PPT-Read , understand and respond to texts. Students should be able

Read understand and respond to texts Students should be able to maintain a critical style and develop an informed personal response use textual references including quotations to support and illustrate interpretations. Ehrenworth. , and . Christopher . Lehman. . Pathways . to the. . Common . Core: . Accelerating Achievement. . . Portsmouth. , NH: . Heinemann. , 2012. Print.. Summary . of Common Core Reading . Directives from. Instructions . This module is designed to provide the slides and materials needed to teach staff, students and families about a SW-PBS Classroom topic. . Notes have been written to assist with the presentation. Amy Painter . 3. rd. Grade Teacher. Chesnee Elementary School. Agenda for Our Time . My Road Block. What is Text Complexity. Common Core Implementation . Complex Text Analysis Activity. Questions and Discoveries. By . Edwina Howard-Jack. , . NBCT. , . English Language Arts Coordinator, Office of Instruction, WVDE . &. Dr. . Vaughn Rhudy. , . NBCT. , . WESTEST 2 RLA/Online Writing Assessment Coordinator, Office of Assessment and Accountability, WVDE. OGM: . R. aise achievement and narrow gaps…. Road Block: comprehension difficulties restrict students’ attainment (often leading to detours). Cruise control on the interstate: simplified texts cause students to rely on ‘mindless driving’. . Timothy Shanahan. University of Illinois at Chicago. www.shanahanonliteracy.com. Introduction. Tutor, playground supervisor, teacher’s aide, lunchroom lady . Primary grade teacher. Remedial reading teacher. Jie. . Tian. Objectives. Understand what is an authentic teaching material. Understand why and how we use authentic materials in WL classrooms. Reflect on the authentic materials you have used in your practice teaching. November 2014. Presented by. Keitha Segrest & Kathy Allen. SAY WHAT?. In three sentences answer the following . questions:. What . is text complexity?. What. makes it important?. What. will get students out of their comfort zones?. c. ritical, personal response; using quotations to support and illustrate interpretations. AO2: . Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. c. ritical, personal response; using quotations to support and illustrate interpretations. AO2: . Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. TA Introductions; photo session. (. indoctrination, mind control, false flag operations revealed. ). 100. 9.00. :. Overview of RWS100 . 9.30: Overview of the . program, RWS100, ITC, expectations, f. all . Parent Empowerment Workshop. Stockbridge Middle School Title I program. Struggling Readers. What percentage of students in the United States are behind in reading?. Frightening Facts…. According to the most recent report released in late 2011, 33% of all 4. Grades 6 – 8. Summer . 2017.  . Welcome Back!. 2. Thank . You for Your Feedback!. +.  . 3. We will be experiencing and building ideas about knowledge, comprehension and fluency.. Some reading of complex text and learning new ideas (feeling what students might feel), some thinking like teachers (what does it look like in the classroom? how do I plan for this?). Read words containing -s, -. es. , -. ing. , -. ed. , -. er. & -. est. endings. Reread books to build up their fluency. Check the text makes sense as they read & correct any inaccuracies. Answer questions based on what is happening in the story.