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Differentiation

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Foundation skills are not the end.

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Teacher routines are reasonable and easy to master.

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If they have the will , then our planning descriptions may be enough to support a truly differentiated classroom-one in which the teacher understands and targets the needs of students temporarily and directly.

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teacher routines are reasonable and easy to master.

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Targeted, scripted and easy to follow

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Behind

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boost multisyllabic decoding quickly at the start

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We wanted the intervention to fit into the realities of classroom life, where the regular classroom teacher is likely to be the most consistent provider of differentiation.

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Differentiation

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Children who read with adequate speed and accuracy are poised to spend all of their cognitive resources on understanding.

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Design

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research/proficiency

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Trust

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realistic

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Reasonable

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teachers have the tools they need

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sensitive to reading development and realistic for classroom teachers.

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Realistic Contribution to the work of teachers

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Our sustainment efforts have forced us to be specific about when we expect children to master particular skills, while at the same time advocating that children need the instruction that their achievement data signal, regardless of their grade level

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first and foremost, foundational skills cannot be ignored

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When we group children by their needs, we should apply a razor-sharp focus to meeting those needs

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We wanted the intervention to fit into the realities of classroom life, where time during the day is at a premium and planning time is scarce.

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foundational skills lessons

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The most important lesson was that our lack of specificity about diagnostic assessment did not welcome choice but unwelcome confusion

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We need to combine them(lessons) in ways that are sensitive to reading development and realistic for classroom teachers.

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Strong Foundational Skills are not the ultimate goal of ELA instruction.

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Differentiation

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sustainment

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"Foundational skills are not the ultimate goal of ELA instruction, but they are the ticket to the game."

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Progressively more-proficient stairs

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foundational skills cannot be ignored (p. 6)

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As we designed our lessons, we used only procedures with strong research pedigrees. We then combined them in ways that were sensitive to reading development and realistic for classroom teachers. (p. 7)

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proficiency

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Lauren Kanitz

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Lauren Kanitz

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Children need the instruction that their achievement data signal, regardless of their grade level.

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Children need the instruction that their achievement data signal, regardless of their grade level.

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Lauren Kanitz

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The higher order emphasis on literacy heightens the importance of foundational skills and hastens our time line for proficiency.

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hastens timeline for proficiency

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proficiency

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Children on the bottom step are using what they know about oral language to enter the world of written language - Adrienne Mitchell 

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Children on the bottom step are using what they know about oral language to enter the world of written language - Adrienne Mitchell 

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levels are sequenced - Adrienne Mitchell 

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levels are sequenced - Adrienne Mitchell 

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Sydney Epple -  Environmental differentiation might involve both the texts and the groupings, enabling students to experience greater levels of success or comfort in risk taking. 

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Sydney Epple -  Environmental differentiation might involve both the texts and the groupings, enabling students to experience greater levels of success or comfort in risk taking. 

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Lauren Stewart -  Teacher routines are reasonable and easy to master

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Lauren Stewart -  Teacher routines are reasonable and easy to master

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The teacher routines are reasonable and easy to master

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clear grouping recommendations

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feasible

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You will see our work "Keeping up" with new findings woven through these chapters.

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(Foundational skills) are the ticket to the game.

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Reasonable

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Children remain here until they meet oral reading fluency charts. 

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Children remain here until they meet oral reading fluency charts. 

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RTI

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Luckily, in the area of reading, those needs can be predicted in advance through reference to research on development, identified easily with informal assessments, and addressed quickly through a combination of direct instruction and supported, high- volume practice.

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Lauren Stewart - Clear grouping recomendations

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Lauren Stewart - Clear grouping recomendations

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Strong foundational skills are not the end goal.

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Proficiency