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         <title>Reading</title>
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         <description><![CDATA[<ol><li><p><em>“Once you learn to read, you will be forever free.” — Frederick Douglass"</em></p></li></ol>]]></description>
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         <description><![CDATA[<p>"We are each in this together"</p>]]></description>
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         <title>Context Clues with vocab</title>
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         <title>Vocabulary Magic Aquares</title>
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         <title>Lesson plan example</title>
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         <title>Grammar and Mechanics Worksheets</title>
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         <description><![CDATA[<div>A strategy used to teach a new skill, build fluency in a skill, or encourage a student to apply existing skill to new situations or settings. NOT an accommodation </div>]]></description>
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         <description><![CDATA[<div>- deep learning theory <br>- social learning theory <br>- socioculture theory </div>]]></description>
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         <description><![CDATA[<div>Let class make up rules together and vote on which ones are right and responisble and if they break that rule you can go back and say well you came up with these rules together and your broke your own rule and thats not okay. if these were rules someone else made up lets say in a work place you would be fired. </div>]]></description>
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         <description><![CDATA[<div>Write in margin <br>highlight<br>underline<br>(model to students on how they should take notes and show them an example)</div>]]></description>
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         <description><![CDATA[<div><br></div><ul><li>AIM (Central Focus)<ul><li>the overview of what the lesson will be about (Question)</li></ul></li><li>Student Learning Objectives (SLO)<ul><li>What the students will be able to in order to respond to the aim... OR "I Can Statements" </li></ul></li><li>Do Now<ul><li>useful for review and/ or front-loading (activating) prior knowledge; to teach vocabulary; grammar/ mechanics </li></ul></li><li>Mini-Lesson/ Anticipatory Set<ul><li>skill or concept is taught either indirectly or directly </li></ul></li><li>Guided Practice <ul><li>modeling with students, practice questions </li></ul></li><li>Independent Practice <ul><li>procedure or group work -- the activity </li></ul></li><li>Closure/ Evaluative summary <ul><li>review and make connections to the world, other courses, or content</li></ul></li></ul>]]></description>
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         <description><![CDATA[<div><strong>S</strong>- survey passage</div><div><strong>A</strong>- ask questions and make predictions</div><div><strong>L</strong>- look at the task (highlight, underline, circle/box -Key word, read questions before reading)</div><div><strong>T</strong>- take notes in the margin </div>]]></description>
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         <description><![CDATA[<div><strong>S</strong>- start with a quote</div><div><strong>I</strong>- interpret the quote </div><div><strong>T</strong>- thesis statement </div><div><strong>E</strong>- explain with facts</div>]]></description>
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         <description><![CDATA[<div><strong>I</strong>- introduce</div><div><strong>C</strong>- cite</div><div><strong>E</strong>- explain </div>]]></description>
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         <description><![CDATA[<div>Write down questions that you want to ask students when teaching a lesson.</div>]]></description>
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         <title>Course Organizer template</title>
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         <title>Blooms Taxonomy Flip Chart</title>
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         <title></title>
         <author>amelende9</author>
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         <title>KWL Chart</title>
         <author>amelende9</author>
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      <item>
         <title>Reciprocal Teaching Guides</title>
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         <title></title>
         <author>amelende9</author>
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         <enclosure url="http://archive.brookespublishing.com/articles/ed-article-0413.htm" />
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      <item>
         <title>Before/ During/ After Literacy Strategies</title>
         <author>amelende9</author>
         <link>https://padlet.com/amelende9/6l6lgomosd6qakqt/wish/3040227264</link>
         <description><![CDATA[]]></description>
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         <title>Comprehnsion Constructor</title>
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         <title>concept map </title>
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         <title>Inferences graphic organizer</title>
         <author>amelende9</author>
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         <title></title>
         <author>amelende9</author>
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      <item>
         <title></title>
         <author>amelende9</author>
         <link>https://padlet.com/amelende9/6l6lgomosd6qakqt/wish/3040227274</link>
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         <title>Accommodation and Modification examples for Lesson Planning</title>
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      <item>
         <title>Lesson Closure Activities</title>
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         <description><![CDATA[]]></description>
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         <guid>https://padlet.com/amelende9/6l6lgomosd6qakqt/wish/3040227276</guid>
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      <item>
         <title>Literary Elements and Techniques </title>
         <author>amelende9</author>
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      <item>
         <title>Literary Theme Park Review Activities</title>
         <author>amelende9</author>
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      <item>
         <title>Conflict Worksheets</title>
         <author>amelende9</author>
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      <item>
         <title>The Iceberg Illusion </title>
         <author>amelende9</author>
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      <item>
         <title>Do not strive for perfection, Strive for growth!!</title>
         <author>amelende9</author>
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      <item>
         <title>You never lose, you always learn.</title>
         <author>amelende9</author>
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      <item>
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         <author>amelende9</author>
         <link>https://padlet.com/amelende9/6l6lgomosd6qakqt/wish/3040227286</link>
         <description><![CDATA[<div>Teachers can build scaffolds into their instruction to ensure that students take better notes. One very effective type of scaffold is <strong>guided notes</strong> (also called skeleton or skeletal notes). With guided notes, the instructor provides some type of outline of the material to be covered, but with space left for students to complete key information. This strategy has been shown to substantially increase student achievement across all grade levels (elementary through college) and with students who present with various disabilities (Haydon, Mancil, Kroeger, McLeskey, &amp; Lin, 2011).Diagrams are pre-drawn, but some key numbers are left out for students to fill in during the lecture. These notes consolidate all the technical material for a lecture into a single document, and the information is organized to align with the lecture. The more I study these notes, the more I see how useful they are, and how well they balance the efficiency offered by guided notes with the need for students to actively participate in the encoding process.</div>]]></description>
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         <title></title>
         <author>amelende9</author>
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         <description><![CDATA[<div>One frequently used note-taking system is <a href="http://coe.jmu.edu/learningtoolbox/cornellnotes.html">Cornell Notes</a>. This approach has been around for decades, and the format provides a simple way to take “live” notes in class and condense and review them later.</div>]]></description>
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      <item>
         <title>What is a Literature Circle?</title>
         <author>amelende9</author>
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         <author>amelende9</author>
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         <author>amelende9</author>
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         <author>amelende9</author>
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         <author>amelende9</author>
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         <author>amelende9</author>
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