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Join Zoom Meeting
https://us02web.zoom.us/j/87814289325?pwd=VVgxWTRpMXBpNzlvWnVvb1E5QVdtZz09

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1- Watch this video: Focus Folder Grouping with i-ready 

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1- Watch this video: Focus Folder Grouping with i-ready 

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Watch this video for support with grouping students on the Focus Folder using your i-ready data.  It would be best to do this with a team.  If you need help, jump on your grade level zoom link to ask questions.

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2- Group your students on your Focus Folder using your i-ready data.  If you need the flowcharts, click the link below.  They are in the "During Professional Development" column. 

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2- Group your students on your Focus Folder using your i-ready data.  If you need the flowcharts, click the link below.  They are in the "During Professional Development" column. 

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1. Watch this video: Data-Based Decision Making

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1. Watch this video: Data-Based Decision Making

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Watch this video for a refresher in the what and how of data-based decision making using Focus Folders.  It would be best to do this with a team.  If you need help, jump on the ECE/K zoom link to ask questions.

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https://us02web.zoom.us/j/83810071355?pwd=NGxneUhmckFSZnZPNnR1aXdaMDFRdz09

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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1 & 2nd Grade Zoom Link

https://us06web.zoom.us/j/4933040388

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Written Response Example- This is the last question you will answer on the end of course assessment. This is a model answer that we thought might be helpful in determining what and how much to write. 

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Written Response Example- This is the last question you will answer on the end of course assessment. This is a model answer that we thought might be helpful in determining what and how much to write. 

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I appreciate knowing how the SOR is reflected in our Ready GEN materials. I plan on utilizing more of the routines in Ready GEN that align with what I learned in the SOR. Three examples include the following:

1-   Decoding multisyllabic words- I learned how important it is to teach students how to decode multisyllabic words for automatic word recognition, which is a critical component in Scarborough's Rope.

2-   Explicit vocabulary instruction- There is a great routine in Ready GEN. I will use it each week to explicitly teach the key words to help students better comprehend the complex text they are reading.

3-   Monitoring comprehension- I will do more think-a-louds to model for my students the importance of monitoring their comprehension.

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3- If time allows, watch this video with your team: Instructional Priorities Video

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3- If time allows, watch this video with your team: Instructional Priorities Video

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Watch this video on the alignment of the Instructional Priorities and the Focus Folder. Take time to discuss this with your grade level team and plan how you will use it for whole group, small group, and interventions.

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4: Use the guiding questions to discuss the Instructional Priorities video

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4: Use the guiding questions to discuss the Instructional Priorities video

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How could we use the instructional priorities chart to support core instruction, including both whole group and small groups?
How could we use the instructional priorities chart to support targeted interventions?
What is a next step we could take to utilize the priorities in the chart for each of our groups on our Focus Folder?

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Print your grade level and place in your Focus Folder as an extra resource.

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Slides to accompany the Data-Based Decision Making video

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5. Join your zoom invite (see 3rd-5th invite in next column) to ask questions as needed. 

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5. Join your zoom invite (see 3rd-5th invite in next column) to ask questions as needed. 

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2. Read the short article about using Focus Folders

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2. Read the short article about using Focus Folders

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3. Instructional Grouping Activity Charts for TSG

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3. Instructional Grouping Activity Charts for TSG

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Additional information regarding Oral Language Development

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Additional information regarding Oral Language Development

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Young Children's Oral Language Development

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The development of oral language is one of the child's most natural - and impressive - accomplishments. Get an introduction to when and how language is learned.

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Data-Based Decision Making Overview for Grades 1-5

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Data-Based Decision Making Overview for Grades 1-5

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Join if you have questions. You can pop on and off as needed.

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Join if you have questions.  You can pop on and off as needed.
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Join if you have questions.  You can pop on and off as needed.
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Read these directions and decide which option your team will follow. Then, use the phonics and word recognition padlet (below).

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What resources would you still like from STRIVE?

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What resources would you still like from STRIVE?

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Link to Phonics and Word Recognition Padlet

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Link to Phonics and Word Recognition Padlet

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Use this padlet for October 27th and the directions (listed above).

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1st -2nd Grade- Jan. 12 Fluency Session 2.pptx-2

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I appreciate having the preschool standards. I'd like to see this professional development continue to have strong preschool information/resources. Thank you!!!

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What questions do you have about fluency? What are you hoping to learn more about? 

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What questions do you have about fluency? What are you hoping to learn more about? 

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Please click on the google document and type in the name of school and grade level at the beginning of your response.

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07:29:50 From Mollie Brandt to Everyone:
	Mollie Brandt - Facilitator
07:30:10 From Shantell - BFK facilitator to Everyone:
	Shantell Owen BFK facilitator
07:30:16 From Katy East to Everyone:
	Katy East - CRES Facilitator
07:30:22 From jill.date to Everyone:
	Jill Date- facilitator for SMES
07:30:40 From tammy.crenshaw to Everyone:
	Ryan Howard MES Facilitator
07:30:55 From tammy.byrnes to Everyone:
	Tammy Byrnes NES
07:31:21 From Jackie Hertzke to Everyone:
	Good morning, Kathi!!!
07:33:15 From calvin.mcconnell to Everyone:
	Good morning! Calvin McConnell-3rd grade, Cottonwood Plains. Modeling fluent reading and repeated readings.
07:33:17 From Robin Odonnell to Everyone:
	Yes, we can hear you. :)
07:33:18 From Jackie Hertzke to Everyone:
	Yes, I can hear you!
07:33:27 From Katy East to Everyone:
	We can hear you!
07:33:44 From Kaelee - Facilitator RVS to Everyone:
	Our 4th grade is doing partner reading to help with fluency.
07:33:47 From rebekah.perez to Everyone:
	repeated reading
07:34:40 From Katy East to Everyone:
	We are using Read Naturally, repeated readings, and Reader’s Theatre.
07:34:49 From tammy.crenshaw to Everyone:
	Modeled phrasing
07:34:53 From Melanie to Everyone:
	Repeated readings
07:34:55 From jill.date to Everyone:
	Rereading text multiple times
07:34:59 From wendy.bennington to Everyone:
	One minute reads
07:35:00 From barbara.ewing to Everyone:
	Choral poetry reading
07:35:03 From Shantell - BFK facilitator to Everyone:
	repeated readings
07:35:04 From lori.mensch to Everyone:
	Lori Mensch Ivy - modeled reading
07:35:07 From Mollie Brandt to Everyone:
	pre-reading/re-reading text
07:35:07 From Sue Ellis to Everyone:
	one minute reads, rereading familiar 
07:35:14 From jessica.martin to Everyone:
	Repeated reading
07:35:16 From pat.cezniak to Everyone:
	Repeated reading and discussing
07:35:21 From Kasey Gupton to Everyone:
	Interactive reading
07:35:22 From megan.courtright to Everyone:
	Choral reading
07:35:35 From Kim to Everyone:
	Repeated reading, model fluent reading
07:46:56 From Katy East to Everyone:
	We noticed how there is a big shift in the wording of the fluency standards from 3rd to 4th grade. 3rd grade’s standards are very explicit and list a WPM goal, but 4th grade really focuses on comprehension, while mentioning fluency briefly.
07:47:40 From barbara.ewing to Everyone:
	Read with purpose and understanding
07:47:55 From rebekah.perez to Everyone:
	Our team is reminded of the importance of poetry while teaching fluency. Too often, we feel it gets pushed to the side, but there are many benefits to using poetry with fluency.
07:48:24 From tammy.crenshaw to Everyone:
	The specificity of the third grade is helpful. A good reference point for the other grades.
07:48:26 From jill.date to Everyone:
	That 3r, 4th, 5th building is what we noticed tool
07:48:39 From Mollie Brandt to Everyone:
	Our team talked about the importance of word morphology and being able to manipulate words accurately in order to read more fluently across grade levels
07:48:53 From Katy East to Everyone:
	The 3rd grade WPM is a minimum competency, just FYI.
07:49:27 From lori.mensch to Everyone:
	For fourth grade, remembering that comprehension cannot comes as smoothly without fluency...and giving stronger emphasis to root words, prefixes, suffixes to help decipher meaning and aid fluency
08:02:58 From jill.date to Everyone:
	Preteach vocab
08:03:03 From Katy East to Everyone:
	We discussed preaching vocabulary, activating background knowledge, and metacognitive strategies such as Sign Posts.
08:03:12 From meganmulder to Everyone:
	Read Naturally
08:03:14 From calvin.mcconnell to Everyone:
	Showing videos to build background knowledge, preach vocabulary, repeated reading
08:03:16 From barbara.boone to Everyone:
	Paraphrasing and discussion
08:03:17 From Vonda to Everyone:
	We preach vocabulary and activating background knowledge.
08:03:19 From Shantell - BFK facilitator to Everyone:
	preteach vocab and background knowledge by showing videos
08:03:26 From kyiana.webb to Everyone:
	background
08:03:32 From rebekah.perez to Everyone:
	Preteaching vocabulary
08:03:34 From jessica.martin to Everyone:
	Discussion and vocabulary pre teaching
08:03:34 From tammy.crenshaw to Everyone:
	Previewing discussion questions before reading.
08:03:39 From lori.mensch to Everyone:
	Discussion, vocabulary, examples/synonyms
08:03:40 From megan.courtright to Everyone:
	Partner reading and pre-discussion of questions
08:03:41 From Vivian Pankow to Everyone:
	Intervention groups that focus specifically on fluency daily
08:03:44 From laura.hart to Everyone:
	Sight word fluency, Read Naturally, fluency with suffixes and prefixes
08:03:46 From Mollie Brandt to Everyone:
	summarizing after chunks of text, chunking and visualizing, pre-reading, preteach vocabulary
08:03:55 From Arika Schlagel to Everyone:
	Background knowledge and writing important facts after a passage to help with comprehension
08:03:56 From Katy East to Everyone:
	We also discussed sentence level knowledge and grammar that help students understand how/why to scoop meaningful phrases (reference to The Writing Revolution).
08:04:03 From Katy East to Everyone:
	And Fundations
08:04:09 From melody.fisher to Everyone:
	Vocabulary preteach- types of context clues
08:08:20 From megan.courtright to Everyone:
	Is that end of year?
08:13:47 From Katy East to Everyone:
	We are done.
08:15:07 From melody.fisher to Everyone:
	Finished
08:15:41 From Kasey Gupton to Everyone:
	Comparison to size
08:16:03 From rebekah.perez to Everyone:
	It's Hagrid on a motorcycle!
08:16:38 From Katy East to Everyone:
	Definitely Hagrid!
08:18:01 From jill.date to Everyone:
	Harry Potter
08:18:03 From Katy East to Everyone:
	HP!
08:18:05 From Brie Wakefield to Everyone:
	Harry Potter and the Sorcerer Stone
08:18:05 From karrie.skonier to Everyone:
	Harry Potter first book
08:18:24 From Katy East to Everyone:
	Motorcycle
08:18:27 From calvin.mcconnell to Everyone:
	motorcycle
08:18:27 From karrie.skonier to Everyone:
	motorcycle
08:18:28 From melody.fisher to Everyone:
	motorcycle
08:18:30 From rebekah.perez to Everyone:
	motorcycle
08:18:33 From calvin.mcconnell to Everyone:
	wild
08:18:39 From Katy East to Everyone:
	Tall, wide, wild, etc.
08:18:51 From jessica.martin to Everyone:
	Motorcycle
08:18:52 From calvin.mcconnell to Everyone:
	Large because it said too big to be allowed
08:19:21 From karrie.skonier to Everyone:
	you have to know the book to answer
08:19:27 From rebekah.perez to Everyone:
	relieved that he finally showed up
08:19:30 From Arika Schlagel to Everyone:
	Intimidated
08:19:33 From calvin.mcconnell to Everyone:
	Depends on if he knows them or not. I would feel scared.
08:27:18 From calvin.mcconnell to Everyone:
	Poetry is inserted in some of the lessons to practice prosody.
08:27:19 From barbara.boone to Everyone:
	Six Minute Fluency (book)
08:27:26 From Arika Schlagel to Everyone:
	We're curious to see what other schools use for fluency because ReadyGen doesn't have a lot of fluency practice
08:27:35 From Katy East to Everyone:
	The Mega Book of Fluency is a great resource! We discussed how hard it is to balance all of the elements of literacy instruction, especially when students have a lot of gaps (online learning…).
08:27:39 From jill.date to Everyone:
	Scaffolded strategies book… part 4- unlocking language
08:27:49 From Kaelee - Facilitator RVS to Everyone:
	We just bought Rewards to help with fluency and vocab.
08:27:54 From wendy.bennington to Everyone:
	Aimsweb, poetry, Reader’s Theater, Scholastic News, READ, READ, READ and read some more 🙂
08:27:54 From tawni.eckley to Everyone:
	Decodable Reader Texts which tie directly into the Foundational Skills Lessons,
08:28:14 From Vonda to Everyone:
	Fluency “homework” from TPT for additional practice that has 3-5 nights of reading and tracking words per minutes and it also has comprehension questions on the back.
08:28:35 From melody.fisher to Everyone:
	ReadyGen provides leveled readers and fluency passages.
08:29:07 From Shantell - BFK facilitator to Everyone:
	Where do you find the readygen fluency passages?
08:29:13 From Shari Gladis to Everyone:
	Reading A-Z....we feel that we don't have enough resources for our DLI Spanish side.
08:30:02 From calvin.mcconnell to Everyone:
	West Virginia phonics has fluency passages that are matched to a specific decoding skill as well
08:30:41 From Vonda to Everyone:
	Thank you!
08:30:54 From Jackie Hertzke to Everyone:
	Thank you, Kathi!!
08:30:57 From wendy.bennington to Everyone:
	Thank you!
08:30:59 From jessi.cook to Everyone:
	Thank you!
08:31:01 From Kasey Gupton to Everyone:
	Have a great day!
08:31:04 From Robin Odonnell to Everyone:
	Thank you!
08:31:07 From lori.mensch to Everyone:
	Thank you!
08:31:15 From Shari Gladis to Everyone:
	Thank you

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Debbie Hunsaker is inviting you to a scheduled Zoom meeting.

Topic: Thompson Schools Grades 3-5
Time: Dec 8, 2021 07:30 AM Mountain Time (US and Canada)

Join Zoom Meeting
https://us02web.zoom.us/j/7370627819?pwd=MHE4Y0pDWHlZenZCcmRKcjRCaS9Gdz09

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Pull up or print if you want to take notes during the presentation.

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The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

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The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

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If you cannot open this link, a PDF of the article is below.

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What should fluency instruction look like? And, what can teachers do to help students whose fluency is far behind their peers'? This article can help practitioners effectively use fluency-based assessments and select instructional practices.

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Pull up or print if you want to take notes during the presentation.

# data[].attributes.body
Pull up or print if you want to take notes during the presentation.

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If you cannot open this link, a PDF of the article is below.

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What should fluency instruction look like? And, what can teachers do to help students whose fluency is far behind their peers'? This article can help practitioners effectively use fluency-based assessments and select instructional practices.

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Dialogic Reading: An Effective Way to Read Aloud with Young Children

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Dialogic reading works. Children who have been read to dialogically are substantially ahead of children who have been read to traditionally on tests of language development. Children can jump ahead by several months in just a few weeks of dialogic reading.

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Your kindergartener is at the beginning stages of reading, and is working hard to master letter sounds, decode simple words, and recognize common sight words. You want to support these new reading skills without putting too much pressure on your child to read more quickly and with more expression. That kind of natural-sounding fluency comes with lots and lots of practice.

You can start gently to build your child's fluency with the activities provided here. Remember that every child develops at a different pace, and your child may not be ready for some of these activities until first grade.

Try these fluency activities at home

Choose the right books

Help your child choose books that he can comfortably read. The "five-finger test" is a useful guideline for beginning readers. As your child reads, count the number of words he cannot read per page. In general, there should be five words or fewer that give him trouble on each page. If a book contains several pages on which you count more than five words that he can't read, consider reading that book to your child until he develops more reading skill.

Listen every day

Once you've found a collection of books that your child can read, listen to your child read every day. Be patient - new readers often read slowly! Offer help when your child gets stuck, and always give lots of praise and encouragement.

Reread favorite books

Building fluency takes a lot of practice! Keep a collection of books that your child can read quickly and easily. Encourage your child to reread favorite books over and over again. With each reading, you may notice your child reading a bit easier, a bit faster, and with a bit more confidence and expression.

Read to your child every day

Model your own fluent reading as you read and reread books with your child. Even though your child may be able to read on her own, continue to find time each day to read books to her that are just beyond her reading level. She will enjoy listening to more advanced stories, and she will hear a great example of fluent reading - how you change your expression throughout a story and read with ease. Your child will hear how you raise your voice at the end of question sentence or how you change your voice for different characters.

Paired or "buddy" reading

Take turns reading aloud. You go first, as your reading provides a model of what good fluent reading sounds like. Then, ask your child to re-read the same page you just read. You'll notice that your child's reading will start to sound more and more like yours. Do this for several pages. Once your child is comfortable enough, and familiar enough with the book, take turns reading page for page.

Echo game

Choose a book at your child's reading level and read a sentence aloud using appropriate expression and pauses. Then, have your child mimic you, reading the same sentence and using the same expression and pauses. Repeat the game every few paragraphs as you read through the book.

Choral reading

Choose a book at your child's reading level and read a page or passage together in unison. You may have to slow your reading down a little to keep pace, but don't slow down too much. Encourage your child to copy your pace and expression

Practice fluency 3 ways: echo reading, partner reading, and repeated reading

This video is from Home Reading Helper, a resource for parents to elevate children's reading at home provided by Read Charlotte. Find more video, parent activities, printables, and other resources at Home Reading Helper.

Sight words

Sight words are common words kids have to recognize instantly without sounding them out. Many sight words are tricky to read - they aren't spelled the way they sound. The activity and videos below discuss how sight word recognition supports fluency, and offer easy ways to help your child learn them. Here's a list of common sight words for kindergarten.

Sight word spy

Tell your child that sight words are "hiding in plain sight" everywhere around us. Your child's "mission" is to spot the sight words out in the world (in the grocery store, on a sign, cereal box, or movie poster) and announce "aha, I found you! This silly game can get your child excited about recognizing words - as well as a boost of confidence from knowing how to read them.

Getting stuck on sight words

Many striving readers struggle with sight words. Reading expert Linda Farrell suggests this teaching sequence: first, be sure your child knows all the letter names, then all the letter sounds - and then you can introduce a few short high-frequency words such as was. Choose words that don't have regular phonetic spelling. (From our video series Reading SOS: Expert Answers to Family Questions About Reading.)

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Fluency: Activities for Your Kindergartener

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Your kindergartener is at the beginning stages of reading, and is working hard to master letter sounds, decode simple words, and recognize common sight words. You want to support these new reading skills without putting too much pressure on your child to read more quickly and with more expression.

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By the end of first grade, kids should be reading books at their grade level with ease and expression.

Your child's teacher will give "timed reading passages" where kids read a story and are timed for one minute to record how many words they can read in that time. By December, most first graders can read 50 words correct per minute. And by the end of the school year, children should be reading 70 words per minute.

Try these fluency activities at home

Choose the right books

Help your child choose books that he can comfortably read. The "five-finger test" is a useful guideline for beginning readers. As your child reads, count the number of words he cannot read per page. In general, there should be five words or fewer that give him trouble on each page. If a book contains several pages on which you count more than five words that he can't read, consider reading that book to your child until he develops more reading skill.

Listen every day

Once you've found a collection of books that your child can read, listen to your child read every day. Be patient - new readers often read slowly! Offer help when your child gets stuck, and always give lots of praise and encouragement.

Reread favorite books

Building fluency takes a lot of practice! Keep a collection of books that your child can read quickly and easily. Encourage your child to reread favorite books over and over again. With each reading, you may notice your child reading a bit easier, a bit faster, and with a bit more confidence and expression.

Read to your child every day

Model your own fluent reading as you read and reread books with your child. Even though your child may be able to read on her own, continue to find time each day to read books to her that are just beyond her reading level. She will enjoy listening to more advanced stories, and she will hear a great example of fluent reading - how you change your expression throughout a story and read with ease. Your child will hear how you raise your voice at the end of question sentence or how you change your voice for different characters.

Family poetry jam

Start with playful, rhyming poetry about topics that are familiar to your child like animals, food, and bedtime. Nursery rhymes and Mother Goose collections are early favorites. Read the poetry aloud slowly. Emphasize the sound of the words and the rhymes. Read dramatically to emphasize the breaks and phrasing of the poem. Have fun with the colorful language and word play. Reread the poem several times. Once a poem is familiar to your child, take turns reading! First you read one line or one stanza, and have your child read the next. See if you can do that while maintaining the rhythm of the poem. Learn more in this article, Poems at Home (in English and Spanish).

Reader's theater

You don't need a script or costumes or props. Just choose a favorite picture book that your child is familiar with, and one that has lots of dialogue. Take turns reading the passages aloud, using dramatic voices and gestures appropriate to the story. This activity can get pretty silly right away, but it's a great way to practice expression in reading aloud.

Record it

Another fun way to practice reading and build fluency is to have your child create her own audio books. This can be done simply with a tape recorder or audio recording feature or app on your phone. Your child might need a few "takes" to get his reading just right. Sharing your audio recordings with family and friends is a great motivator!

Paired or "buddy" reading

Take turns reading aloud. You go first, as your reading provides a model of what good fluent reading sounds like. Then, ask your child to re-read the same page you just read. You'll notice that your child's reading will start to sound more and more like yours. Do this for several pages. Once your child is comfortable enough, and familiar enough with the book, take turns reading page for page.

Echo game

Choose a book at your child's reading level and read a sentence aloud using appropriate expression and pauses. Then, have your child mimic you, reading the same sentence and using the same expression and pauses. Repeat the game every few paragraphs as you read through the book.

Choral reading

Choose a book at your child's reading level and read a page or passage together in unison. You may have to slow your reading down a little to keep pace, but don't slow down too much. Encourage your child to copy your pace and expression.

Practice fluency 3 ways: echo reading, partner reading, and repeated reading

This video is from Home Reading Helper, a resource for parents to elevate children's reading at home provided by Read Charlotte. Find more video, parent activities, printables, and other resources at Home Reading Helper.

How to coach your child to read fluently

This video is from Home Reading Helper, a resource for parents to elevate children's reading at home provided by Read Charlotte. Find more video, parent activities, printables, and other resources at Home Reading Helper.

Sight words

Sight words are common words kids have to recognize instantly without sounding them out. Many sight words are tricky to read - they aren't spelled the way they sound. The activity and videos below discuss how sight word recognition supports fluency, and offer easy ways to help your child learn them. Here's a list of common sight words for first grade.

Sight word spy

Tell your child that sight words are "hiding in plain sight" everywhere around us. Your child's "mission" is to spot the sight words out in the world (in the grocery store, on a sign, cereal box, or movie poster) and announce "aha, I found you! This silly game can get your child excited about recognizing words - as well as a boost of confidence from knowing how to read them.

Getting stuck on sight words

Many striving readers struggle with sight words. Reading expert Linda Farrell suggests this teaching sequence: first, be sure your child knows all the letter names, then all the letter sounds - and then you can introduce a few short high-frequency words such as was. Choose words that don't have regular phonetic spelling. (From our video series Reading SOS: Expert Answers to Family Questions About Reading.)

More fluency resources

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Fluency: Activities for Your First Grader

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By the end of first grade, kids should be reading books at their grade level with ease and expression. Your child's teacher will give "timed reading passages" where kids read a story and are timed for one minute to record how many words they can read in that time.

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Ivy Stockwell 3-5

What resources can help intermediate students, specifically decodable texts, that may be engaging and not too primary?

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We would like to learn more about how to teach executive functioning skills to benefit reading. How do you transfer these skills to standardized testing?

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How might we build executive functioning skills to better support our students moving forward?

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Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.

Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us

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Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support. Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us

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Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.

Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us

# data[].attributes.attachment_link.description
Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support. Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us

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Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.

Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us

# data[].attributes.attachment_link.description
Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support. Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us

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Fluency Activities for Kindergarten and 1st Grade

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Fluency Activities for Kindergarten and 1st Grade

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Teacher Resource Guide | Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

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Fluency in kindergarten | Reading Rockets

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One of my very favorite kindergarten teachers emailed me last week with the following question: I have a Big Question for you. How would you assess fluency in kindergarten? Where would you begin? With letter names or beginning sounds or word lists? Or would you wait until a student is reading passages?

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https://us02web.zoom.us/j/87902251355?pwd=am4yUld5eHNmbUhKZ2FoY1cva2NTUT09

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Thompson EC_K February 9th presentation.pptx (2)

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Reading Rockets Article: Young Children's Oral Language Development

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Reading Rockets Article: Young Children's Oral Language Development

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Young Children's Oral Language Development

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The development of oral language is one of the child's most natural - and impressive - accomplishments. Get an introduction to when and how language is learned.

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Please have this pulled up for to access during the professional development.

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1st and 2nd grade zoom link. Passcode: 147348

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1st and 2nd grade zoom link. Passcode: 147348

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Passcode: 147348

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Please have this pulled up for to access during the professional development.

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Please have this pulled up for to access during the professional development.

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Time in Text Padlet. Fluency is incorporated throughout several early Wednesdays.

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Center on the Developing Child at Harvard University

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A Guide to Executive Function - Center on the Developing Child at Harvard University

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Executive function and self-regulation skills are like an air traffic control system in the brain—they help us manage information, make decisions, and plan ahead. We need these skills at every stage of life, and while no one is born with them, we are all born with the potential to develop them. But, how do we […]

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Dr. Eric Jensen Presents:

Get Instant Access to this special recorded webinar and discover how to build greater cognitive capacity, ways to foster short-term memory, methods of creating brand new connections in your student's brain, as well as the 7 steps to make your success happen using short-term & working memory activities.

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Working Memory | Jensen Learning | Brain-Based Teaching | Teacher Professional Development

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Dr. Eric Jensen Presents:Memory Builder Practice ToolsGet Instant Access to this special recorded webinar and discover how to build greater cognitive capacity, ways to foster short-term memory, methods of creating brand new connections in your student's brain, as well as the 7 steps to make your success happen using short-term & working memory activities.

# data[].attributes.attachment_link.description
Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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8 Examples of Assistive Technology and Adaptive Tools

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worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences. Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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Assistive Technology for Dyslexia: One Mother’s Story

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Learn about assistive technology tools — from audiobooks to variable-speed tape recorders — that help students with reading.

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The SETT Framework for AT Tool Selection

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The SETT Framework for AT Tool Selection

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Learn how to use the SETT framework to identify a struggling student's learning needs and match that with the most appropriate assistive technology options. A case study with clear examples if provided.

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The SETT Framework for AT Tool Selection

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Learn how to use the SETT framework to identify a struggling student’s learning needs and match that with the most appropriate assistive technology options. A case study is provided.

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Reading Rockets article to support the what, when, and how of assessing Phonemic Awareness

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References

Click the "References" link above to hide these references.

Daane, M.C., Campbell, J.R., Grigg, W.S., Goodman, M.J., and Oranje, A. (2005). Fourth-Grade Students Reading Aloud: NAEP 2002 Special Study of Oral Reading (NCES 2006-469). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Washington, D.C.:Government Printing Office.

Fuchs, L.S., Fuchs, D., Hosp, M. K., and Jenkins, J.R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.

Good, III, R.H. and Kaminski, R.A. (Eds.) (2002). Dynamic Indicators of Basic Early Literacy Skills (DIBELS), 6th Ed. Institute for the Development of Educational Achievement. Eugene, Ore.:University of Oregon.

Hasbrouck, J. and Tindal, G.A. (2006, April). ORF norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), 636-644.

Hintze, J.M. and Christ, T.J. (2004). An examination of variability as a function of passage variance in CBM progress monitoring. School Psychology Review, 33(2), 204-217.

Hudson, R.F., Lane, H.B., and Pullen, P.C. (2005, May). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702-714.

National Institute of Child Health and Human Development (NICHD) (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication No. 00-4769. Washington, D.C.:U.S. Government Printing Office.

Read Naturally (2002). Reading fluency monitor. Minneapolis: Author.

Shinn, M.R. (1989). Identifying and defining academic problems: CBM Screening and eligibility procedures. In M. R. Shinn (Ed.). Curriculum-based measurement: Assessing special children, 90-129. N.Y.:Guilford.

Stecker, S.K., Roser, N.L., and Martinez, M.G. (1998). Understanding oral reading fluency. In T. Shanahan and F.V. Rodriguez-Brown (Eds.), 47th yearbook of the National Reading Conference, pp. 295-310. Chicago:National Reading Conference.

Wolf, M. and Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.

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national assessment of educational progress fluency scale

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dynamic indicators of basic early literacy skills

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Click the "References" link above to hide these references. Daane, M.C., Campbell, J.R., Grigg, W.S., Goodman, M.J., and Oranje, A. (2005). Fourth-Grade Students Reading Aloud: NAEP 2002 Special Study of Oral Reading (NCES 2006-469). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Washington, D.C.:Government Printing Office.

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Routine for fluency instruction and student self assessment rubrics.

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Email Piper: strivingreadersadm@yahoo.com

Email Debbie:
strivingreaders@yahoo.com

Email Kathi:
kdtiefenthaler@gmail.com

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If you don't pass the test with 80% or higher, we are here to support you. We will set up study sessions to review your results and help you be successful retaking the assessment.

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Assistive Technology Planning Guide for Teachers

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Addressing Cultural Barriers in Early Intervention

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Addressing Cultural Barriers in Early Intervention

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Choose to read this article or How Poverty Affects Classroom Management.

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Addressing Cultural Barriers to Early Intervention in Black and Brown Communities

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Early intervention can feel stigmatizing for students and their families. By integrating culturally responsive practices, school leaders can help ensure that students get the support they need.

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How Poverty Affects Classroom Engagement

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How Poverty Affects Classroom Engagement

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Read this article or Addressing Cultural Barriers in Early Intervention.

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Poverty is an uncomfortable word. I'm often asked, "What should I expect from kids from low-income households?" Typically, teachers are unsure what to do differently.

Just as the phrase middle class tells us little about a person, the word poverty typically tells us little about the students we serve. We know, for example, that the poor and middle classes have many overlapping values, including valuing education and the importance of hard work (Gorski, 2008). But if poor people were exactly the same cognitively, socially, emotionally, and behaviorally as those from the middle class, then the exact same teaching provided to both middle-class students and students from poverty would bring the exact same results.

But it doesn't work that way. In one study of 81,000 students across the United States, the students not in Title I programs consistently reported higher levels of engagement than students who were eligible for free or reduced-price lunch (Yazzie-Mintz, 2007). Are children from poverty more likely to struggle with engagement in school?

The answer is yes. Seven differences between middle-class and low-income students show up at school. By understanding those differences and how to address them, teachers can help mitigate some of the negative effects of poverty.

But first, my most important suggestion is to get to know your students well. Without respect-and without taking time to connect with your students-these seven factors will mean little.

Overall, poor people are less likely to exercise, get proper diagnoses, receive appropriate and prompt medical attention, or be prescribed appropriate medications or interventions. A study by two prominent neuroscientists suggested that intelligence is linked to health (Gray &amp; Thompson, 2004). The poor have more untreated ear infections and hearing loss issues (Menyuk, 1980); greater exposure to lead (Sargent et al., 1995); and a higher incidence of asthma (Gottlieb, Beiser, &amp; O'Connor, 1995) than middle-class children. Each of these health-related factors can affect attention, reasoning, learning, and memory.

Nutrition plays a crucial role as well. Children who grow up in poor families are exposed to food with lower nutritional value. This can adversely affect them even in the womb (Antonow-Schlorke et al., 2011). Moreover, poor nutrition at breakfast affects gray matter mass in children's brains (Taki et al., 2010). Skipping breakfast is highly prevalent among urban minority youth, and it negatively affects students' academic achievement by adversely affecting cognition and raising absenteeism (Basch, 2011).

When students experience poor nutrition and diminished health practices, it's harder for them to listen, concentrate, and learn. Exposure to lead is correlated with poor working memory and weaker ability to link cause and effect. Kids with ear infections may have trouble with sound discrimination, making it tough to follow directions, do highly demanding auditory processing, and understand the teacher. This can hurt reading ability and other skills. Poor diets also affect behavior. Students can often appear listless (with low energy) or hyperactive (on a sugar "high").

Remember, the two primary foods for the brain are oxygen and glucose; oxygen reacts with glucose to produce energy for cell function. Schools can provide these at zero cost. Having students engage in slow stretching while taking slow deep breaths can increase their oxygenation. Yoga training has been shown to increase metabolic controls so children can better manage themselves.

Recess and physical education contribute to greater oxygen intake and better learning (Winter et al., 2007). Never withhold recess from students for a disciplinary issue; there are countless other ways to let them know they behaved inappropriately. Children need physical education programs at every level to perform well academically. In addition, the use of games, movement, and drama will trigger the release of glucose, stored in the body as glycogen. Proper glucose levels are associated with stronger memory and cognitive function. In short, physical activity will reduce some of the issues associated with poor nutrition and will build student health.

Children who grow up in low socioeconomic conditions typically have a smaller vocabulary than middle-class children do, which raises the risk for academic failure (Walker, Greenwood, Hart, &amp; Carta, 1994). Children from low-income families hear, on average, 13 million words by age 4. In middle-class families, children hear about 26 million words during that same time period. In upper-income families, they hear a staggering 46 million words by age 4-three times as many as their lower-income counterparts (Hart &amp; Risley, 1995). In fact, toddlers from middle- and upper-income families actually used more words in talking to their parents than low-SES mothers used in talking to their own children (Bracey, 2006). This language difference is not subtle; it's a mind-boggling, jaw-dropping cognitive chasm.

A child's vocabulary is part of the brain's tool kit for learning, memory, and cognition. Words help children represent, manipulate, and reframe information. Kids from low-income families are less likely to know the words a teacher uses in class or the words that appear in reading material. When children aren't familiar with words, they don't want to read, often tune out, or feel like school is not for them. Also, many students don't want to risk looking stupid (especially to their peers), so they won't participate in class.

Vocabulary building must form a key part of enrichment experiences for students, and teachers must be relentless about introducing and using new words. Include vocabulary building in engagement activities, such as by creating "trading card" activities, in which students write a vocabulary word on one side of a 3 × 5 card and a sentence using the word correctly on the other. Students can do a "class mixer" and test other students; they give the new word to their partner, and their partner has to use it in a sentence. Teachers can also draw cards from a bowl and ask the class to use the new word in a sentence.

Teachers can incorporate vocabulary practice into daily rituals. For example, the teacher posts a word for the day and when either the teacher or a student uses it-and another student is first to point it out-that student gets a simple privilege. Classroom teams or cooperative groups should present a word for the day to the whole class every day, with teachers reinforcing those words for days and weeks afterward.

Uninformed teachers may think that poor children slouch, slump, and show little effort because they are-or their parents are-lazy. Yet research suggests that parents from poor families work as much as parents of middle- or upper-class families do (Economic Policy Institute, 2002). There's no "inherited laziness" passed down from parents.

One reason many students seem unmotivated is because of lack of hope and optimism. Low socioeconomic status and the accompanying financial hardships are correlated with depressive symptoms (Butterworth, Olesen, &amp; Leach, 2012). Moreover, the passive "I give up" posture may actually be learned helplessness, shown for decades in the research as a symptom of a stress disorder and depression. Research from 60 high-poverty schools tells us that the primary factor in student motivation and achievement isn't the student's home environment; it's the school and the teacher (Irvin, Meece, Byun, Farmer, &amp; Hutchins, 2011). Effort can be taught, and strong teachers do this every day.

Students who show little or no effort are simply giving you feedback. When you liked your teacher, you worked harder. When the learning got you excited, curious, and intrigued, you put out more effort. We've all seen how students will often work much harder in one class than in another. The feedback is about themselves-and about your class.

Take on the challenge. Invest in students who are not putting out effort. In a study of more than 1,800 children from poverty, school engagement was a key factor in whether the student stayed in school (Finn &amp; Rock, 1997).

First, strengthen your relationships with students by revealing more of yourself and learning more about your students. Ask yourself, "What have I done to build relationships and respect? Do my students like me?"

Use more buy-in strategies, such as curiosity builders (a mystery box or bag); excitement and risk ("This idea's a bit crazy; let's make sure we have the number for the fire department, just in case"); and competition ("My last class accomplished _____; let's see what you can do!"). Make the learning more of the students' idea by offering a choice, and involve them more in decision making.

Second, teachers must make connections to students' worlds in ways that help them see a viable reason to play the academic game. Can you tie classroom learning to the real world? Use money, shopping, technology, and their family members to make the learning more relevant. Without clear links between the two, students often experience a demotivating disconnect between the school world and their home life. As a result, they give up.

Third, affirm effort every day in class. Most teachers don't keep track of their comments to students; maybe they should. When teachers give more positives than negatives (a 3:1 ratio is best), they optimize both learning and growth (Fredrickson &amp; Losada, 2005). When affirmed, challenged, and encouraged, students work harder.

Fourth, set high goals and sell students on their chances to reach them. Get them to believe in the goals by showing them real-world success stories of adults who came from the same circumstances the students did and who achieved their goals.

Finally, provide daily feedback so students see that effort matters and that they can adjust it for even greater success. Affirm your students, and let them know how much good you see in them.

Hope is a powerful thing. Research suggests that lower socioeconomic status is often associated with viewing the future as containing more negative events than positive ones (Robb, Simon, &amp; Wardle, 2009). Low or no expectancy ("helplessness") is also related to low socioeconomic status (Odéen et al., 2012). In short, being poor is associated with lowered expectations about future outcomes.

The student's attitude about learning (his or her mind-set) is also a moderately robust predictive factor (Blackwell, Trzesniewski, &amp; Dweck, 2007). Taken together, hope-or the lack of hope-and mind-set-whether you believe that you're simply born smart or that you can grow in intelligence along the way-can be either significant assets or serious liabilities. If students think failure or low performance is likely, they'll probably not bother to try. Similarly, if they think they aren't smart enough and can't succeed, they'll probably not put out any effort.

Teacher and student beliefs about having a fixed amount of "smarts" that the student can't increase will influence engagement and learning. Teach students that their brains can change and grow, that they can even raise their IQs. Provide better-quality feedback (prompt, actionable, and task-specific).

Also, telling students that they have a limited amount of focusing power is likely to disengage many of them (Miller et al., 2012). There's an alternative to saying, "Don't feel bad that you didn't finish. It's late in the day, and we've all got brain drain." Instead, say, "Stick with this just a bit longer. You can do this! Your mind is a powerful force to help you reach your goals."

Don't use comforting phrases that imply that even though a student isn't good at something, he or she has "other" strengths (Cooper, 2012). Instead, focus on affirming and reinforcing effort. Guide students in making smarter strategy choices and cultivating a positive attitude.

Children from lower socioeconomic backgrounds often perform below those from higher socioeconomic backgrounds on tests of intelligence and academic achievement (Bradley &amp; Corwyn, 2002). Commonly, low-SES children show cognitive problems, including short attention spans, high levels of distractibility, difficulty monitoring the quality of their work, and difficulty generating new solutions to problems (Alloway, Gathercole, Kirkwood, &amp; Elliott, 2009). These issues can make school harder for children from impoverished backgrounds.

Many children who struggle cognitively either act out (exhibit problem behavior) or shut down (show learned helplessness). But cognitive capacity, as well as intelligence, is a teachable skill (Buschkuehl &amp; Jaeggi, 2010).

If you're not teaching core cognitive skills, rethink your teaching methods. Students who struggle with reading, math, and following directions may have weak vocabulary, poor working memory, or poor processing skills. Studies show that high-performing teachers can overcome the problems of underperforming kids (Ferguson, 1998). Like effort, cognitive capacity is teachable.

Focus on the core academic skills that students need the most. Begin with the basics, such as how to organize, study, take notes, prioritize, and remember key ideas. Then teach problem-solving, processing, and working-memory skills.

Start small. Teach students immediate recall of words, then phrases, then whole sentences. This will help them remember the directions you give in class and will support them as they learn how to do mental computations. This will take tons of encouragement, positive feedback, and persistence. Later, you can use this foundation to build higher-level skills.

When children's early experiences are chaotic and one or both of the parents are absent, the developing brain often becomes insecure and stressed. Three-quarters of all children from poverty have a single-parent caregiver.

In homes of those from poverty, children commonly get twice as many reprimands as positive comments, compared with a 3:1 ratio of positives to negatives in middle-class homes (Risley &amp; Hart, 2006). If caregivers are stressed about health care, housing, and food, they're more likely to be grumpy and less likely to offer positive comments to their kids.

The probability of dropping out and school failure increases as a function of the timing and length of time that children are exposed to relational adversity (Spilt, Hughes, Wu, &amp; Kwok, 2012). Having only a single caregiver in the home-if the father is absent, for example-can create both instability and uncertainty because the children are missing a role model. Two caregivers offer the luxury of a backup-when one parent is at work, busy, or overly stressed, the other can provide for the children so there's always a stabilizing force present. Relationships can be challenging for children who lack role models and sufficient supports.

Low-income parents are often less able than middle-class parents to adjust their parenting to the demands of their higher-needs children (Paulussen-Hoogeboom, Stams, Hermanns, &amp; Peetsma, 2007). For example, many parents don't know what to do with children who have attention deficit hyperactivity disorder (ADHD), who are oppositional, or who are dyslexic.

Disruptive home relationships often create mistrust in students. Adults have often failed them at home, and children may assume that the adults in school will fail them, too. Classroom misbehaviors are likely because many children simply do not have the at-home stability or repertoire of necessary social-emotional responses for school. Students are more likely to be impulsive, use inappropriate language, and act disrespectful-until you teach them more appropriate social and emotional responses.

Children with unstable home lives are particularly in need of strong, positive, caring adults. The more you care, the better the foundation for interventions. Learn every student's name. Ask about their family, their hobbies, and what's important to them. Stop telling students what to do and start teaching them how to do it.

For example, if you ask a high school student to dial down his or her energy for the next few minutes and the student responds with a smirk or wisecrack, simply ask him or her to stay a moment after class. Never embarrass the student in front of his or her peers. After class, first reaffirm your relationship with the student. Then demonstrate the behavior you wanted (show the student the appropriate facial expression and posture); say why it will be important as the student moves through school ("This will keep you out of trouble with other adults"); and indicate when a given response is appropriate and what it should look like ("When you think your teacher has overstepped his or her bounds, this is what you should say"). End by affirming common goals and interests ("We're both in this together. We can make this work-if we each do our part").

Although small amounts of stress are healthy, acute and chronic stress-known as distress-is toxic. Children living in poverty experience greater chronic stress than do their more affluent counterparts. Low-income parents' chronic stress affects their kids through chronic activation of their children's immune systems, which taxes available resources and has long-reaching effects (Blair &amp; Raver, 2012). Distress affects brain development, academic success, and social competence (Evans, Kim, Ting, Tesher, &amp; Shannis, 2007). It also impairs behaviors; reduces attentional control (Liston, McEwen, &amp; Casey, 2009); boosts impulsivity (Evans, 2003); and impairs working memory (Evans &amp; Schamberg, 2009).

Distressed children typically exhibit one of two behaviors: angry "in your face" assertiveness or disconnected "leave me alone" passivity. To the uninformed, the student may appear to be either out of control, showing an attitude, or lazy. But those behaviors are actually symptoms of stress disorders-and distress influences many behaviors that influence engagement.

The more aggressive behaviors include talking back to the teacher, getting in the teacher's face, using inappropriate body language, and making inappropriate facial expressions. The more passive behaviors include failing to respond to questions or requests, exhibiting passivity, slumping or slouching, and disconnecting from peers or academic work.

Address the real issue-distress-and the symptoms will diminish over time. Begin by building stronger relationships with students; this helps alleviate student stress.

Reduce stress by embedding more classroom fun in academics. Provide temporary cognitive support-that is, help students get the extra glucose and oxygen they need-by having them engage in such sensory motor activities as the childhood game "head-toes-knees-shoulders," in which children touch different parts of their bodies in quick succession. Such actions can support behavioral regulation, which is so important for early academic success.

Next, don't try to exert more control over the student's life. This will only create continued issues with engagement. Instead, give students more control over their own daily lives at school. Encourage responsibility and leadership by offering choices, having students engage in projects, and supporting teamwork and classroom decision making. Having a sense of control is the fundamental element that helps diminish the effects of chronic and acute stress.

Finally, teach students ongoing coping skills so they can better deal with their stressors. For example, give them a simple, "If this, then that" strategy for solving problems using new skills. You can do this through telling stories about your own daily stressors, allowing students to brainstorm solutions, and then sharing the coping tools that worked for you and modeling how you addressed various challenges.

Remember, students in poverty are not broken or damaged. In fact, human brains adapt to experiences by making changes-and your students can change.

You can help them do so by understanding these seven differences and addressing these differences with purposeful teaching. Your school can join the ranks of the many high-performing Title I schools where students succeed every day.

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How Poverty Affects Classroom Engagement

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Students from low-income households are more likely to struggle with engagement-for seven reasons.

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Influences that Affect Student's Learning Study Guide

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Influences that Affect Student's Learning Study Guide

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Influences that Affect Students Learning Study Guide