In this video the teacher introduces the concept of open and closed syllables to 2nd and 3rd graders. Notice her review of the sound spelling cards before she starts the lesson to review long and short vowel sounds. Watch for the teacher’s clear and effective reinforcement techniques.
This lesson aligns to the CORE Teaching Reading Sourcebook HOW lesson, pp. 272-275 in the updated 2nd edition.
The cool nights of autumn are upon us. We at CORE hope that your school year has started off well and the year ahead will be full of learning, fun, and new horizons.
In this issue of the Academic Quarterly, in the Reading Expert section, we summarize a recently published study by the Institute of Education Sciences (IES), An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools. For those of you who are Tim Shanahan fans, he is one of the authors.
In the Marvelous Mathematician, we correlate the practices recommended in Visible Learning for Mathematics with the recommendations in the IES Practice Guide, Organizing Instruction and Study to Improve Student Learning.
In the Leadership Corner, we feature a series of webinars for effective principal practices.
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In this video, the teacher introduces a more advanced concept of multisyllabic reading – vowel, consonant, consonant, vowel (VCCV) syllable division to a second grade class. Watch how the teacher guides them through the process step by step.
This lesson aligns to the CORE Teaching Reading Sourcebook HOW lesson, pp. 276-282.
Learning mathematics is not a spectator sport. The rigorous mathematical knowledge sought for at all levels of instruction requires deep thinking and persistent sense making from students. Communication about mathematics among students and between students and the teacher is the vehicle for bringing thinking to the surface, clarifying ideas, moving ideas forward, revealing misconceptions, and making key mathematical connections clear, transferable, and memorable. Mathematical discourse is the verbal and written communication that is centered around deepening thinking about and making sense of mathematics. Brummer and Kartchner Clark (2014) state, “students must think about, read about, talk about, and write about information in order to synthesize it and to retain it” (p. 21). Students cannot learn only by being told or shown information. Through language students communicate in ways that engage them in reasoning and talking about math (Fogelberg et al., 2008; McKee & Ogle, 2005). The math standards of all states emphasize the importance of student communication of mathematical ideas, making mathematical discourse a required process in learning mathematics.
In this video, the teacher follows a step by step process for how to divide syllables following the vowel, consonant, vowel (VCV) pattern. Open and closed syllables are also reviewed. How could pacing have been improved?
This lesson aligns to the CORE Teaching Reading Sourcebook HOW lesson, pp. 283-287.