I have been asked to look for software to provide remediation/enhancement opportunities. Can anyone provide any suggests? Any and all suggestions will be greatly appreciated!
This subject needs changed, and I need to tell someone this, so....tonight, I got word that one of my students was on the way on the school activity bus to play basketball, had a seizure, went into cardiac arrest and passed away. I feel so badly for his family, the others on the bus, the coach and driver who tried to save him, for our school, etc. Folks, life is too precious to continue to bicker like this. Pour that energy into the positive with your students and each other. We never know when our time is up. I'm not trying to be preach-y; just to remind us all. Life is so precious. Tena/PA
This subject needs changed, and I need to tell someone this, so....tonight, I got word that one of my students was on the way on the school activity bus to play basketball, had a seizure, went into cardiac arrest and passed away. I feel so badly for his family, the others on the bus, the coach and driver who tried to save him, for our school, etc. Folks, life is too precious to continue to bicker like this. Pour that energy into the positive with your students and each other. We never know when our time is up. I'm not trying to be preach-y; just to remind us all. Life is so precious. Tena/PA
Any one out there using this program developed by Kay Davidson? Our new superintendent is sold on the program, but not sure if it only because they travel the same presentation circuit. LIKE TO HEAR from the tried and true, that is a teacher who has used or is using the program. Thanks in advance for your responses.
HELP! I am trying to find incentives that our principal can use when the studentbody reaches their reading goal during RAA, such as catching a greased pig, green hair,etc.
Hello, Our principal and assistant principal wore tutus one year, and one year they kissed a pig. Tonya North Carolina On 1/25/06, Susie wrote: > HELP! I am trying to find incentives that our principal > can use when the studentbody reaches their reading goal > during RAA, such as catching a greased pig, green hair,etc.
My school is looking for a new reading program with a strong vocabulary component. Our school is very diverse with about a 75% minority/ELL population. Any great suggestions you are using? Anybody using "success for all" or "reading mastery"?
Any one out there using this program developed by Kay Davidson? Our new superintendent is sold on the program, but not sure if it only because they travel the same presentation circuit. LIKE TO HEAR from the tried and true, that is a teacher who has used or is using the program. Thanks in advance for your responses.
On 1/26/06, B Reed wrote: > Any one out there using this program developed by Kay > Davidson? Our new superintendent is sold on the program, > but not sure if it only because they travel the same > presentation circuit. LIKE TO HEAR from the tried and > true, that is a teacher who has used or is using the > program. > Thanks in advance for your responses. >
We are actually doing Simple 6 K-5 and it is really great. It is nice to have all the students using the same vocabulary. It really takes the rubric and breaks it down so it is easy for everyone to understand. My 2nd graders are scoring their own work! Hope this helps!
Read 180 is likened to a whole language program. The reason why is becuase one of its main features is that it heavily emphasizes the use of context cues to determine meaning instead of a systematic explicit approach to decoding (structured language, which is the opposite of whole language).
It is important to determine how well a student is decoding before relying on a program such as READ 180 to address the needs of the student.
The student should first have gone through testing to completely determine what are the basic skills processing problems. They need to be tested on their ability to decode accurately at a 90% of greater level, they need to decode with automaticity, they need to be able to decode sentences and paragraphs (connected text) fluently before using a whole language program.
This is especially important for teenagers with reading problems because we see a lot of gaps in their basic processing skills.
For example I have seen a student know a trigraph but not know the basic and most often used digraphs. These gaps have to be addressed from the most simple (single letter decoding) to the most difficult (paragraph decoding). They also need to be taught to the level of automaticity at the single word level.
What I mean by sentence and paragraph decoding is this - Often students may be able to decode single words in a list. This is different from having to decode a succession of words such as in a sentence where they not only have to decode the individual words but they also have to allot cognitive resources to the meaning of the sentence as a whole.
If single word level decoding is not automatic, cogntive resources that would be used to think about the meaning of the sentence are stolen away in order to deal with the mechanics of decoding.
In other words, decoding single words, whose meaning is not connected with the other words on a list is not as difficult as decoding words in sentences. To attempt to analogize this, it is similar to trying to translate a sign written in a foreign language. While you might be able to figure out individual words, unless you have mastered the ability to decode those words automatically, it makes it much more difficult to read the sign fluently.
On 1/26/06, cwick wrote: > I am researching the reading program READ 180. If any one > has used it, Iwould appreciate your insight. Thanks, Cindy
Hello,
Our principal and assistant principal wore tutus one year, and
one year they kissed a pig. Tonya North Carolina
On 1/25/06, Susie wrote:
> HELP! I am trying to find incentives that our principal
> can use when the studentbody reaches their reading goal
> during RAA, such as catching a gr...See More