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1. Reflect personally
2. Share your reflections in breakout rooms

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Culturally Responsive Teaching and the Brain

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Culturally Responsive Teaching and the Brain

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The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning

Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self-reflection

With a firm understanding of these techniques and principles, teachers and instructional leaders will confidently reap the benefits of culturally responsive instruction.

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Culturally Responsive Teaching and The Brain

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In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compati...

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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4 Essential Elements to routines and rituals

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Activity #6: Planning Routines and Rituals

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Activity #6: Planning Routines and Rituals

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From: Onward: by Elena Aguilar https://www.onwardthebook.com/

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Consider your setting: What do ALL students need? What do SOME? What shifts might you make in your routines/rituals to provide explicit, whole group instruction

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Effective and Efficient Teaching

By Anita L. Archer and Charles A. Hughes

Explicit instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, strategies, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume.

This title is part of the What Works for Special-Needs Learners Series, edited by Karen R. Harris and Steve Graham.

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Explicit Instructions | Effective and Efficient Teaching

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By Anita L. Archer and Charles A. Hughes Explicit instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Environment, Tools and Engagement Essentials 

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Planner for Establishing Routines and Rituals

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Planner for Establishing Routines and Rituals

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Establishing Routines and Rituals for Academic Success

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Click here for a full description of how to implement

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What implications does CLT have for establishing routines and rituals in classrooms?

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Link to Resource
The CTAT is a web-based observation tool that helps individual teachers understand how they are using time in their classrooms, and helps schools identify and capture effective time management strategies across classrooms. Schools typically use it as a self or peer observation tool and to supplement existing school or district classroom walkthrough protocols. The tool is meant for one-on-one use between the observer and the teacher. We recommend that you read and/or print the User's Guide before using the tool.

The CTAT looks at use of classroom time through four broad categories: Teacher-led Time, Student Work Time, Assessment of Student Learning, and Transitions which are further defined by subcategories. Using the CTAT will help teachers calibrate their actual use of time in the classroom against their lesson plans and to set goals around minimizing transitions and maximizing teacher-led time, student work time, and assessment of student learning. Click here to begin using this tool.

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Web-based Tool The CTAT is a web-based observation tool that helps individual teachers understand how they are using time in their classrooms, and helps schools identify and capture effective time management strategies across classrooms.

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List ALL routines and rituals in your classroom

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List ALL routines and rituals in your classroom

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Link for Activity

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Science of Reading and the Science of Teaching

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Science of Reading and the Science of Teaching

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The "science of reading" refers to a vast body of multidisciplinary research providing a rationale for what must be taught to ensure almost all students can learn to read. Our podcast guests have championed this movement and supported organizations such as the International Dyslexia Association®, The Reading League, Decoding Dyslexia, The National Council on Teacher Quality, and The American Federation of Teachers who are advancing awareness of reading science.
But is this movement enough to develop more effective literacy instruction? Join us as our guests discuss why it may not be, unless teaching practices themselves receive more attention.
The "what" or content of reading instruction is often characterized with reference to the "five pillars" or "five components" that were each addressed by The National Reading Panel Report of 2000. Most state standards and policy guidelines name these essential components of instruction: phoneme awareness, phonics, fluency, vocabulary, and reading comprehension. Often added to the list are oral language, spelling, and writing. The content-related issue now being debated concerns the interrelationships of these components, their relative emphasis-for whom and at what point in reading development-and what level of content mastery to expect. We know the impact of curriculum content is diluted without systematic, explicit, cumulative teaching of the lessons.
Our experts will discuss:
How policy and practice guidelines about the science of reading often mention the importance of "systematic, explicit" instruction. Yet, the "how" of teaching seems to be getting short shrift in comparison to the emphasis on the "what."Why the right reading content must be married to best teaching practices of the "direct instruction" varietyThe importance of structured language teaching, especially for students who are struggling, with an emphasis on languageWhy developing expertise in lesson delivery and evaluation is a long-term but very rewarding undertaking which will transform the "science of reading" into "success for all"

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why the ‘science of reading’ needs the ‘the science of teaching’—a conversation between 2 literacy leaders

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‎EDVIEW 360: Why the 'Science of Reading' Needs the 'The Science of Teaching'-A Conversation Between 2 Literacy Leaders on Apple Podcasts

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The "science of reading" refers to a vast body of multidisciplinary research providing a rationale for what must be taught to ensure almost all students can learn to read. Our podcast guests have championed this movement and supported organizations such as the International Dyslexia Association®, Th...

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M.Ed. - Character Education

Post-Grad. Cert. - Early Literacy Development

25+ years PK-G2 classroom teacher

Literacy Coach, Mentor Program Coordinator

Finds joy in: word study, creating caring classrooms, reigniting teacher’s joy, eating ice cream, swimming and travel

miles@erinkentconsulting.com

linkedin.com/in/milesmadison/

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How might you structure a gradual release of responsibility for routines and rituals in your classroom?

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Gradual Release of Responsibility Theory

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Gradual Release of Responsibility Theory

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Education Support U.K. - Time Management

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Education Support U.K. - Time Management

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Time management; a guide for teachers and education staff

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Whatever your role in education, this article offers tips to help you manage your workload and life goals productively.

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Summative list of Classroom Routines and Rituals

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By Illustrator Narrator Editor Photographed by

By Illustrator Narrator Editor Photographed by

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Reading Above the Fray | The Scholastic Teacher Store

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Dr. Julia B. Lindsey's evidence-based routines help young readers decode words efficiently so they can spend more energy on comprehending-and enjoying-what they read! You'll find:1. Need-to-know essentials of how kids learn to read.2. Principles of high-quality foundational skills instruction.3. Teacher-approved instructional

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University of Cambridge: Portrait Values Assessment

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University of Cambridge: Portrait Values Assessment

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DiscoverMyProfile is a free platform that hosts psychometric tests with instant feedback. It is maintained by The University of Cambridge Psychometrics Centre, an international centre of excellence in psychological, occupational, clinical and educational assessment.

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Influences on learning and their impact size

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Visible Learning Metax - Impactful Influences on Learning 

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Visible Learning Metax - Impactful Influences on Learning 

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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“In most instances, there isn’t one main cause of a systematic breakdown in phonics instruction. Rather, a combination of causes can create a perfect storm of failure.”
—Wiley Blevins

Picture a class of kindergarteners singing the alphabet song, an…

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Activity #7: Small Changes = Big Results Planner

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Activity #7: Small Changes = Big Results Planner

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Active Participation Instruction - 2nd grade

Grade Level: Second Grade

School: Roosevelt Elementary School

Location: Vancouver, Washington

Videographer: Dima Yaremenko

Elapsed Time: 6:12

Introduction: It is possible to have adopted an evidence-based core reading or intervention program and still not obtain the desired academic gains. The programs must be delivered in a matter that maintains student attention and engagement. In this video, Dr. Archer is teaching students how to respond during the lesson. Notice that she doesn't just tell students what she desires. She teaches the behaviors using the same instructional steps of modeling and guided practice used in teaching academic strategies.

Focus: As you watch this video,

1) Note the active participation procedures that are directly taught to the students.

2) Identify other good instructional practices.
Feedback: 1) Note the active participation procedures that are directly taught to the students. Choral (Group) Responses
Dr. Archer taught the students two specific response procedures: saying answers chorally and to a partner. The following practices were modeled and then practiced.

Use - Choral or group responses can be used when the answers are short and the wording of the answer is the same across learners.

Procedure - To signal a response, the teacher asked a question, raised her hands, gave "thinking time", and then lowered her hands, and said "everyone" to cue a response.
Partner Responses
Instruction - The teacher introduced the procedure, modeled the procedure, and then practiced until the students consistently responded.
Instruction on partners -
Use - Partner responses can be used when the answers are long and the wording differs across students.

a. The teacher assigned partners and gave the partners the numbers #1 and #2 to allow distribution of responses.

b. The teacher checked to be sure that students remembered their numbers.
2. Identify other good instructional practices. Management a. Anticipate and Remove
c. The teacher introduced a partner strategy (Look, Lean, and Whisper), modeled the strategy, and had students practice the strategy as you monitored and coached.

The teacher anticipated that the students might attend to the teachers sitting at the back of the room so she had the students turn and wave at the teacher and the cameraman.
Attention A number of factors supported student attention including:
-The teacher set clear expectations for each segment of the lesson.
-The teacher introduced behaviors for the lesson (Sit up. Look at me. Look smart.), modeled the desired behaviors, and provided practice on the behaviors.

c. Room arrangement
- Students were moved so that they would be facing the teacher the lesson.
- Students were moved so that they were sitting beside their partners.

a. a perky pace,

b. connection with students through use of smiles, names, eye contact, touch,

c. use of cues to gain attention ("Eyes on me".),

d. close proximity to the students,

e. monitoring,

f. and use of praise.

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Explicit Instructions | Effective and Efficient Teaching

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Grade Level: Second Grade School: Roosevelt Elementary School Location: Vancouver, Washington Videographer: Dima Yaremenko Elapsed Time: 6:12 Introduction: It is possible to have adopted an evidence-based core reading or intervention program and still not obtain the desired academic gains. The programs must be delivered in a matter that maintains student attention and engagement.

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Teachers Sense of Self Efficacy Survey.pdf

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Classroom Principles, Strategies, and Tools

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Analyze skills, knowledge and experiences

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Analyze skills, knowledge and experiences

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Link to Activity

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Reading League - Whole Group Instruction

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Reading League - Whole Group Instruction

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Analyze a Routine: Skills, Knowledge, Experience

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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The tone of the classroom is a determining factor for student engagement. It is the vibe of the room - the spirit - that can truly make the difference when a cultivating a positive learning environment. Listen to Patricia Vitale-Reilly share the ways in which she cultivates a positive classroom tone through risk taking and rituals.

Read more about her book and download a sample chapter by clicking here! Patty also just finished a 3-part webinar series along with Lisa Eickholdt called Writing Workshop Essentials: Environment, Structures and Lessons. Take a look!

♦♦♦♦

Patricia Vitale-Reilly is a national consultant, teacher, and author with 25 years of experience in education. Early on it became clear that her passion was to collaborate with leaders in education to develop and achieve engaging and relevant instructional practices. Patty taught in both public and independent schools, as well as at the graduate level, in New York and New Jersey. Patty also worked as staff developer at the Teachers College Reading and Writing Project. Patty is an author of Time for Kids teacher training materials and is a contributor to Write Time for Kids (TCM, 2000), co-author of T he Complete Year in Reading and Writing Grade 2 (Scholastic, 2008), and the author of Engaging Every Learner: Classroom Principles, Strategies, and Tools (Heinemann, 2015).

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Patricia Vitale-Reilly on Classroom Rituals

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The tone of the classroom is a determining factor for student engagement. It is the vibe of the room - the spirit - that can truly make the difference when a cultivating a positive learning environment. Listen to Patricia Vitale-Reilly share the ways in which she cultivates a positive classroom tone through risk taking and rituals.

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Archer & Moats: The Science of Reading AND the Science of Teaching

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Archer & Moats: The Science of Reading AND the Science of Teaching

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The "science of reading" refers to a vast body of multidisciplinary research providing a rationale for what must be taught to ensure almost all students can learn to read. Our podcast guests have championed this movement and supported organizations such as the International Dyslexia Association®, The Reading League, Decoding Dyslexia, The National Council on Teacher Quality, and The American Federation of Teachers who are advancing awareness of reading science.
But is this movement enough to develop more effective literacy instruction? Join us as our guests discuss why it may not be, unless teaching practices themselves receive more attention.
The "what" or content of reading instruction is often characterized with reference to the "five pillars" or "five components" that were each addressed by The National Reading Panel Report of 2000. Most state standards and policy guidelines name these essential components of instruction: phoneme awareness, phonics, fluency, vocabulary, and reading comprehension. Often added to the list are oral language, spelling, and writing. The content-related issue now being debated concerns the interrelationships of these components, their relative emphasis-for whom and at what point in reading development-and what level of content mastery to expect. We know the impact of curriculum content is diluted without systematic, explicit, cumulative teaching of the lessons.
Our experts will discuss:
How policy and practice guidelines about the science of reading often mention the importance of "systematic, explicit" instruction. Yet, the "how" of teaching seems to be getting short shrift in comparison to the emphasis on the "what."Why the right reading content must be married to best teaching practices of the "direct instruction" varietyThe importance of structured language teaching, especially for students who are struggling, with an emphasis on languageWhy developing expertise in lesson delivery and evaluation is a long-term but very rewarding undertaking which will transform the "science of reading" into "success for all"

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why the ‘science of reading’ needs the ‘the science of teaching’—a conversation between 2 literacy leaders

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‎EDVIEW 360: Why the 'Science of Reading' Needs the 'The Science of Teaching'-A Conversation Between 2 Literacy Leaders auf Apple Podcasts

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The "science of reading" refers to a vast body of multidisciplinary research providing a rationale for what must be taught to ensure almost all students can learn to read. Our podcast guests have championed this movement and supported organizations such as the International Dyslexia Association®, Th...

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"Teachers, teacher educators, staff developers, and administrators will find this an invaluable resource for taking the step from enthusiasm about cooperative learning in theory to implementing cooperative learning in the classroom."
-Robert Slavin, Johns Hopkins University

"Teachers and interested educators will find this book to be an absolute must for their libraries."
-David Johnson, University of Minnesota

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kagan publishing teaching catalog teacher resources school supplies music games cooperative learning differentiated instruction educational products esl ell foreign language posters multiple intelligences textbooks math books science literature social studies

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"Teachers, teacher educators, staff developers, and administrators will find this an invaluable resource for taking the step from enthusiasm about cooperative learning in theory to implementing cooperative learning in the classroom." -Robert Slavin, Johns Hopkins University "Teachers and interested educators will find this book to be an absolute must for their libraries."

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Teachers' Beliefs about Student Learning and Motivation

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Teachers' Beliefs about Student Learning and Motivation

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Creating an Environment for Flexible Learning