We need to come up with a way to pre-assess them, create an intervention, and track progress. We're confused because there are so many different forms of writing. We decided to focus on writing a paragraph that contains a topic sentence, details and a closing sentence---something that sounds easy, but a lot of kids aren't doing this!
Can anyone offer a way that we can track progress? Or offer any other suggestions if you don't think the basic paragraph is the way to go. Thanks!!
I personally believe in starting by writing together, modeling your thought process just like you would with reading then gradually releasing responsibility. Hope this helps! Christina
Our team of 7th grade teachers is responsible for targeting > a group of about 15 students who performed poorly on the > written portion of ISATs (Illinois Standards Achievement > Test). > > We need to come up with a way to pre-assess them, create an > intervention, and track progress. We're confused because > there are so many different forms of writing. We decided to > focus on writing a paragraph that contains a topic > sentence, details and a closing sentence---something that > sounds easy, but a lot of kids aren't doing this! > > Can anyone offer a way that we can track progress? Or offer > any other suggestions if you don't think the basic > paragraph is the way to go. Thanks!!
I'm teaching high school students with LD who have comprehension problems. I want to get a lexile level on each student, but my district is too cheap to let me give the NWEA testing for kids this age. Any hints on how to find an informal lexile score for each student?
We are looking for a program to use with our second grade RTI kids. Some of the other programs used in our district include Road to the Code, Read Naturally, K-Pals, etc.. Does anyone have any recommendations? (This is for paraprofessionals to use working with small groups.)
On 9/22/09, Larinda wrote: > We are looking for a program to use with our second grade > RTI kids. Some of the other programs used in our district > include Road to the Code, Read Naturally, K-Pals, etc.. > Does anyone have any recommendations? (This is for > paraprofessionals to use working with small groups.)
What would you say is the difference between theme and lesson learned. Is the lesson learned a lesson that the CHARACTER learned throughout the story and the thme is the author's message/lesson to the READER???
The former, lesson learned, tells someone h...See MoreI find that students can see the difference when I present a lesson learned as a directive of sorts, as in "Don't take something that doesn't belong to you." On the other hand, I present theme as a truth about life, such as, "Parents can only hold onto their children for a finite period of time."
The former, lesson learned, tells someone how they should behave, or gives consequences for behavior. The latter, theme, offers a true message about what life brings us.
On 9/23/09, Tricia wrote: > Hello! A few years ago, I used a site that had Lou Diamond > Philips reading The Polar Express to first and second > graders. I used a video screen and all the students got to > listen/see him read the book. > > I cannot remember the site. I am looking for a site that > might have a celebrity reading The Very Hungry Caterpillar, > for Read For The Record. > > Any ideas?
My...See MoreAhh, but Hermione, reading is not like watching a movie in one's head for all readers. There are a fair number children who cannot translate the words into pictures in their heads. Some are not visual thinkers for much of anything, some just can't turn the words into a picture even though they might be highly visual in many other ways.
My one child who is an avid reader watches these movies in the head while reading. The one who hates to read does not have this skill.
On 9/24/09, Hermione wrote: > How do you convince reluctant readers (some of whom may be > reluctant because they are remedial) that once they get it, > reading is like watching a movie in your head and very > enjoyable? How do you make them see that it is way more than > decoding the words? > I saw a few 7th graders in a classroom who were sitting > there with the books in their hands but they were not > reading them. They were going through the motions. I saw one > student with the book, "The Skin I'm In" which is a title I > have been wanting to take out of the library and read > myself. But this student was not into it. How can we get > even remedial readers to experience the page-turning effect > where you can't wait to see what's next?
> How do you make them see that it is way more than > decoding the words?
The struggle to decode depletes the process of all enjoyment - like walking with the boot on. For them, puzzling through the words and/or sighting them laboriously one by one makes reading - well, one of my students described it this way - 'reading feels like my brain is chopping wood.'
> I saw a few 7th graders in a classroom who were sitting > there with the books in their hands but they were not > reading them. They were going through the motions. I saw one > student with the book, "The Skin I'm In" which is a title I > have been wanting to take out of the library and read > myself. But this student was not into it. How can we get > even remedial readers to experience the page-turning effect > where you can't wait to see what's next?
I am looking for teachers (Grades 1-5) to participate in a 20-min online study for my dissertation. I am almost finished collecting data but I need 7 more teachers to participate. The study will examine how teachers evaluate school-based consultation services for students with reading difficulties.
To participate in the study, please click on the following link (or cut and paste the link into your web browser):
[link removed] .
This link will direct you to an online survey that contains two video clips depicting a school psychologist and teacher discussing strategies to help a child with reading difficulties. You will be asked to complete 45 rating scale items following the videos.
I hope you will consider participating! Thank you for your time and contribution to the field of education!
Does anyone know of some good books with great...See MoreI am creating centers for our Mid/High school ELA classes and our reading block. We use the Language! curriculum in our reading block so the lessons could be on phonemic awareness, word recognition and spelling, vocabulary, grammar, listening and reading comprehension and speaking and writing.
Does anyone know of some good books with great centers or web sites that might help? I have gotten some good ideas, but want to build a large library of centers. Thanks.
I was wondering if there is a good book for word attack strategies that i can use for my guided reading lessons. I use the book "Reading with Meaning" for my comprehension lessons, which is fantastic. I am looking for a similar book that focuses on word attack. Any suggestions will be helpful.
RodOn 10/07/09, Stephen wrote: > Thanks! Just what i was looking for! > Glad to hear that Stephen. By the way, feel free to email me with any questions you might have as you try it. And please let me know how it goes, if you have the time to do so. Good luck.
On 10/08/09, Rod wrote: > On 10/07/09, Stephen wrote: >> Thanks! Just what i was looking for! >> > Glad to hear that Stephen. By the way, feel free to email me with > any questions you might have as you try it. And please let me know > how it goes, if you have the time to do so. Good luck. > > Ro