Access to high-quality, equitable math instruction is hardly a given, especially for historically marginalized students. Every child deserves a math education that allows them to make sense of the world quantitatively and to appreciate their own power to reason.
During this on-demand webinar Dr. Kyndall Brown, co-author of Choosing to See: A Framework for Equity in the Math Classroom, will share guidance and a framework for fostering a culture of inclusion.
Syntax and sentence comprehension are critical yet often forgotten contributors to comprehension. The science tells us that the ability to understand sentence structure, or syntax, is critical to students’ comprehension of written text. The skilled reader has to understand not only the meanings of the words but also the ideas conveyed within and between sentences while integrating background knowledge to infer what is implied in the text. While individual words contribute to the meaning of the ideas, syntax provides the structure for ordering and organizing these idea units within the sentence. It supports the reader’s understanding of who or what did what to whom, when, where, and how within the sentence. An understanding of how the structure of sentences conveys meaning is particularly important as texts increase in complexity through the grades. READ MORE
In this edition of the Academic Quarterly, the Reading Expert provides recommendations for Tier 2 reading interventions in a time when universal screening data show that upwards of 80 percent of first- and second-grade students are performing below grade level on foundational literacy skills.
The Marvelous Mathematician shares an excerpt from Kyndall Brown and Pamela Seda’s book, Choosing to See: A Framework for Equity in the Math Classroom.
In the Leadership Corner, you’ll find an overview of the academic and behavior instructional resources available from Vanderbilt University’s IRIS Center.
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While most elementary-age children learn to read well when they receive strong Tier 1 instruction based on the science of reading, every classroom has students who need additional help.
Watch Drs. Carrie Thomas Beck, Michelle Hosp, and Monica Ng in this on-demand webinar to learn practical solutions for providing Tier 2 interventions to students struggling to learn to read. They share: READ MORE
The importance of phoneme awareness for acquiring the alphabetic principle and for learning to read has been documented since the 1970s, gaining broad recognition when the National Reading Panel Report was published in 2000. Since then, instruction to foster phonological awareness has become routinely recommended for the early grades.
However, the widespread practice in schools is to target awareness of larger phonological structures such as words, syllables, and onset-rimes before focusing on phonemes, with attention to the phoneme not occurring until well into kindergarten or first grade.
During this hour-long on-demand webinar, Dr. Susan Brady examines studies that raise questions regarding whether following this “continuum” is necessary and/or beneficial for students.