In this video, the teacher provides 4th and 5th graders practice with decodable text reading opportunities with a small group. The students read a paragraph at a time, once by themselves for accuracy and the second time together for fluency practice. Notice the teacher providing a student-friendly definition and example of an unknown word.
This lesson aligns to Step 5 (Apply to Decodable Text) of the Explicit Phonics Lesson Sequence shown in the Teaching Reading Sourcebook, p. 175.
Consult these sites for the latest information about and resources for research-based literacy instruction.
Freereading.net: An open-source instructional program that helps educators teach early literacy.
The teacher guides a small group of 4th and 5th grade students through a dictation lesson where students sound out words and sentences and write them. Notice the correction of one student’s spelling of were. What could the teacher have done differently to prepare the student to write the correct version of were?
This lesson aligns to Step 6 (Word Work for Decoding and Encoding) of the Explicit Phonics Lesson Sequence shown in the CORE Teaching Reading Sourcebook, p. 175.
CORE’s Director of Math, Dean Ballard, delivered a presentation, “Implementation of ELD Standards in Math Classrooms,” at the CMC (California Mathematics Council) South on October 28, 2017. Download his presentation below.
The 2017 Supreme Court Ruling on Endrew F. v. Douglas County School District RE-1 re-affirmed that special education can, and should, deliver more to students with disabilities. The way to achieve improved outcomes is with fewer but better IEP goals and progress monitoring. Unfortunately, IEP goals have become a procedural compliance process disconnected from intervention intensity that doesn’t lead to the kind of progress monitoring that has been shown to be among the most powerful tools in an educator’s toolbox.
During this one-hour webinar conducted by Dr. Mark Shinn you will learn: