Heading Out Intervention Interaction Reader Grade 1
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| Author | : Donna M. Scanlon |
| Publisher | : Guilford Publications |
| Total Pages | : 465 |
| Release | : 2016-12-15 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1462528090 |
Grounded in a strong evidence base, this indispensable practitioner guide and text has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K?2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of text. The book provides guidance for assessment and instruction in whole-class, small-group, and one-to-one settings, using the curricular materials teachers already have. Purchasers get access to a companion website where they can download and print 26 reproducible forms in a convenient 8 1/2" x 11" size. Of special value, the website also features nearly 200 pages of additional printable forms, handouts, and picture sorts that supplement the book's content. New to This Edition *Incorporates the latest research on literacy development and on the ISA. *Describes connections to the Common Core State Standards (CCSS). *Explains how to use the ISA with English learners. *Chapter on fluency. *Expanded coverage of morphological knowledge. *Companion website with downloadable reproducible tools and extensive supplemental materials. See also Comprehensive Reading Intervention in Grades 3?8, by Lynn M. Gelzheiser, Donna M. Scanlon, Laura Hallgren-Flynn, and Peggy Connors, which presents the Interactive Strategies Approach--Extended (ISA-X) for intermediate and middle grade struggling readers.
| Author | : Richard L. Allington |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2009 |
| Genre | : Individualized reading instruction |
| ISBN | : 9780205627547 |
Literacy researcher and best-selling author Dick Allington offers clear recommendations and a teacher-friendly framework to guide classroom teachers in designing response to intervention programs. KEY TOPICS: To help teachers acquire a fuller understanding of the complexity of response to intervention designs, literacy researcher and best-selling author Dick Allington offers clear recommendations to guide classroom teachers in designing response to instruction (RtI) programs such that struggling readers will develop their reading proficiencies to match those of their achieving peers. MARKET: Written for administrators and teachers, reading specialists, school psychologists, and classroom teachers who serve kindergarten through ninth grade.
| Author | : Barbara J. Wendling |
| Publisher | : John Wiley & Sons |
| Total Pages | : 304 |
| Release | : 2008-11-19 |
| Genre | : Psychology |
| ISBN | : 0470460202 |
Essentials of Evidence-Based Academic Interventions puts at your fingertips the successful instructional techniques and materials necessary for accurate and effective use of evidence-based interventions. Written by Barbara Wendling and Nancy Mather, two experts in educational assessment and intervention, this intervention-oriented reference presents clear descriptions of research-based interventions in the areas of: phonological awareness and beginning reading phonics; phonics and sight word instruction; reading fluency; vocabulary and reading comprehension; spelling, handwriting, and written expression; basic math skills; and math problem-solving.
| Author | : Joyce L. Epstein |
| Publisher | : Corwin Press |
| Total Pages | : 508 |
| Release | : 2018-07-19 |
| Genre | : Education |
| ISBN | : 1483320014 |
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
| Author | : |
| Publisher | : |
| Total Pages | : 836 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : |
| Author | : Paige C. Pullen |
| Publisher | : Routledge |
| Total Pages | : 465 |
| Release | : 2018-10-16 |
| Genre | : Education |
| ISBN | : 113624249X |
Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI). Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts—RTI and MTSS—and describing each one’s unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention.
| Author | : Irene C. Fountas |
| Publisher | : F&p Professional Books and Mul |
| Total Pages | : 0 |
| Release | : 2017 |
| Genre | : Education |
| ISBN | : 9780325086842 |
Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell. In the highly anticipated second edition of Guided Reading, Fountas and Pinnell remind you of guided reading's critical value within a comprehensive literacy system, and the reflective, responsive teaching required to realize its full potential. Now with Guided Reading, Second Edition, (re)discover the essential elements of guided reading through: a wider and more comprehensive look at its place within a coherent literacy system a refined and deeper understanding of its complexity an examination of the steps in implementation-from observing and assessing literacy behaviors, to grouping in a thoughtful and dynamic way, to analyzing texts, to teaching the lesson the teaching for systems of strategic actions a rich text base that can support and extend student learning the re-emerging role of shared reading as a way to lead guided and independent reading forward the development of managed independent learning across the grades an in-depth exploration of responsive teaching the role of facilitative language in supporting change over time in students' processing systems the identification of high-priority shifts in learning to focus on at each text level the creation of a learning environment within which literacy and language can flourish. Through guided reading, students learn how to engage in every facet of the reading process and apply their reading power to all literacy contexts. Also check out our new on-demand mini-course: Introducing Texts Effectively in Guided Reading Lessons
| Author | : Kelly Gallagher |
| Publisher | : Taylor & Francis |
| Total Pages | : 128 |
| Release | : 2023-10-10 |
| Genre | : Education |
| ISBN | : 1003843549 |
Read-i-cide: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline, poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative book Readicide: How Schools are Killing Reading and What You Can Do About It , author and teacher Kelly Gallagher suggests it is time to recognize a new and significant contributor to the death of reading: our schools. Readicide , Gallagher argues that American schools are actively (though unwittingly) furthering the decline of reading. Specifically, he contends that the standard instructional practices used in most schools are killing reading by:Valuing standardized testing over the development of lifelong readersMandating breadth over depth in instructionRequiring students to read difficult texts without proper instructional support and insisting students focus on academic textsIgnoring the importance of developing recreational readingLosing sight of authentic instruction in the looming shadow of political pressuresReadicide provides teachers, literacy coaches, and administrators with specific steps to reverse the downward spiral in reading-;steps that will help prevent the loss of another generation of readers.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 587 |
| Release | : 2015-07-23 |
| Genre | : Social Science |
| ISBN | : 0309324882 |
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
| Author | : Diana Sisson |
| Publisher | : Teaching Resources |
| Total Pages | : 0 |
| Release | : 2014-10-15 |
| Genre | : Achievement tests |
| ISBN | : 9780545657808 |
Interactive lessons that scaffold students and build their capacity to read complex texts.
