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Editorial Reviews. Review. "In an era of high-stakes accountability, Prompted to Write puts a human face on writing-on-demand assessment. This remarkable.
Table of contents
These classroom resources provide core curriculum and instruction while scaffolding and guiding professional growth. Heinemann authors expand on ideas and methods they introduce in their professional books, model effective instructional strategies from experience in real classrooms, and provide you with "ready-to-use" classroom resources — including teaching materials and lesson plans — written to support your daily instruction.
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Lucy and her colleagues have developed powerful curriculum resources to support teachers in preparing kids for any reading or writing task and to creating life-long, confident readers and writers. Jennifer Serravallo has provided everything you need for goal-directed, strategy-driven instruction to support comprehension of entire chapter books. Available in Fiction, Nonfiction and as a classroom bundle.
Jennifer Serravallo has provided everything you need for goal-directed, strategy-driven instruction to support comprehension of entire chapter books: high-quality trade books, a unique whole-book assessment, easy-to-use evaluation rubrics, and reading strategies to teach. We want children to be lifelong learners who read actively and independently across the curriculum, who engage their minds and understand what they read.
The Toolkit lessons and practices teach kids to use comprehension strategies to 'read to learn' as they encounter information and ideas in a wide variety of nonfiction texts.
The new Contexts for Learning Mathematics series by Catherine Fosnot and colleagues uses carefully crafted math situations to foster a deep conceptual understanding of essential mathematical ideas, strategies, and models. Building on the ideals of a math workshop, each unit provides a two-week sequence of investigations, minilessons, games, and other contexts for learning.
Building on the ideals of a math workshop, each unit provides a two-week sequence of investigations, minilessons, games, and other contexts for learning. As the definition of math proficiency has changed, we as teachers have struggled with how to change our teaching to align with that new definition. We must rethink our beliefs about what math teaching should be, rediscover math content in a new way, and adjust our teaching to bring engagement, discovery, thinking, and understanding into our classrooms.
The Transforming Our Teaching series is designed to be a virtual companion and explicit, easy-to-use guide for principals, coaches, and teachers seeking to embed ongoing school-wide professional development focused on excellent literacy practices, classroom-based assessment, and implementation of the Common Core Standards. Drawing on learning gleaned from decades of research, curriculum development, and working shoulder-to-shoulder with students, teachers, and school leaders, Lucy Calkins and her colleagues at the Teachers College Reading and Writing Project have developed the Units of Study - state-of-the-art units, tools, and methods for teaching reading and writing workshop.
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Most discussion questions and tasks cover comprehension, summarizing, clarifying, drawing conclusions, making inferences, evaluating, synthesizing ideas, and analyzing and identifying literary devices. The materials do include a range of text dependent questions and tasks throughout each unit, and questions and tasks cover a wide continuum of standards and strategies.
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Each text in the unit has a sequence of reading opportunities- guiding students in how they should approach each reading of the text. Approaches to reading individual texts within each unit include, but are not limited to: First Read, Skill, Close Read. The Skill reading focuses on a particular skill to think about while re-engaging with the text. Questions and tasks covered in the Skill sections vary and include, but are not limited to: In the Skill portion of this lesson, students learn how to understand setting. Within this section, a skill is defined; a model of how a text is analyzed for that skill is shown; and, finally, students answer text dependent questions that illustrate their understanding of the skill.
After reading the Model text, teachers lead a whole-group discussion using the following questions:. At the end of the discussion, students are told to answer a multiple choice question which will assess their understanding of the skill. A section of the text is written on the left side of the screen, and the following questions are on the right:. During the Close Read portion of the lesson, students are given the opportunity to analyze the setting of a story. Students begin by working with vocabulary found in the text.
Then, the teacher models how to close read the text using annotation strategies provided. After modeling, the teacher reads over the Skills Focus question, so the students understand what they should pay close attention to while reading. Then students read and annotate the rest of the text; discuss the Skills Focus question in a large group; and, finally, answer a writing prompt.
Materials contain a coherently sequenced set of text-dependent and text-specific questions and tasks that require students to build knowledge and integrate ideas across both individual and multiple texts. The instructional materials reviewed for Grade 12 meet the criteria that materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts. The reading, writing, research, and discussion tasks throughout the four units of study require students to complete a thorough, detailed examination of every reading selection.
The culminating task for each unit is an Extended Writing Project; the prompts for the informational, argument, and literary analysis writing tasks demand that students cite evidence from multiple texts in the unit. Each unit contains a Research Project that requires that the students put the skills of reading and analyzing texts that they learned throughout the unit into practice. Each unit also contains a Full Text Study which comes with companion texts.
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This text set becomes the resource for the final activity for the Full Text Study, where students are asked to complete sustained writing tasks in response to prompts that require them to compare and contrast two or more of the texts in the set. Examples of coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts include but are not limited to:.
The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills e. The materials achieve this goal by tying the questions that are asked in the Extended Writing Project to the essential questions and theme of the unit. Each unit provides questions that prompt thinking, speaking and writing that focus on the central ideas and key details of the text.
Students are required to read, annotate, argue, discuss, write about, and share their thoughts about each of these texts in multiple ways. The instructional materials reviewed for Grade 12 meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic and domain-specific vocabulary words in and across texts. Language instruction in the StudySync core program provides systematic vocabulary instruction, as well as repeated opportunities for practice and application in reading, writing, speaking, and listening.
Students will encounter vocabulary-building opportunities in the Vocabulary Workbook, the Academic Vocabulary link on the Unit Overview page, and across all three lesson types: First Reads, Skill lessons, and Close Reads. Students are also provided with a Vocabulary Workbook. There are twelve units; each unit contains three to four lessons; each lesson consists of ten words related by a concept or theme.
The lessons are on topics such as using context clues, prefixes, word families, synonyms, Latin roots, suffixes, Greek Roots, reference skills like using a thesaurus, and reading skills like word parts. Lesson structure, practice activities and assessments are included for each unit. On the Unit Overview page of each unit, there are a list of readings, key skills and Common Core standards which the unit covers.
Within this list, is the heading Academic Vocabulary, which contains links to two to three academic vocabulary lessons. Each lesson contains ten words that are related topically. The lesson is separated into three sections: Define, Model, Your Turn.
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Define lists the words, their form, their meaning and other meanings in a chart. The Model lesson gives students a sample context and then uses the words in sentences. Your Turn has the students complete an assessment that is self-assessed.
In the First Reads, students are exposed to the challenging vocabulary in the text. They are given opportunities to use context clues and analyze word parts in order to understand the meaning of the words, and teachers are encouraged to model these types of strategies. The materials focus on language development by having students use context clues, word placement, and common Greek and Latin affixes and roots to figure out the meaning of words. The Skill Lessons focus on domain-specific vocabulary, and students are exposed to these vocabulary words through a variety of media.
The vocabulary words are explained by other teens through a video, and there is a written explanation and examples for each term below the video. The Close Read lesson has students look at the precise meaning of the academic vocabulary and compare it with their initial predictions from the First Read. Misunderstood words are reviewed and students discuss why the context clues or other tools did not help them define the word.
Students are then to complete the vocabulary worksheet associated with the lesson. Examples of opportunities for students to interact with and build key academic vocabulary words in and across texts include but are not limited to:. Materials contain a year long, cohesive plan of writing instruction and practice which support students in building and communicating substantive understanding of topics and texts.
Direct instruction on the writing process builds as the year progresses.