write additional pantoums individually or in pairs, and create visual art to accompany their writing.

This activity utilizes photographs of Japan and ink-brush illustrations by the poet Bashō to introduce students to the haiku form. Students choose one of the images they're presented with and, after brainstorming around the five senses, write a collaborative haiku together (the example suggests one about a bamboo garden!). Optional extensions include writing partner haikus and making illustrations inspired by Sumi-e painting.
Photographs by Jeremy Thomas, Irina Iacob, Meiying Ng, IQRemix, and Hokusai.

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Five Poetry Lesson Plans for Elementary School Students

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Here are five hot-off-the-presses poetry lesson plans for elementary school students, from our Writing the Community teaching artists! I Give the Giving Tree (Sophie Daws) This lesson plan--ideally taught in an outdoor area--inspires students to think about what they can give back to the earth.

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Ch. 5 Written Language- Reading and Writing

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Since 1996, aiming for the sweet spot where learning theory, digital technology, and fun meet.

Eduweb develops award-winning digital learning games and interactives about art, history, science and technology. We bring our innovative ideas to our own games while also collaborating with museums and educational organizations around the country.

Interested in our learning game development services? Contact Us

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Since 1996, aiming for the sweet spot where learning theory, digital technology, and fun meet. Eduweb develops award-winning digital learning games and interactives about art, history, science and technology. We bring our innovative ideas to our own games while also collaborating with museums and educational organizations around the country.

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H istorical reenacting is a great hobby!! And here on reenactor.Net, you will find information about historical reenacting all around the world. Now, you're probably thinking "You mean like the Civil War stuff?" Well, sort of... ANY time period you can think of is reenacted today and we cover them all! So look through the site and maybe you'll find something that interests you enough to get into it. The links are broken down into what we call "Time/Areas" or simply "T/A's." Each of the T/A's are run by an Assistant Webmaster who is active in that period and holds a great love for it.

Not only will you find links to individual unit websites, but also those of overall "parent" organizations. Eventually, each T/A will include a reading list and overall links to other sites which pertain to that period of time.

What is "Reenacting?"

"Reenacting" or "living history" is a hobby where the participants try to portray people of the past. Some people just have a hard time conceiving of this, they ask DO they pay you?" NO! How do you know who wins or who dies?" Some battles are scripted out as to the end, some are called "tacticals" and may have judges or rules as to what happens. Some events are just "living history" (as they are so called), these usually being set up for the public. Many reenactments aren't even done for the public, but instead for us, the reenactors. WWI and WWII events are usually of this type.

"I still don't get it!" Probably the best explanation I have ever heard was this: Imagine your most favourite movie. Imagine being able to "step into" that movie - that's a like reenacting. And no, we don't have a script, or anything like that. Our actions are usually just us trying to live in that time period.

If you like history, you'll probably like reenacting—one thing to remember though, you WILL feel what it was like. This isn't like sitting in an arm chair in your living room - in reenacting, you will feel the dirt, the wind and the rain, the sweat, the wool clothing :-0 (yep, wool—surprisingly comfortable!). You'll learn what period shoes felt like. How the gear was carried; what was comfortable and what wasn't. Often you'll get to try period recipes for foods you've never even thought of. The Romans for example, loved to combine tastes that to us, in the modern world would be (and are) considered weird - pancakes with pepper come to mind. However, when you try these foods, you'll find they aren't bad, just different. Often different in a good way (WWI turnip jam was NOT in a good way though ).

So look around, pick something that interests you and jump on in - the water's fine!

reenactor.Net Needs You!

In the past, r.Net has had donation drives for different things... although mainly for the server bill (it used to be hideous back in the old days before hosting came down). Nowadays, we have the server handled, but find that we once again need to pay a programmer to help keep r.Net on an even keel.

Once more into the breech...

Through the kind help of our friends, reenactor .Net has stayed up over the years and with your help, we will be able to continue the stuff we do ;-) To all who have helped out in the past, THANK YOU!!! If you'd like to donate to reenactor.Net, we appreciate your help!.

To help out, please go here and read more.

And, please, visit the reenactor.Net honor wall... this is a page that lists those who have donated money to help keep "the lights on" here on r.Net. If you would like to help out and donate, please use this button or the ones on the upper right.

reenactor.Net's Online Living History Forums

I've wanted to do Forums for awhile now, but it was either too much coding, or I would have to use someone else's system (i.e. ezboard or something - meaning we had no control over how it was run) or just whatever. I am happy to say I've found something that set up well and is expandable. There is very little there yet, but there will be soon. And, if you're signed up for one time period, you're a member in them all. This works well if you do more than one time period or are just interested in what's going on in reenacting. It's a nice place on the web - not some place for a flame war.

So anyway, the link for the Forums is right above - click it and sign up. And yeah, YOU yourself need to post too, for there to be stuff there to read - reenacting, it ain't just another arm-chair hobby!
Hope you like it... Marsh

P.S. look for more changes at r.Net coming up to make it easier and better for you, the reenactor.

NEW: Check out the NEW additions to the site page We try to post the additions along with the date so you can figure out what's new. (okay, so sometimes (often) we don't get around to updating this page as much as we need to... hope to work on that in the future...)

Events

To help you find upcoming events, we also have a calendar section which is constantly being updated by our visitors and the event organizers.

Meet Our Staff!

Click HERE to go to our Admin Page and meet the Staff.

Movie Work

If you're interested in using reenactors in a production or you're a reenactor thinking about doing movie/film work, read this

Do you Want to Start Your Own New Unit or
Living History Group?

Then check out this page we have added, written by Matt Amt of LEGIO XX! This article details what you need to do and how to make the new unit work out right!

Yep! You too, could have your reenactor/historically-related businesses ad here, on reenactor.Net. We have a variety of different combination's to place your banner and text here on reenactor.Net, from a single ad on up to whole ad campaigns to reach your reenactor customers! Click on the banner to check out our pricing.

Visit Marsh's Reenactor Bookstore!(also, we have book areas in each time/area... We are working hard to consolidate this all). If you are looking for books, music CD's or videos about any particular time period, please visit reenactor.Net's on-line store. What does this mean? Do we have a store... Can you come in and yell at us - nope, it means we are an "Associate" of Amazon.com! Each of our Time/Areas has (or will have--only a one or two don't have a reading list) a Reading list with links to books at Amazon.com and Amazon's mobile apps ( Android, iOS) Each of our Time/Areas has a Reading list with links to books at Amazon. This is one of the ways you can help keep reenactor.Net going - the pittance we receive from Amazon when you buy a book through us!

Anyway, soon we'll have this all redone again, Amazon has come up with a newer, better way to help us build our web bookstore. Sometimes it's hard to find books in a time period we don't do, so... if we don't have something that YOU believe we should, TELL US! :-) If you have any questions about our On-Line Store, please view its F.A.Q. page.

reenactor.Net's Featured books:

(Click the banner above to go read more about Charles Spencer)

The first book here, was written by my wife's great aunt and is a good read.

A book by a good friend of ours, Dr. Jenny Thompson! All about reenactors... Jenny has been writing this book for many years and has finally finished it.

I got my copy and read it right through. Fun to try and figure out who is who (Jenny changed the names to protect the foolish ) Also, I was amused to see myself quoted a few times ;-)

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reenactor.Net, the on-line home of historical reenacting and living history! reenactor.Net is THE on-line clearing-house for reenactors of all periods from around the world!. We have links and articles about, to and for reenactors from all periods of history.

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Free and professional wiki hosting and file sharing | Education Hub

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A single, searchable, central collaborative learning environment for students, teachers, and parents that stores all your knowledge and data, from wikis to files and documents.

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Ch. 4 Oral Language- Listening and Talking

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Ch. 11 Language Tools- Grammar, Spelling, and Handwriting

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Educational games and videos from Daniel Tiger’s Neighborhood, Wild Kratts and other PBS KIDS shows!

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TEACHFLIX - A curated collection of videos for the classroom.

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Free Video Activities for Class TODAY Save yourself some time and frustration. Get 14 activities you can copy and assign to your students right away in our Teaching with TEACHFLIX ebook ! BONUS: You'll get FREE teaching ideas in your inbox every week.

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In the digital age, teachers have an impressive selection of technological resources to help facilitate classes, engage students, and streamline processes. The problem, however, is that because there's such an abundance of tools, it can be difficult to know which to use, and how to understand the value they bring to education.

What Are Technology Tools?

A technology tool is an electronic, digital, or physical resource that can support teachers in the delivery and testing of content. Technology tools include apps, platforms, and software, and can be used in virtual, hybrid, or traditional learning environments.

The Importance of Technology Tools

Digital literacy is on the rise, with many young students being adept with technology early on and are familiar with technology as an essential component of everyday life. In education, technology tools can help further students' abilities, provide innovative ways to work, and offer access to new experiences. For teachers, technology tools can consolidate workloads, assist students with diverse capabilities, and supply a single place to monitor students' progress.

Examples of Technology Tools

Sphero Tech

Sphero Robots

Sphero littleBits

Technology Tools for Quizzes & Questionnaires

Kahoot!

Google Forms and Google Classroom

Socrative

Nearpod

EdPuzzle

Studies show that 65% of people prefer information to be presented visually , which is why celebrates videos as a medium for teaching. Teachers simply find a video, add their questions or embed quizzes in the video, and then assign the video to students.

Desmos

is a math-centered platform with a number of tools to help students visualize equations and plot graphs. Tools include the graphic calculator, scientific calculator, geometry tool, and practice tests. Students can additionally enjoy specially-designed math quizzes and games.

Quizizz

Technology Tools for Communication and Collaboration

ClassDojo

Trello

Flip (formerly FlipGrid)

Seesaw

Technology Tools for Design and Development

Canva

Kami

Buncee

Genial.ly

iPad Technology Tools

Apple has a host of apps and software for educational institutions using iPads. is a video editing app where students can create professional-looking videos quickly and effectively. Additionally, GarageBand is a music production station that enables students to make tracks, podcasts, and other audio files.

Technology Tools for Review

Blooket

Gimkit

This live learning gameshow tool introduces or reviews classroom concepts . can also function like flashcards, where teachers import existing question sets or spreadsheets to the platform. Students can also submit their own questions, via the KitCollab feature.

Pear Deck

GoGuardian

Assistive Technology Tools

SAS CodeSnaps

The SAS CodeSnaps app is a collaborative coding environment that takes advantage of printed coding blocks to empower students to work outside of an electronic device. Alongside Sphero's BOLT robot , these tools support students with visual impairments and are great for students who learn deeper with kinesthetic activities.

Total Caption CART services

Livescribe

These are just a handful of the technology tools available for educators. In your search for a technical toolbox be sure to check that tools align with students' and schools' preferences and that they are truly inclusive - meaning can reap their benefits. For more information about technology tools in action in learning, take a look at and STEM tools making real-life change in the classroom.
Watch our Webinar: "A School Leader's Guide to Making the Most of Tech Tools" here.

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Enhance your students' learning journey and streamline your teaching processes with our specially-curated list of the best technology tools for the classroom.

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Providing students with better instructional scaffolding is often a schoolwide objective, but how can school leaders and teachers put this big idea into practice? Imagine someone plopping a giant box of odds and ends in front of you and telling you to figure out what to do with them with no further instructions. Without being told the purpose of the activity, specific expectations, or background information, it would be overwhelming and discouraging to say the least. Almost all students, particularly those with unique learning needs, have felt exactly this way in the classroom at one time or another. Luckily there are many strategies educators can use to help students, and among the most important is scaffolding.

Below you'll learn more about scaffolding in education, including 18 effective ways to scaffold learning. If you're a teacher, integrate these as best practices, and observe their impact. If you're an administrator, share these practices with your teachers, and look for them during classroom walk-throughs.

What is scaffolding in education?

Scaffolding is a way to provide support for students by breaking down learning into manageable chunks as they progress toward stronger understanding and ultimately greater independence. In other words, it's a way for teachers to provide support while students master new concepts and skills.

The strategy is based on the work of Russian psychologist Len Vygotsky, whose theories stress the fundamental role of social interaction in cognitive development. He theorized that children learn best when they interact with other people, particularly more knowledgeable people, who provide guidance and encouragement to master new skills.

Using the much-lauded concept the Zone of Proximal Development, teachers can guide, support, and encourage students as they help them develop problem-solving strategies that can be generalized to other situations.

Scaffolding Strategies

1. Teach mini-lessons

Break down new concepts into bite-sized pieces that build on one another. Teaching a series of mini-lessons provides students with a safety net that moves them progressively toward deeper understanding.

Learn more: Essentials of a Mini-Lesson

2. Use explicit instruction

One of the best practices in supporting learners is the use of systematic, explicit instruction. That is, instruction that includes clear modeling, think-alouds, and multiple examples, which are described in greater detail below. In addition, immediate corrective feedback is critical. Catching students' errors while they're still practicing will prevent them from learning the skill incorrectly and then continuing to practice it incorrectly for homework and on other assignments.

Learn more: Explicit Instruction: Best Practices for Teaching Math to Unique Learners

3. Use think-alouds to model or demonstrate

One of the best ways to scaffold learning is to show your students an example of what they will be learning. For example, demonstrate a science experiment so they can see how it's done before they do it themselves. Or gather them on the rug and let them watch you solve a math problem in a new way. Verbalize your thought process as you demonstrate. Use a think-aloud strategy to give your students a model for an inner dialogue they can copy.

Learn more: Improve Reading Comprehension With Think-Alouds

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4. Describe concepts in multiple ways

Support different learning styles by approaching new concepts from multiple angles. Show them, tell them, and let them try it for themselves. The more ways you approach learning, the more sense it will make for students.

Learn more: Different Learning Styles: What Teachers Need To Know

5. Break large tasks into smaller steps

Sometimes it's hard for students to remember all the steps they have to follow for an assignment. Scaffold learning by breaking down directions into chunks that students can complete one step at a time. Give them a checklist that they can follow. By breaking it down, you're providing scaffolds that students need.

Learn more: Chunking Information for Instructional Design

6. Slow down

Here is some great advice from elementary teacher Tammy DeShaw. "We move so fast as teachers because we fear that we won't get through it all," she says. "But when we slow down and give students more time to process, we are really helping students. It is an effective scaffolding strategy when we pause at various points of instruction and break it up. Think about it. If something is above your head, it's immediately overwhelming. But if you break it into manageable chunks and take your time through it, you're able to process it much better!"

Learn more: Scaffolding Strategies

7. Incorporate visual aids

Show a video, pass out colorful images, or provide a concrete object to start off a new lesson. For example, if you're teaching a lesson on polyhedrons, place models of different types on tables for students to see and touch.

Learn more: Making the Most of Visual Aids

8. Front-load concept-specific vocabulary

Arm students with specific academic language they will need to understand ahead of time so that vocabulary doesn't become a stumbling block to higher-level learning.

Learn more: Pre-Teach Vocabulary

9. Activate prior knowledge

Show students the big picture. Make connections to concepts and skills students have already learned. Connect to experiences they have had, such as field trips or other projects.

Learn more: Teaching Reading Strategies: Activate Prior Knowledge

10. Give students talk time

Be sure to give kids plenty of time to process new information by partnering them up or breaking them into small groups. Have them articulate concepts in their own words to one another. Come back together as a whole group and share any insights that might be helpful to everyone.

Learn more: Cooperative Learning Structures: Fun Alternatives to Think-Pair-Share

11. Give students time to practice

After you model learning for your students, take some time to practice with them. Have a few students come up to the board and try a math problem. Or write a paragraph together on chart paper. Think of this guided practice as a series of rehearsals before the final performance.

Learn more: The I Do, WE Do, YOU Do Model Explained

12. During lessons, check for understanding

Check in often to make sure students are with you. A simple thumbs-up, a sticky note check-in, or a desktop flip chart are a few of the ways you can check for understanding. See who's good to go, who's almost there, and who needs some one-on-one.

Learn more: Creative Ways To Check for Understanding

13. Use graphic organizers

A graphic organizer is a powerful visual learning tool that teachers can use to help students organize their thinking before, during, or after a lesson. They are a great way for students to classify and communicate their ideas more effectively. A simple Google search will connect you to all kinds of printable graphic organizers that you can customize to the material you are teaching.

Learn more: Graphic Organizers 101

14. Try sentence starters

Sometimes a head start helps students gather their thoughts. Provide students with the first part of a statement and ask them to fill in the blanks. Sentence starters can be an especially great support for English-language learners.

Learn more: Using Sentence Stems in the Classroom

15. Coach students to help each other

When learning a new concept or reading a difficult passage together, call on a strong student to answer a question. Then, call on another student to repeat, in his or her own words, what was just said. By listening and repeating, you reinforce your students' understanding.

Learn more: Fun Ways To Help Your Students Collaborate in the Classroom

16. Set clear expectations

Students (like most of us) perform better when they fully understand what is expected of them. Describe the purpose of the assignment, and give them concrete examples of the learning goals they are expected to achieve. Give them clear directions and show them exemplars of high-quality work. Finally, provide them with a rubric so they know exactly what to do to successfully master the concept.

Learn more: Developing Clear Expectations for Learning

17. Ask open-ended questions

Another important tool we have is questioning. Asking questions allows students to organize their thoughts and elaborate on their processes. The key is making sure you ask meaningful questions. Make sure they can't be answered with a simple yes or no. In addition, the questions you ask should require reflection. And finally, questions should direct students to important, pivotal aspects of the task they are working on.

Learn more: Instructional Scaffolding Strategies

18. Use technology

Technology can help simplify the scaffolding process. Make playlists of lecture videos for students to watch before the lesson. This will allow them to preview the material and be ready to engage with the content in class. Another tip is to provide links to websites that have different ways to engage with the content, such as videos, games, articles, or demonstrations.

Many online curriculum programs are adaptive, meaning they can assess what a student knows and what information they need next. This allows students to follow a personalized learning path toward meeting learning objectives.

Learn more: Using Technology to Scaffold Student Learning

Does scaffolding learning really work?

Overall, scaffolding is an extremely effective instructional strategy when both administrators and teachers embrace and implement it consistently. But like any teaching strategy, scaffolding has its benefits and challenges.

Benefits of scaffolding:

Promotes a positive learning environment because students feel supported and are able to ask questions, encourage their classmates, and offer their opinions.

Builds students' confidence as they progress to more difficult tasks.

Leads to higher engagement, which motivates students to learn more on their own.

Improves comprehension and problem-solving.

Allows teachers to move to a facilitator role, guiding students to take ownership of their own learning.

Challenges of scaffolding:

Takes more planning and is more time-consuming as teachers need to evaluate lessons and figure out where scaffolding is needed.

Finding appropriate scaffolds that match the diverse learning and communication styles of students.

Correctly identifying students' zone of proximal development.

Knowing when to taper off and allow students to work independently.

Releasing more responsibility to students.

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18 Ways To Scaffold Learning for Your Students

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Breaking learning into manageable chunks, modeling, and guided practice are some of the ways to scaffold learning for your students.

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Ch. 2 Teaching and Assessment Language Arts

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Ch. 2 Teaching and Assessment Language Arts

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Ch. 2 Teaching and Assessing Language Arts

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Note: Regulations change with time. If you see something that needs updating, please send an e-mail to Colorín Colorado. For more detailed information regarding ELL guidelines and policies at the state and federal levels, please see the following:

References

U.S. Department of Education. Our Nation's English Learners. Most Common Non-English Languages Spoken by English Learners.

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Note: Regulations change with time. If you see something that needs updating, please send an e-mail to Colorín Colorado. For more detailed information regarding ELL guidelines and policies at the state and federal levels, please see the following: U.S. Department of Education. Our Nation's English Learners. Most Common Non-English Languages Spoken by English Learners.

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Reading is a process of getting meaning from print. Early reading includes the direct teaching of words and sounds. Children must be able to distinguish between different sounds of oral language for the purposes of achieving understanding.

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Special Education and English Language Learners

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Learn more about how schools and families can collaborate to ensure that ELLs, including those with special needs, have the appropriate support and services to meet their unique needs.

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TEFL Lemon: Free ESL lesson ideas and great content for TEFL teachers

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Whenever anyone learns to do something new, it is extremely rare for them to be able to perform it perfectly on their first attempt. The same must also be true with learning a new language. Children acquiring their mother tongue within the critical period will often also make errors, however, they will often naturally be corrected over time.

The Critical Period Hypothesis (CPH), was proposed by Lenneberg in 1967, which suggested the learning of a child's first language happens naturally before the age of puberty. Although other writers disagree to an extent over where CPH is true, most people accept learning a new language after the Critical Period is over is more difficult (Newport et al 2001).

When Krashen based his"Natural Approach" (Krashen, 1983) on the CPH, he believed that errors were signs that natural development was occurring. Krashen further defined acquisition of a language, as developing language proficiency by communication, as opposed to learning which required formal teaching and error correction. Moerk, (1994) showed that even when acquiring your mother tongue correction is needed to improve. This essay will be looking into what, how and when errors should be corrected.

What should be corrected in language learning?

There is a clear need to give correction however, the impact of too much feedback can also be detrimental to student motivation (Hattie & Yates, 2013). This makes it more important to prioritise which errors to correct. When considering which errors to correct Hendrickson, (1978) suggested correction based on the student's ability, starting with errors that affect commutation, then common errors, finally errors that will irritate. Following on from this, it is clear that you will need to correct beginners differently from advanced students. Furthermore, it is worth considering abstaining from correcting specific errors until you have introduced that area of knowledge to the students, for example, if you were correcting sentences for students trying to use the past perfect continuous when the students are still coming to grips with the simple past.

Teachers should correct mistakes based on what the students have previously learned, rather than errors they use from trying content they are as yet unready for. This is in line with Chaudron's work (1988), which summarised students should be corrected when their error is the focus of the lesson. It is also important to correct mistakes in things previously studied, as peers hearing the mistake will question their understanding of what they'd previously learnt (Allwright,1981).

When to correct mistakes in language learning?

I will concentrate on when, to correct errors and mistakes occurring in oral speech, as written mistakes are not as time-sensitive and will be visible for much longer. The time at which you correct may depend on several factors such as what you are teaching. For example, if you happen to be teaching new vocabulary words and a student mispronounced one. You will likely correct the mistake right away, whereas if you were teaching reading fluency and a student mispronounced a word, you would probably wait until the end of the reading to correct it.

Other factors which will determine when teachers choose to correct mistakes are student confidence and class flow. Teachers should be careful not to interrupt the flow of class with excessive feedback. For example, you could share feedback with a single student after the next task has started, this will also help to reduce embarrassment. I should also mention the possibility that if errors are left uncorrected, the students will develop a habit of repeating the same mistakes. This is known as the error becoming fossilised, which will be more difficult to correct, at a later date.

How should teachers correct mistakes?

There are many ways to correct mistakes that occur in oral speech. A teacher will often use many different ways in a single lesson. I will list a few that are commonly used.

Echoing, or repeating the mistake, can be used with a questioning tone. This will give the student a chance for self-correction. Echoing is often useful if you believe the mistake was a slip. Common slips like she/he or third person can be brought to students' attention by this method.

Gestures indicating an incorrect tense, for example, behind could mean you were expecting the past tense. Even raising your eyebrows could be a clue that something isn't correct.

Another example I remember reading about a teacher who stuck a big "S" on a wall and pointing to it every time students forgot to use the third person. Later the "S" was removed, but they would still point to the wall. Teachers can agree on gestures with the class previously.

Repeating the sentence up until the mistake will give the student a chance to understand where in their sentence the mistake had occurred. This would again give them the opportunity to self-correct.

Using fingers again while repeating the sentence to show where a word was missing. Can be used when students miss words like "a" or "the".

Recasting, I am not a fan of this one, as it gives students the correct answer and doesn't give them a lot of chances to reflect on the mistake. I can see this being used for words that have been mispronounced as they should hear a good model rather than continuing to guess as to what the correct pronunciation is.

Contrast the correct and the incorrect forms, for example, "I'm loving it" or "I love it" which do you think is correct? Let's discuss. (sorry McDonalds).

Peer-correction, if the student is unable to self-correct, maybe a peer can help correct it. This can be done by asking another student to help. This may also be achieved by allowing peers to give suggestions and let the student chose which is the correct answer.

Correcting written errors

Similarly, to correcting oral mistakes too much correction can be disheartening for students. Many teachers will use a correcting rubric this can be shared with students so that they try to correct their mistakes. Examples of such a rubric may be using "sp." to indicate a spelling mistake. It is advantageous for students to have a chance to try to self-correct their mistakes before the teacher looks again to share the correct answers.

Tasks where students share and critique with their classmates' work is also useful to help students become aware of their mistakes. It's also useful to help them become more aware of different writing styles and gain ideas for their works. When giving feedback on written work it is important to understand feedback received is not the same as feedback understood. The most effective feedback is that which includes what the next step is (Hattie, 2013).

Conclusion

A lot of research has gone into what, how and when to correct, however the final decision usually lies with the teacher. Although most researchers agree that students need feedback and correction, the methods are left down to the teacher. Teachers should consider carefully when giving feedback as not to upset the flow of the class. Teachers must also be careful not to try to correct every error as too much correction can demotivate students. Teachers have many different kinds of ways to give feedback and corrections and teachers should not be afraid to use other students to suggest corrections.

by Vojtech Fiser
References citied.
Allwright, R.L., 1981. What do we want teaching materials for?. ELT journal, 36(1), pp.5-18.

Arora, S., 2015. Defossilising the errors of ESL learners through feedback. Innovation in English Language Teacher Education, 192.

Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge University Press.

Clark, E. V. ,2009. First language acquisition. Cambridge University Press.

Hattie, J., & Yates, G. C. ,2013. Visible learning and the science of how we learn. Routledge.

Hendrickson, J. M., 1978. Error correction in foreign language teaching: Recent theory, research, and practice. The modern language journal, 62(8), 387-398.

Hendrickson, J. M., 1980. The treatment of error in written work. The Modern Language Journal, 64(2), 216-221.

Hoxha, E. K., 2015. Errors in the foreign language learning process. Interdisciplinary Journal of Research and Development, 2(1), 97-100.

Ingram, D., & David, I. ,1989. First language acquisition: Method, description and explanation. Cambridge university press.

Krashen, S. D., & Krashen, S. D.,1983. Natural approach (pp. 20-20). New York: Pergamon.

Lee, I., 2003. L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing, 8(3), pp.216-237.

Lenneberg, E.H., 1967. The biological foundations of language. Hospital Practice, 2(12), pp.59-67.

Moerk, E. L., 1994. Corrections in first language acquisition: Theoretical controversies and factual evidence. International Journal of Psycholinguistics.

Newport, E.L., Bavelier, D. and Neville, H.J., 2001. Critical thinking about critical periods: Perspectives on a critical period for language acquisition. Language, brain and cognitive development: Essays in honor of Jacques Mehler, pp.481-502.

Roberts, M., 1995. Awareness and the efficacy of error correction. Attention and awareness in foreign language learning, pp.163-182.

Touchie, H. Y., 1986. Second language learning errors: Their types, causes, and treatment. JALT journal, 8(1), 75-80.

Walz, J. C. ,1982. Error Correction Techniques for the Foreign Language Classroom. Language in Education: Theory and Practice, No. 50. Center for Applied Linguistics, PO Box 4866, Hampden Station, Baltimore, MD 21211.

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Error correction in language learning - TEFL Lemon: Free ESL lesson ideas and great content for TEFL teachers

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Whenever anyone learns to do something new, it is extremely rare for them to be able to perform it perfectly on their first attempt. The same must also be true with learning a new language. Children acquiring their mother tongue within the critical period will often also make errors, however, they will often naturally be corrected over time.

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College and Career Readiness Anchor Standards 

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College and Career Readiness Anchor Standards 

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K-5 English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards for Reading

The K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational text independently and proficiency.

Note on range and content of student reading

To build a foundation for college and career readiness, students must read widely and deeply from a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in those fields that will also give them the background to be better readers in all content areas. Students can gain this foundation only when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to future success.

*Please see "Research to Build and Present Knowledge" in Writing and "Comprehension and Collaboration" in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

College and Career Readiness Anchor Standards for Writing

The K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes*

Production and Distribution of Writing

Research to Build and Present Knowledge

Range of Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Note on range and content of student writing

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

College and Career Readiness Anchor Standards for Speaking and Listening

The K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Note on range and content of student speaking and listening

To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations- as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.
New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.

College and Career Readiness Anchor Standards for Language

The K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

Note on range and content of student language use

To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shades of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

6-12 English Language Arts

College and Career Readiness Anchor Standards for Reading

The grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

Note on range and content of student reading

To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students' own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.

*Please see "Research to Build and Present Knowledge" in Writing and "Comprehension and Collaboration" in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

College and Career Readiness Anchor Standards for Writing

The grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes*

Production and Distribution of Writing

Research to Build and Present Knowledge

Range of Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Note on range and content of student writing

For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing-for example, to use narrative strategies within argument and explanation within narrative-to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

College and Career Readiness Anchor Standards for Speaking and Listening

The grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Note on range and content of student speaking and listening

To be college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations-as part of a whole class, in small groups, and with a partner-built around important content in various domains. They must be able to contribute appropriately to these conversations, make comparisons and contrasts, and analyze and synthesize a multitude of ideas according to the standards of evidence appropriate to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others' meritorious ideas while expressing their own clearly and persuasively.

New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened the link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.

College and Career Readiness Anchor Standards for Language

The grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

Note on range and content of student language use

To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words- words, for example, that have similar denotations but different connotations. The inclusion of Language standards in its own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

6-12 Literacy in History/Social Studies, Science, and Technical Subjects

College and Career Readiness Anchor Standards for Reading

The grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

Note on range and content of student reading

Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.

*Please see "Research to Build and Present Knowledge" in Writing and "Comprehension and Collaboration" in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

College and Career Readiness Anchor Standards for Writing

The grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes*

Production and Distribution of Writing

Research to Build and Present Knowledge

Range of Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Note on range and content of student writing

For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, January 3, 2023

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College and Career Readiness Anchor Standards

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The K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.

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Universal Design for Learning (UDL) is a framework developed by CAST, an Understood founding partner. UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student. UDL is based on brain science and evidence-based educational practices. It also leverages the power of digital technology.

Imagine this: Your students are going to write an essay on the stages of butterfly metamorphosis.

Some students have seen butterflies grow through the different stages at a local science museum. These students are excited to share what they know. Other students don't know anything about butterflies and are nervous about writing on this topic. And some students don't like to write - they dread this activity from the moment you say "essay."

In any class, you know there's a wide range of enthusiasm, background, and skills among your students. When you plan with this range in mind, you can approach the lesson in several ways.

You could share a mini-lesson on butterfly metamorphosis and have students use a guided worksheet as they write. Or you could set up stations where students are grouped using flexible grouping around understanding of the topic, language ability, or reading level.

But take a step back. In any lesson or task, you can anticipate this range of variability among your students. There's another approach you can take to plan for this variability in all your lessons: Universal Design for Learning (UDL).

Why use Universal Design for Learning?

The ultimate goal of UDL is for all learners to become "expert learners." Expert learners are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed about learning.

UDL is a powerful approach because from the very start of your lesson, it helps you anticipate and plan for all your learners. It can help you make sure that the greatest range of students can access and engage in learning - not just certain students.

You don't need specific tools or technologies to follow UDL's principles either. Instead, your students choose from the tools and resources you already have. They might use them in different ways.

Also, UDL may change how you think about what prevents students from learning. Instead of thinking that something needs to change about the students, UDL looks at the learning environment. The learning environment can include barriers to learning, like the design of the curricular goals, assessments, methods, and materials. In this way, the learning environment itself can be "abled" or "dis-abled."

UDL gives you a framework to follow so you can reduce the barriers to learning. The main way to do this is to prepare a learning environment where students have what they need to flexibly meet learning goals.

What does UDL look like in the classroom?

Universal design can be found just about anywhere you look - both inside and outside your school. Curb cuts change sidewalks so that they're accessible to the greatest range of users, including people who use wheelchairs and those pushing strollers. Closed captions make television accessible to people who are deaf or who have hearing loss, as well as people at the gym or spouses who can't agree whether or not to keep the TV on at night. No two forms of universal design are the same.

Universal Design for Learning looks different in every classroom. But there are commonalities. To start with, there's always a focus on building expert learning for all. Other common elements of a UDL experience include:

All learners knowing the goal

Intentional, flexible options for all students to use

Student access to resources from the start of a lesson

Students building and internalizing their own learning

In a UDL environment, students rarely do the same task in the same way at the same time. The flexible options will differ across developmental ages. But the framework for having clear goals and flexible options is consistent no matter the grade level or content areas.

How can I use the three principles of UDL?

UDL describes human variability based on parts of the brain that manage the "why" (affective network), the "what" (recognition network), and the "how" (strategic network) of learning. Watch as CAST co-founder David Rose explains why UDL emphasizes variability instead of disability.

CAST developed UDL guidelines that are based on three main principles that align with these learning networks. The three UDL principles are engagement, representation, and action and expression.

The chart below includes the three UDL principles adapted from CAST. It also gives you some questions to consider and lists some examples of the principles in action. You can print a one-page version of this chart to have on hand while planning a lesson, activity, or routine for your students.

How can families support this at home?

Families may not be familiar with the concept of students being active participants in setting their learning goals. They may have questions about letting students make their own learning choices.

Explain at back-to-school night or in a class that you'll be using Universal Design for Learning. You can even share a family-friendly article about the UDL approach to teaching.

Assure families that you have high expectations for all students to become expert learners in your classroom. And explain that you'll keep working with the students and their families to build the skills and interest to make that happen.

Additional CAST resources to explore

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Universal Design for Learning (UDL): A teacher's guide

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UDL stands for Universal Design for Learning. When you teach using UDL, your lessons are designed in flexible ways to meet the needs of individual learners. Read more about UDL.

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Free and Flexible Resources to Teach the History-Social Science Framework

Welcome to Teaching California!

On this website you will discover classroom-ready resources to help teach California's History-Social Science Framework. Our inquiry sets include curated collections of primary sources, teacher and student notes, activities, and other tools that will help guide you through a research-based approach to improving student reading, writing, and critical thinking.

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Teaching California - Bringing Archives into the Classroom

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Skip to content Skip to search Skip to footer Free and Flexible Resources to Teach the History-Social Science Framework On this website you will discover classroom-ready resources to help teach California's History-Social Science Framework.