Hi, I had a great professional development on using and understanding assessment data from this company. If you are interested in more information about it, email Chris Minnich at [email removed]
On 12/08/07, Assessment Knowledge wrote: > Hi, I had a great professional development on using and > understanding assessment data from this company. If you > are interested in more information about it, email Chris > Minnich at [email removed].
There is a new professional course available that is going to leave a legacy on the future leaders of the World, our children. Wish when we were kids, this course would have been available. 3 years of research and development before releasing this product. For grades 1-3,3-6,6-9,9-12 and beyond.
I currently teach third grade and we use Houghton Mifflin- supposedly with "fidelty". That said, we are supposed to be tiering our stations and I am really not sure what this is supposed to look like. We have been reamed by the AP because our benchmarks scores don't match our report card grades. Now I am supposed to be tiering all the stations- but then she isn't going to like the grades again, because some students will have modified assignments.
On 12/13/07, Rosie wrote: > I currently teach third grade and we use Houghton Mifflin- > supposedly with "fidelty". That said, we are supposed to > be tiering our stations and I am really not sure what this > is supposed to look like. We have been reamed by the AP > because our benchmarks scores don't match our report card > grades. Now I am supposed to be tiering all the stations- > but then she isn't going to like the grades again, because > some students will have modified assignments.
I am a third grade teacher also, we use Houghton Mifflin. If you mean by making your centers for grade level work then you need to have your AP come in your room and model the centers for you. Making the centers fit Intensive, Strategic and Bendchmark is very hard to do. I make my centers with a Benchmark leader and an intensive student in each center then disperse the other students to equal the ability of the student. We even had the state coordinator come and share this concept with us. But what I learned was to have someone to model the centers for me. I use my small group to teach intensive students 3 times a week for 15 minutes and strategic students twice a week. I hope I am not out of line but Benchmark scores will not match report cards. Good luck!
On 1/09/08, Amy wrote: > I also need some penpals: a 1st grade girl and a 4th > grade boy; thanks
Hi Amy. My son Ben is 6 and in 1st grade. We live in NY. He is interested in having a penpal if you would be interested you can respond to this thread or our email. Thanks
Our district is using Language! for 4 - 12 at tier 3. We are adopting Horizons and Early Interventions in Reading for K-3. Has anyone had experience moving students from either of these programs into Language!? Did they transition well?? Did you find that the highest level of Horizons and Early Interventions prepared your students for success in L!? Thanks!
Hi....I'm a new long term Kindergarten teacher in elementary school which has received the Reading First Grant. I have been there for about 2 months now, and am looking for ideas on some Reading First Center activities. Right now we do a lot with letter recognition, letter sounds, sight words, rhyming words....I'm just looking for some new ideas for Kindergarten if anyone has anything! =] Thanks so much =]
On 2/10/09, Taasha wrote: > We glue sight words together using letter beads. We put about 6 > or 7 of these words inside a water bottle with water inside it. > (I glue the lid on so kids don't let all the water out) The kids > can shake up the bottle and put the words in whatever order. > Mine do this for hours!!! > > On 1/18/09, shea wrote: >> >> How about a fishing game all You need is stick a magnet. >> Write fluency words, numbers, sounds etc. on a index card >> put a paper clip on it. Put the words in a bucket and have >> students fish for words. The student who has the most words >> correct in the pile wins a sticker. >> >> Letter bingo. >> >> a called guno. This is where students pick two letter >> tiles , thier given a card with a vowel letter with the two >> letter tiles the students pick they can make a word or a >> nonsense word this helps with sounding out letters. >> >> You can also get dice with letters on them get a veg can >> clean and empty have students put the letter dice in the can >> and each role they must make a word. >> >> oh here's an Idea read a book that is familiar to the >> class. have sentences prepared from the book cut up the >> words individualy to the sentence and have students work >> together to find the correct way the sentence should go. >> You can have students use the book to find the familiar >> words and then they will be able to put the sentece >> together. When you write the sencene make sure to use >> correct puctuation this help students learn which word will >> go in the beginning and end of the sentence then they can >> arrange the resto of the word. >> >> >> On 1/15/08, Kristina wrote: >>> Hi....I'm a new long term Kindergarten teacher in >>> elementary school which has received the Reading First >>> Grant. I have been there for about 2 months now, and am >>> looking for ideas on some Reading First Center activities. >>> Right now we do a lot with letter recognition, letter >>> sounds, sight words, rhyming words....I'm just looking for >>> some new ideas for Kindergarten if anyone has anything! =] >>> Thanks so much =] >>> >>> Kristina
On 1/15/08, Kristina wrote: > Hi....I'm a new long term Kindergarten teacher in > elementary school which has received the Reading First > Grant. I have been there for about 2 months now, and am > looking for ideas on some Reading First Center activities. > Right now we do a lot with letter recognition, letter > sounds, sight words, rhyming words....I'm just looking for > some new ideas for Kindergarten if anyone has anything! =] > Thanks so much =] > > Kristina
I need some new idea's for different centers that I can do in the afternoon with three year olds. With it being cold outside they are going nuts being stuck inside, and I would like to do something different with them. Thanks Jennifer
I am looking for studies of degree of student use of high school libraries. As the use of the internet increases exponentially, it seems the use of - and therefore need for - library *books* should be decreasing dramatically.
In my own experience at a serious private high school, I was delighted if my students read and disgested the course text in preparation for close examination of it the next class day; and considering the mountain of homework assigned regularly by teachers of other subjects, I did not think students had *time* to make leisurely use of a library for any subject.
I would very much like to see some discussion on this subject.
A short course in library research, focusing on a few texts and the internet, might well be in order, but the expense of a full library for high school seems unwarranted.
On 12/08/07, Assessment Knowledge wrote:
> Hi, I had a great professional development on using and
> understanding assessment data from this company. If you
> are interested in more information about it, email Chris
> Minnich at [email removed].