PPT-Guided Reading for K-2 & Struggling Readers in 3-6

August 2015 Jeannette Schroeder 1 Session Outcomes 1 Deepen our understanding of why and how we should monitor the progress of beginning readers using running records 2 How to administer score and analyze running record assessments . LTK teaches a student how to sound out letter combinations and make them into words. It does this through audio, visual and tactile-kinesthetic (learn by "doing") exercises. Please use write your name on a post-it note and self assess. How familiar and comfortable are you with analyzing running records for miscues?. Agenda Review. Guided Reading vs. Strategy Groups: Before Reading. Erica Nishon. TE 848. Summer 2013. Teaching Exploration Project. Lisa Hawkins. Rationale. According to the National Assessment of Educational Progress, only “Twenty-seven percent of students at both grades 8 and 12 performed at or above the . NEPS LWG 2012 for Struggling Readers A Good Practice Guide for Teachers This NEPS Good Practice Guide was developed by educational psychologists. It is based on current knowledge in this area. It is Coordinator of Reading. Virginia Department of Education’s . Training & Technical Assistance Center (T/TAC) . @ Virginia Tech. . Differentiation Through. . The ultimate goal of reading is to make meaning of what we have read. Comprehending text involves a complex process of intertwining skills as visually demonstrated through Scarborough’s “Reading Rope” (2001). . Agenda. The Learning Zone. Planning a guided reading lesson. The Learning Zone. Fountas. , I. C. & . Pinnell. , G. S. 2001. . Guiding Readers and Writers Grades 3-6. . Portsmouth, . NH: Heinemann. and Reassessing Literacy. Tucker McLean. Questions to Consider. Who are reluctant readers, and why are they reluctant?. What can we do as teachers to encourage and motivate reluctant readers?. Who are reluctant readers?. Betül ALTAŞ. Theories. of . Reading. . 1. . The. . traditional. . view. :. . * As . to . Dole et al. (1991), . novice . readers acquire a set of hierarchically ordered . sub-skills. .. . *. Cheryl Hutchinson, M. Ed.. Loudoun County Public Schools. National Board Certified Teacher. Candidate Support Provider. LCPS Staff Development. August 31, 2009. Why me? . Why this topic?. Who are you?. Sara Wiebke. K-3 Literacy Specialist. USBE. sara.wiebke@schools.utah.gov. Lisa Brown. Educator Preparation Program Approval Specialist. USBE. l. isa.brown@schools.utah.gov. “The National . Institute of Child Health and Human Development (. Ann Bray and Mary Culpepper. Getting to know you…. Fundamental 1 Connection. . Position Statement. : All students are provided Tier I core instruction as aligned to the Nevada Academic Content Standards (NVACS).. Ann Bray and Mary Culpepper. Getting to know you…. Fundamental 1 Connection. . Position Statement. : All students are provided Tier I core instruction as aligned to the Nevada Academic Content Standards (NVACS).. first-grade reading lesson The NRP report also noted that such an emphasis produced a moderate positive effect on later decoding performance but a trivial positive effect on later reading comprehensio [EBOOK] Blast Off to Reading: 50 Orton-Gillingham Based Lessons for Struggling Readers and Those with Dyslexia
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