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August 15, 2020RoutledgeAugust 16, 2018RoutledgeSeptember 3, 2018RoutledgeWhere the content of the eBook requires a specific layout, or contains maths or other special characters, the eBook will be available in PDF (PBK) format, which cannot be reflowed. For both formats the functionality available will depend on how you access the ebook (via Bookshelf Online in your browser or via the Bookshelf app on your PC or mobile device). Reading for Slow Learners is a practical guide for teachers, defining the objectives of the reading curriculum, identifying important aspects of teaching method and suggesting various approaches. This title will also be of interest to parents of children with learning difficulties. The Coventry Technique 11. Auditory-phonic Activities 12. Corrective Techniques 13. Remedial Programmes 14. The Rebus System 15. Audio-visual Methods 16. The Advisory Services. Find out what makes this community truly exceptional. Overview Welcome from Dr. Erickson Students Families Faculty and Staff Board of Trustees Alumni Join Our Team Admission Admission. We look forward to getting to know prospective families as they look for a school that’s the right fit for their children. Learn about PBS, schedule a tour, and submit your application online. Students question, investigate, iterate, and explore. Challenge, creativity, and choice are woven into each unit. Curriculum Guide Early Learning Center Emotional Intelligence Literacy Mathematics Library Music Physical Education Science Spanish Technology Visual Art CONNECT Student Life Student Life. Each PBS student has myriad daily opportunities to pursue their interests, seek enrichment, and deepen their understanding of the world. Overview After-school Enrichment CONNECT Family Fridays Field Trips and Outdoor Education GATHER Middle School Matriculation Giving Giving.
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Your gifts enable PBS to launch new program initiatives, invest in professional development, and ensure our school is accessible to all families who share our mission and core values. COVID Fund Thank you for your COVID Fund support. Spring Benefit Wine Raffle Lots 2018 Matching Gifts Endowment and Planned Giving Volunteering Giving In Action What’s New What’s New. Catch up on the latest news about PBS by checking out our blog, watching some videos, or skimming our social media feeds. Whether you’re a current parent, a prospective family, or an alum, there’s something for you here. Summer inspires students to deepen their academic learning, engage their curiosity, and pursue their passions. This year we will be opening registration up to our neighbors and local community members in addition to current PBS students The Project’s mission is to “help young people become avid and skilled readers, writers, and inquirers.” Students become storytellers using structures and strategies to create, write, and speak about a range of fictional and informational genres. Teachers reinforce and assess student progress in several ways: through one-on-one conferencing to hone in on specific skills targeted for each child, through small group meetings where a teacher facilitates rich conversation and skill-building, or through independent research projects guided and scaffolded by the teacher. Students receive a systematic program in critical foundational skills, emphasizing: Through stories and book talks, the library fosters an appreciation of traditional and current literature, as students are exposed to the best of fiction and nonfiction books. Library stories offer support to the classroom literacy curriculum and enhance each student’s cultural literacy. The library also sponsors a number of visits to campus by children’s authors each year, giving students the opportunity to ask questions and get to know the inspiration behind their work.
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And yes, systematic phonics instruction is one of those components of good instruction.Word study involves both the decoding (reading) and encoding (phonics and spelling) of our symbol system so students can make meaning from an author’s message and convey meaning by creating their own messages. Vocabulary development goes hand-in-hand with word study and is infused within all other components of balanced literacy. Students learn to think deeply about text, to listen to others, and to grow their own ideas. The teacher uses this time explicitly modeling reading strategies and skills that the students need to learn. The responsibility for reading is “shared” between the teacher and the students, although the teacher reads most of the text. The teacher meets with a small group that needs to work on a specific strategy or that shares a similar reading level. Each student has a copy of the text and reads it quietly. The teacher uses this time to explicitly teach and to have students practice the strategy they need to learn. The teacher confers with students one-on-one, prompts the use of the strategies, discusses various aspects of the text, and learns about each student as a reader. Students may respond to the text in meaningful ways through writing, discussing, or sketching. The teacher uses the conference to assess (research) what the student needs to learn, to decide what to teach the student, and then to teach the student. Some people think of an independent reading conference as a “private lesson.” The teacher takes notes and sets goals for the student to monitor and celebrate progress. However, they're sure to run into obstacles around decoding, comprehension, focus, or book choice. Resilient readers will have skills and strategies to persevere through these bumps in the road. Our students learn to engage with texts on a deeper level. They consider how an author's writing connects with their own lives, other books they've read, or the world around them.
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Strategies such as visualization, discussions about author’s purpose, and analysis of a character's emotional state, for example, build strong engaged readers. Our students are primed from their earliest experiences with books to ask questions that spur research and reflection. “Why did that character make that choice?” “How could I learn more about this scientific process?” “What is life like in that part of the world?” Within our supportive writing communities, students explore a variety of genres and learn strategies for being comfortable to push through challenges leading to growth. Writers value time to read and reflect on their own writing to make improvements, and value feedback from peers and teachers to gain inspiration, write, and re-write. Our young authors understand the value of collaborating and interacting with the resources around them. Students learn to utilize the adults, peers, and library around them for inspiration, feedback, and support through each step of the writing process. Characters come to life with talking, thinking, and interactions Use dialogue, actions, feelings Our core values are courage, community, kindness, and love of learning. Curriculum Guide in Reading.ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into six chapters. It is offset printed and edition bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the reading program are outlined in the first chapter. A list of specific skills to be developed is included. Subsequent chapters discuss administrative aspects of organizing a program and describe activities. Activities described are related to specific skills, but not to grade or ability level. Several sample lesson plans are also included. INSTRUCTIONAL MATERIALS: Appendixes contain a short bibliography of teacher references and a list of materials and equipment. STUDENT ASSESSMENT: One chapter presents general guidelines for appropriate methods of evaluating students.
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An appendix contains a list of standardized reading tests and a list of publishers. (RT) To learn more about how to request items watch this short online video. Please search the ERIC website prior to requesting this microfiche item. We will contact you if necessary. Please also be aware that you may see certain words or descriptions in this catalogue which reflect the author’s attitude or that of the period in which the item was created and may now be considered offensive. The 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again. Reading for Slow Learners is a practical guide for teachers, defining the objectives of the reading curriculum, identifying important aspects of teaching method and suggesting various approaches. This title will also be of interest to parents of children with learning difficulties. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Register a free business account Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. For each new course of study, a written curriculum guide is developed and piloted in coordination with the district’s policy on curriculum development. For ongoing courses of study, written curriculum guides are revised in a regular evaluative process. Beginning in the 2015-16 school year, new and revised curriculum guides are posted here shortly after their approval by the Board of Education. Prior curriculum guides may be accessed by contacting the Office of the Assistant Superintendent at 203-452-4336.
If you are interested in volunteering, please fill out this form and submit it to the Main Office of the school at which you are interested in volunteering. Thank you! This policy affects food being brought in for curriculum and celebrations. This and all policies can be found on the Policies page of this website. In addition, each pupil enrolled in Trumbull Public Schools shall have a health assessment at least once in each three year interval: in grade three, in grade six, and in grade nine. These forms and insurance enrollment form can be found here. Past issues can be found on the Wellness Page. CES provides quality educational opportunities for educators, students, families, and community You need JavaScript enabled to view it. For a better experience on this website please enable JavaScript in your browser. Voices Curriculum Guide Dec 2020 Eng Film and Literature H and CP Dec 2020. Let this day-by-day curriculum guide relieve the Language Arts part of the stress by providing a scope and sequence, lesson plans, state alignment, activities, and even motivation to help you navigate through the school year in reading and writing. Although the guides are highly comprehensive, you probably have some of your favorite lessons that you use to teach theme, summarization, idea development, introductions, conclusions, editing, revising, and more. With our hole-punched arrangement, keep your amazing lessons and simply insert them when that concept appears in the sequence. The unique hole-punched design also allows for rearrangement if your school or district implements a different scope and sequence. The essential concepts remain intact, all the while providing the freedom to place them in the order that best fits your needs. Receive the new activities the week BEFORE they’re needed to follow along with the scope and sequence of the curriculum guides. These easy to read books are the answer for small tutorial groups designed with differentiated learning in mind.
Independently compares and contrasts characters from various stories and explains how characters’ actions contributes to the plot. Determine the main idea of grade-level informational text and identifies supporting detail describe characters in a story (e.g., their traits, motivations, or feelings) and explains how their actions contributes to the plot. Use text features and search tools to locate information refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Distinguish their own point of view from that of the narrator or characters in literature and from the author of an informational text. Compare and contrasts themes, settings, and plots of stories written by the same author about the same or similar characters and compares and contrasts the most important points and key details in two informational texts on the same topic. Determine the main idea of grade-level informational text and identifies some supporting details. Describe characters in a story and explain how their actions contribute to the plot. Use text features and search tools to locate information refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Distinguish their own point of view from that of the narrator or characters in literature and from the author of an informational text. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Needs guidance to compare and contrast the most important points and key details in two informational texts on the same topic. Determine the main idea of grade-level informational text and identifies some supporting details. Describe characters in a story and explain how their actions contribute to the plot.
Use text features and search tools to locate information refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Distinguish their own point of view from that of the narrator or characters in literature and from the author of an informational text. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Needs guidance to compare and contrast the most important points and key details in two informational texts on the same topic. Determines the meaning of the new word formed when a known affix is added to a known word. Independently uses a known root word as a clue to the meaning of an unknown word with the same root. Independently determines the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Independently able to use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases. Independently identifies real-life connections between words and their use (e.g. describes people who are friendly or helpful) Distinguishes shades of meaning among related words that describe states of mind of degrees of certainly (e.g. knew, believed, suspected, heard, wondered) Independently acquires and uses accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. Independently able to use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases. Requires teacher support and guidance to identify real-life connections between words and their use (e.g. describes people who are friendly or helpful) Needs support to distinguish shades of meaning among related words that describe states of mind of degrees of certainly (e.g.
knew, believed, suspected, heard, wondered) Requires teacher support and guidance to acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. Needs support to use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases Unable to identify real-life connections between words and their use (e.g. describes people who are friendly or helpful) Unable to distinguish shades of meaning among related words that describe states of mind of degrees of certainly (e.g. knew, believed, suspected, heard, wondered) Unable to acquire and use grade- appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. Unable to use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases. Reads all grade-appropriate irregularly spelled words. Independently reads most grade-appropriate irregularly spelled words. Teacher assistance needed to read some grade-appropriate irregularly spelled words. Independently uses appropriate intonation, rate and expression to support comprehension. Independently uses context to self correct and re-reads as necessary to support comprehension. Independently uses appropriate intonation, rate and expression to support comprehension. Independently uses context to self-correct and rereads as necessary to support comprehension. With teacher modeling and guidance can read grade-level text with appropriate intonation, rate and expression to support comprehension. Needs teacher modeling and cueing to self-correct errors in word recognition and reminders to reread as necessary to support comprehension. Student is unable to read grade-level text with appropriate intonation, rate, and expression to support comprehension.
Student does not self-correct errors in word recognition and rarely rereads as necessary to support comprehension. Piece contains elaborate description and precise, vivid language. The development is largely appropriate to the task and purpose. Piece includes precise, vivid language. Independently writes poems, descriptions, and stories in which figurative language and the sounds of words (e.g. alliteration, onomatopoeia, rhyme) are key elements. Writes with elaborate description and vivid, precise language. The development is largely appropriate to the task and purpose. Independently writes poems, descriptions, and stories in which figurative language and the sounds of words (e.g. alliteration, onomatopoeia, rhyme) are key elements. Given teacher support (graphic organizers, word banks, modeling, etc.), writes poems, descriptions, and stories in which figurative language and the sounds of words (e.g. alliteration, onomatopoeia, rhyme) are key elements. Response includes precise, vivid language and a direct connection to analyzed text from varied resources. The development is largely appropriate to the task and purpose. Little or no understanding of relevant facts and definitions related to topic. Unable to develop or support topic. Independently able to correct mechanics, usage, and sentence structure. With teacher prompting, able to correct mechanics, usage, and sentence structure. Needs heavy guidance to correct mechanics, usage, and sentence structure. Unable to correct mechanics, usage, and sentence structure, despite teacher support and guidance. Expresses ideas in a clear and cohesive manner.Speaks in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Expresses ideas in a clear and cohesive manner. Demonstrates standard English grammar usage when writing or speaking (see 3.LV.1). Speak in complete sentences in order to provide requested detail or clarification.
Needs teacher guidance to express ideas in a clear and cohesive manner. Demonstrate standard English grammar usage when writing or speaking (see 3.LV.1). Speak in complete sentences in order to provide requested detail or clarification. Express ideas in a clear and cohesive manner. Use correct grammar when writing or speaking (see 3.LV.1). Often uses graphic organizer to determine main idea and details. You can use this area for legal statements, copyright information, a mission statement, etc. If you don’t use it, the Bb footer will slide up. The teaching in these books has been planned, taught, revised, and retaught, through a cycle of improvement involving literally thousands of classrooms in schools dotting the globe. Teachers need professional development and a culture of collaborative practice to develop their abilities to teach.They need opportunities to consolidate skills so they can use skills and strategies with automaticity within fluid, engaged reading.Teachers can find ways to scaffold instruction to provide students with access to these texts when they cannot read them independently.Students who read a great deal of nonfiction gain knowledge about the world as well as about vocabulary.Teaching, then, must always be responsive, and our ideas about what works and what doesn't work must always be under construction.Teachers read aloud to open the day, using stories and poems to convene the community and to celebrate what it means to be awake and alive together. They read aloud to embark on shared adventures, to explore new worlds, and to place provocative topics at the center of the community.Pressley and his colleagues conducted research in balanced literacy, seeking out examples of exemplary teaching in the primary grades and studying the approach to instruction. In every case, whenever they found a classroom with high literacy engagement, they found balanced teaching in place (Pressley et al. 2002).
For a sample from the middle school guide, visit Middle School Reading. Some of these books are also used for read-aloud and shared reading. Lucy Calkins (1:59) Lucy Calkins (1:11) Katie Clements, Kelly Boland Hohne (2:33) Lucy Calkins (2:06) Lucy Calkins (2:04) Lucy Calkins (1:34) Lucy Calkins (3:39) Natalie Louis (3:00) Natalie Louis (2:44) Elizabeth Dunford Franco (2:53) Amanda Hartman (5:51) Natalie Louis (1:32) Katie Wears, Lindsay Barton (3:35) Elizabeth Dunford Franco, Marjorie Martinelli (5:50) Lauren Kolbeck, Angela Baez (1:46) Lauren Kolbeck, Angela Baez (2:11) Katie Clements, Kathleen Tolan (17:16) Katie Clements, Kathleen Tolan (12:28) Lauren Kolbeck, Angela Baez (2:09) Lucy Calkins (3:05) Lucy Calkins (2:35) These two additional book-length units fit tongue-and-groove with the original grades 1 and 3 units. These Guides are offered as an optional purchase for administrators and coaches. Effective curriculum planning will likely depend on how well those involved understand what the standards are, what they are not, and how that knowledge best informs instruction. They provide guidance for educators and for those who shape the policy to support educational infrastructures. The standards do not define how teachers should teach, the entire spectrum of instructional content, the nature of advanced work beyond the core, the interventions needed for students who may need them, and the full range of support for English language learners and students with special needs (CCSS, p. 6). An effective curriculum will delineate these areas. Together, standards and curriculum provide a process that includes a shared vision of expectations with multiple pathways for attaining them. The curriculum framework offered here is a model for planning and implementation that can be adapted to K-12 in self-contained or departmental settings.
Curriculum planners will find it helpful to begin by reviewing the key design considerations, stated in the Standards and their implications (CCSS, p. 4). These include: An integrated model of literacy. The language arts — listening, speaking, reading, and writing — should be integrated with each other and across the curriculum. Response may take the form of written or oral explanation and argument. Emphasis is placed on critical thinking, problem solving, and collaboration with peers. A cumulative model of expectations. Instruction should address grade specific standards in tandem with the broader goals of college and career readiness. Sometimes referred to as spiraling, similar standards are expressed with increasing complexity from grade to grade, providing an ongoing and cumulative progression of mastery that is refined and applied at increasingly higher levels for various purposes and in a variety of contexts. Shared responsibility for students' literacy development. Teachers in self-contained classrooms are generally responsible for the integration of curriculum. However, grade level planning among groups of teachers could facilitate the process. Research and media skills blended into the standards as a whole. Critical thinking with texts in all forms of media and technology is emphasized. Texts may be oral or written and make use of a variety of types of media and graphics. Forms may be combined for a specific goal or purpose. An equal balance of literary and informational texts is desirable. Greater use of on-grade-level texts. Emphasis is placed on helping students become proficient in reading complex texts independently and in a variety of content areas. Texts representing a range of complexity should also be available for independent reading and response. The planning framework Initial planning Select a theme or topic of inquiry based on the local standards for your grade-level in the target content area (e.g. science, social studies).
Focus on key content goals relevant to what students are expected to learn or know at the end of this inquiry (ex. State Standards for Social Studies: Grade 4: learning about our state). Planning Curriculum to Meet the Common Core State Standards Select and gather texts to be used. Include various levels of text complexity and media along with other resources. Plan ahead for major activities, such as science experiments, field trips (actual and virtual), and guest speakers. Getting started Introduce topic in a creative and engaging ways — displays, field trips (actual or virtual), share selected books and other media. Use these to promote interest, guide discussion, activate background knowledge, and encourage hypotheses about what will be learned. Collaborate with students to develop a list of questions for investigation. Treat it as an ongoing, active list to be revisited and adjusted throughout the inquiry. Collect and record relevant information. Evaluate evidence. Summarize;synthesize. Link to CCSS Ex. Grade 5. Reading: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Link to CCSS Ex. Grade 5. Reading: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Some key considerations Curriculum Planning as Professional Learning and Collaboration. Throughout the planning process, teachers, administrators, and others responsible for curriculum should be involved. In an era of increased attention to educator evaluation, it is important that all involved share the same information and expectations. Key Instructional Strategies that Support Teaching and Learning Differentiated Instruction. Classroom organization should provide for various aspects of differentiated instruction to accommodate diverse needs. Provide guided support for student learning.
Modeling the processes involved in reading complex texts — such as previewing, summarizing, and applying various word recognition strategies for addressing difficult vocabulary and concepts — will help reluctant readers attempt more complex texts, especially when many of these concepts have already been introduced through whole group exposure and discussion. Use of Technology. The selection and use of technology for whole group, small group, and independent activities should be integrated throughout. Linking standards, instruction, and assessment Embed periodic formative assessments throughout. Link to the key CCSS addressed. Make use of assessment constructs currently employed by your state and eventually those that are used by the assessment consortium of which your state is a member, either the Partnership for the Assessment of Readiness for College and Careers (PARCC) or The SMARTER Balanced Assessment Consortium (SMARTER). In this way, students will benefit from meaningful assessment of their learning relative to the key standards addressed in this inquiry and, at the same time, engage in meaningful preparation for the types of items they will encounter in the future. The first two serve to inform differentiated instruction decisions for individuals and small groups.Web page addresses and e-mail addresses turn into links automatically. Lines and paragraphs break automatically. Our reading resources assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills. I've named this blog to emphasize the idea that just about everything in my books is someone else's brilliant idea. My idea was just to write it down. I like the role of the observer and think there's a lot of power in it. We just need to find them and take some field notes. So, join me here for discussion and observations related to Teach Like a Champion, Practice Perfect, and whatever else fits under the banner of teaching and practice.