I am in the process of planning my first family literacy night. It is for a pre-school to 8th grade school, very small, only about 100 students total. I'm going to have a variety of activities. In the gym I am going to set up about 3 activities any age group can participate in and in one hallway have activites for pre-school to 2nd grade and the ot...See MoreI am in the process of planning my first family literacy night. It is for a pre-school to 8th grade school, very small, only about 100 students total. I'm going to have a variety of activities. In the gym I am going to set up about 3 activities any age group can participate in and in one hallway have activites for pre-school to 2nd grade and the other hallway 3rd to 8th grade. In some of the rooms I am going to have a volunteer read a story to go along with an activity. Here are my questions: 1) I think I would like for families to have freedom to choose their activity, instead of putting a time limit for each room (like centers). But that would mean in some of the rooms the volunteer reader would have to keep rereading the story and some families might walk in during the middle. Has anyone set their familiy nights up with families choosing what activities they want to do and how long they want to take and if so how did it go? 2) How many activities would you plan for preschool to 2nd and 3rd to 8th? I was thinking 4 to 5 plus having 2 to 3 activities in the gym. Is this too much/too little? 3) How long do you plan a family lit. night for - 2 1/2 hours/2 hours? 4) Do you know any good sources?
Check out my newest blog post about integrating "Reading Hats" into your classroom. This unit is perfect for teaching students how to change their thinking to match the structure and genres of texts!
I am in desperate need of a NEW reading strategy for students with a learning disability. The catch is it has to be a new strategy created after 2006. Anyone have any ideas?
On 10/23/11, Kaity wrote: > Hey everyone, > > I am in desperate need of a NEW reading strategy for > students with a learning disability. The catch is it has to > be a new strategy created after 2006. Anyone have any ideas?
Has anyone used the FAST learning program out of Denver, Colorado? I am looking for the comprehension questions to go with the FAST books written by Stephen Tattum.
The readers follow a systematic and explicit phonics methodology. A set of sound-spelling cards and instructional sequence is included. Inferential comprehension strategies/questions are woven into the stories to promote internal monitoring of text. Word fluencies are included in each book. Characters are multi-ethnic and high school age, illustrations are comic book style, themes and settings fit older readers. The idea is simply to provide engaging materials to teach struggling readers that won't treat these high-risk learners as idiots.
Should you be interested in providing feedback on the first eight of these readers (short vowels and consonants), please email me at [email removed].
On 12/04/11, Mark Pennington wrote: > Thought I'd ask for feedback from the teachers.net community > on a set of phonics readers I am writing. These 54 > eight-page "take-home" books are designed for older > (4th-adult readers) who have severe reading challenges (Tier > 2 and 3 Response to Intervention). I'm particularly > interested in feedback from middle and high school reading > teachers. > > The readers follow a systematic and explicit phonics > methodology. A set of sound-spelling cards and instructional > sequence is included. Inferential comprehension > strategies/questions are woven into the stories to promote > internal monitoring of text. Word fluencies are included in > each book. Characters are multi-ethnic and high school age, > illustrations are comic book style, themes and settings fit > older readers. The idea is simply to provide engaging > materials to teach struggling readers that won't treat these > high-risk learners as idiots. > > Should you be interested in providing feedback on the first > eight of these readers (short vowels and consonants), please > email me at [email removed].
I am currently teaching Sys 44 and REad 180 and am interested in broadening my horizons.
I would love to hear feedback from those of you who have this cert and are teaching under it. Pros, cons, what do you enjoy about it and would you recommend it? Thanks! Look forward to chatting.
It all depends on the district and principal you work for. Go for it. Even if you stay in your current position the 102 makes you a better teacher. I went to Sacred Heart in Fairfield and the program was great, extremely rigorous with 2 clinical sessions that really prepared me to diagnose and correct reading problems. Be warned you will have to teach in front of other educators in a clinic to get your 102 at any university in CT now.
On 10/23/11, Kaity wrote: > Hey everyone, > > I am in desperate need of a NEW reading strategy for > students with a learning disability. The catch is it has to > be a new strategy created after 2006. Anyone have any ideas?