GCS Read-At-Home Plan
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Caldecott Medal Winners
C A L D E C O T T 1951 The Egg Tree by Katherine Milhous 1943 The Little House by Virginia Lee Burton M EDAL 1942 Make Way for Ducklings by Robert INNERS 1950 Song of the Swallows by Leo Politi W McCloskey 1949 The Big Snow by Berta and Elmer Hader 1941 They Were Strong and Good by Robert Law- son The Caldecott Medal is awarded annually by the Association of Library Service to Children, a divi- 1948 White Snow, Bright Snow by Alvin Tres- 1940 Abraham Lincoln by Ingri Parin D’Aulaire sion of the American Library Association, to the illustrator of the most distinguished American pic- selt, ill by Roger Duvoisin 1939 Mei Li by Thomas Handforth ture book for children. The medal honors Randolph Caldecott, a famous English illustrator of children’s 1938 Animals of the Bible by Helen D. Fish, 1947 The Little Island by Golden MacDonald ill by Dorothy Lathrop 2011 A Sick Day for Amos McGee ill Erin Stead Ill by Leonard Weisgard 2010 The Lion and the Mouse by Jerry Pinkney 2009 The House in the Night by Susan Swanson 1946 Rooster Crows by Maud and Miska Peter- 2008 The Invention of Hugo Cabaret by Brian Sel- znik sham 2007 Flotsam by David Wiesner 2006 The Hello, Goodbye Window by Chris Raschka 2005 Kitten’s First Full Moon by Kevin Henkes 1945 Prayer for a Child by Rachel Field, 2004 The Man Who Walked between Two Towers by Mordicai Gerstein Ill by Elizabeth Orton Jones 2003 My Friend Rabbit by Eric Rohmann 2002 The Three Pigs by David Wiesner 2001 So You Want to Be President by Judith 1944 Many Moons by James Thruber, Ill by St.George 2000 Joseph Had A little Overcoat by Simms Tabak Louis Slobodkin 1999 Snowflake Bentley by Jacqueline Briggs Mar- tin 1998 Rapunzel by Paul O. -
Fry 1000 Instant Words: Free Flash Cards and Word Lists for Teachers
Fry 1000 Instant Words: Free Flash Cards and Word Lists For Teachers Fry 1000 Instant Words Bulletin Board Display Banner and 26 Letter Cards The Fry 1000 Instant Words are a list of the most common words used for teaching reading, writing, and spelling. These high frequency words should be recognized instantly by readers. Dr. Edward B. Fry's Instant Words (which are often referred to as the "Fry Words") are the most common words used in English ranked in order of frequency. In 1996, Dr. Fry expanded on Dolch's sight word lists and research and published a book titled "Fry 1000 Instant Words." In his research, Dr. Fry found the following results: 25 words make up approximately 1/3 of all items published. 100 words comprise approximately 1/2 of all of the words found in publications. 300 words make up approximately 65% of all written material. Over half of every newspaper article, textbook, children's story, and novel is composed of these 300 words. It is difficult to write a sentence without using several of the first 300 words in the Fry 1000 Instant Words List. Consequently, students need to be able to read the first 300 Instant Words without a moment's hesitation. Do not bother copying these 3 lists. You will be able to download free copies of these lists, plus 7 additional lists that are not shown (words 301 - 1000), using the free download links that are found later on this page. In addition to these 10 free lists of Fry's sight words, I have created 1000 color coded flashcards for all of the Fry 1000 Instant Words. -
Sight Word Poems Easy-To-Read Reproducible Poems That Target & Teach 100 Words from the Dolch List by Rosalie Franzese
10 0 Super Sight Word Poems Easy-to-Read Reproducible Poems That Target & Teach 100 Words From the Dolch List by Rosalie Franzese Edited by Eileen Judge Cover design by Maria Lilja Interior design by Brian LaRossa ISBN: 978-0-545-23830-4 Copyright © 2012 by Rosalie Franzese All rights reserved. Published by Scholastic Inc. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10 40 18 17 16 15 14 13 12 100 Super Sight Word Poems © Rosalie Franzese, Scholastic Teaching Resources Introduction .................... 4 Our Class (we) ................. 32 Teaching Strategies .............. 5 Where Is My Teacher? (she) ...... 33 Activities ....................... 8 Love, Love, Love (me) ........... 34 Meeting the Common Core What Can I Be? (be) ............ 35 State Standards .................11 Look in the Sky (look). 36 References .....................11 The Library (at) ................ 37 Dolch Word List ................ 12 Look at That! (that) ............. 38 I Ran (ran) .................... 39 POEMS In the Fall (all) ................. 40 A Park (a) ..................... 13 You and Me (you) .............. 41 Me (I) ........................ 14 Do You? (do) .................. 42 The School (the) ............... 15 Setting the Table (here) ......... 43 I Go (go) ...................... 16 You Are My Puppy (are) ......... 44 Where To? (to) ................. 17 In My Room (there) ............. 45 I See the Animals (see) .......... 18 Where, Oh, Where? (where) ...... 46 My Room (my) ................. 19 Going, Going, Going (going) ...... 47 Feelings (am) .................. 20 What Is It For? (for) .............48 I Go In (in) .................... 21 What Is It Good For? (good) ...... 49 Here I Go! (on). 22 Come With Me (come) .......... 50 My Family (is) .................. 23 My Halloween Party (came) ...... 51 What Is It? (it) ................. -
The Effect of Sight Word Instruction on the Reading Achievement of Second Grade Students Mary Riscigno Submitted in Partial Fulf
The Effect of Sight Word Instruction on the Reading Achievement of Second Grade Students Mary Riscigno Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education May 2019 Graduate Programs in Education Goucher College Table of Contents List of Tables i Abstract ii I. Introduction 1 Statement of the Problem 1 Statement of Research Hypothesis 2 Operational Definitions 2 II. Review of the Literature 3 Early Literacy Development 3 Importance of Foundational Skills in Reading Instruction 5 Sight Word Instruction 7 III. Methods 10 Design 10 Participants 10 Instruments 11 Procedure 11 IV. Results 13 V. Discussion 16 References 20 List of Tables 1. t-test for Difference in Sample Mean Pretest Scores 13 2. t-test for Difference in Sample Mean Posttest Scores 14 3. t-test for Difference in Sample Mean Pre-to-Post Gains 15 i Abstract The purpose of this study was to determine the effects of sight word instruction on reading fluency for second grade students. The participants in this study were second grade students enrolled in a Baltimore County public school during the 2018-2019 school year. The students were randomly divided into two groups. The treatment group received small group guided instruction with a focus on sight word fluency four days a week for four weeks in addition to traditional whole group reading lessons. The control group received regular small group guided reading instruction and traditional whole group reading lessons. The results of the study indicated that both groups increased their reading levels, however, the hypothesis that sight word instruction would increase reading achievement was not supported when looking at the data. -
A Never Ending Never Done Bibliography of Multicultural Literature for Younger and Older Children
DOCUMENT RESUME ED 407 388 SP 037 304 AUTHOR Walters, Toni S., Comp.; Cramer, Amy, Comp. TITLE A Never Ending Never Done Bibliography of Multicultural Literature for Younger and Older Children. First Edition. PUB DATE 96 NOTE 51p. PUB TYPE Information Analyses (070) Reference Materials Bibliographies (131) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Adolescent Literature; Adolescents; *American Indian Literature; American Indians; Asian Americans; *Black Literature; Blacks; Children; Childrens Literature; Elementary Secondary Education; *Ethnic Groups; *Hispanic American Literature; Hispanic Americans; United States Literature IDENTIFIERS African Americans; *Asian American Literature; Latinos; *Multicultural Literature; Native Americans ABSTRACT People of all ages are addressed in this bibliography of multicultural literature. It focuses on four major ethnic groups: African Americans, Asian Americans, Latino Americans, and Native Americans. Within each category a distinction is made between those works with an authentic voice and those with a realistic voice. An authentic voice is an author or illustrator who is from the particular ethnic group and brings expertise and life experience to his/her writings or illustrations. A realistic voice is that of an author or illustrator whose work is from outside that experience, but with valuable observations. An asterisk notes the distinction. No distinction is drawn between juvenile literature and adult literature. The decision is left to the reader to make the choices, because some adult literature may contain selections appropriate to children. Two appendices provide: a selected annotated bibliography (14 entries) on multiethnic/multicultural literature references and analyses and sources of multiethnic/multicultural books.(SPM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. -
Caldecott Medal Winners
Hey, Al by Arthur Yorinks (1987) Why Mosquitoes Buzz in People's Ears by Caldecott Location: Picture Book Yorinks Verna Aardema (1976) Location: Picture Book Tales Why The Polar Express by Chris Van Allsburg Medal (1986) Arrow to the Sun by Gerald McDermott Location: Kids Holiday Christmas Van Allsburg (1975) Location: Picture Book Tales Arrow Winners Saint George and the Dragon by Marga- ret Hodges (1985) Duffy and the Devil by Harve Zemach Location: Kids 398.2342 Hodges (1974) The Randolph Caldecott Medal is awarded Location: Picture Book Tales Duffy Shadow by Blaise Cendrars annually by the Association for Library Service (1983) The Funny Little Woman by Arlene Mosel to Children to “the artist of the most distin- Location: Picture Book Tales (1973) guished American picture book for children.” Shadow Location: Picture Book Tales Funny One Fine Day by Nonny Hogrogian (1972) Jumanji by Chris Van Allsburg (1982) Location: Picture Book Hogrogian Location: Kids Illustrated Fiction Van Allsburg A Story A Story: An African Tale by Gail E. Fables by Arnold Lobel (1981) Haley (1971) Location: Picture Book Tales Collection Location: Picture Book Tales Story Ox-Cart Man by Donald Hall (1980) Sylvester and the Magic Pebble Location: Picture Book Hall by William Steig (1970) Location: Picture Book Steig The Girl Who Loved Wild Horses by Paul Goble (1979) Location: Picture Book Tales Girl Noah's Ark by Peter Spier (1978) Wilmington Memorial Library Location: Picture Book Spier 175 Middlesex Ave Ashanti to Zulu: African Traditions by Wilmington, MA 01887 Margaret Musgrove (1977) wilmlibrary.org/kids Location: Kids 960 Musgrove Youth Services: 978-694-2098 Wolf in the Snow by Matthew The Invention of Hugo Cabret by Brian Rapunzel by Paul O. -
What Is a Lexile? Decatur County School System for Parents 2015-2016 Modified for WBE PTO Mtg
What is a Lexile? Decatur County School System For Parents 2015-2016 Modified for WBE PTO Mtg. (Jan. 2016) • A Lexile is a standard score that matches a student’s reading ability with difficulty of text material. • It is a measure of text complexity only. It does not address age-appropriateness of the content, or a reader’s interests. • A Lexile can be interpreted as the level of book that a student can read with 75% comprehension, offering the reader a certain amount of comfort and yet still offering a challenge. What is a Lexile? • K, 1st and 2nd Grade • Istation Reports provide Lexile scores • 3rd and 4th Grade: • Georgia Milestones Parent Reports provide Lexile scores Where do I find my student’s Lexile? • Lexile Targets by grade level are shown below. • College and Career Readiness – Goals for grade level CCRPI Grade Target 3 650 5 850 8 1050 11 1275 What does my student’s Lexile score tell me about his or her reading ability compared to other students in Georgia? • To calculate your student’s Lexile range, add 50 to the student’s reported Lexile score and subtract 100 (Example: 200 L = Range of 100-250L) • The range represents the boundaries between the easiest kind of reading material for your student and the hardest level at which he/she can read successfully. • Consider your child’s interest in topics and the age-appropriateness of the book’s content. Now that I know my student’s Lexile score, what do I do with it? A Quick Walk-Thru: Locating Books within Lexile Ranges @ https://lexile.com/ Enter Lexile Score How to Read a Book -
Educator's Guide
educator’s guide by Jerry Pinkney Curriculum connections D Fables D Art D Mathematics D Nature Thematic connections D Friendship D Families Ages 3 – 6 DISCUSSION QUESTIONS ActIVITIES 1. What is unusual about the front cover of this book? 1. Take a picture book safari. Ask your class to identify Ask your students to follow the lion’s gaze. What is and count all the different types of animals pictured he looking at? What could he be thinking about? in The Lion & the Mouse. Encourage your students to Flip to the back cover and ask the same questions search high and low, and not to forget the humans. about the mouse. 2. Make a room for a lion and mouse. How much space 2. The lion could have easily crushed the mouse when does each need? Measure the desks in your classroom. they first met. Instead, he lets go of the little creature. Are they big enough for a mouse? Measure your Why? classroom. Is it large enough for a lion? Measure the footprint of your school building. Could the king of 3. Two men set a trap for the lion. Why? What do your beasts have room enough to roam within it? students think they will do with him? 3. As a whole class project, research the natural habitat 4. Why does the mouse help the lion? of lions. Where do they live? What do they eat? How 5. Why does the mouse keep a rope knot? much can they weigh? In what ways do humans help lions? In what ways do they hurt them? 6. -
Reading, Spelling, and Language: Why There Is No Such Thing As a “Sight” Word
7/26/2018 Reading, Spelling, and Language: Why There is No Such Thing as a “Sight” Word DIBELS Super Summit July 9, 2018 Louisa Moats, Ed.D. 1 Topics For This Talk • Prevalence of beliefs about reading and spelling as “visual memory” activities • Common indicators of these beliefs in our classrooms • Review of evidence that orthographic memory relies on language processes and is only incidentally visual • Characteristics of instruction that are aligned with a linguistic theory of reading and spelling 2 Izzy, 2nd Grade Reading, 16th %ile Spelling, 12th %ile Vocabulary, 98th %ile 3 Louisa Moats, Ed.D., 2018 1 7/26/2018 How can teachers help Izzy? 4 Classroom Practices Reflecting the Belief That Reading is Primarily “Visual” • Vision therapy or colored overlays are often recommended when kids can’t read • High frequency words are treated as “sight words,” learned by rote repetition – 100 flash card words required in K – Texts written with high frequency words rather than with pattern-based words – Spelling taught by visual memory (write the word 10 times…) 5 Have You Seen This Conceptual Model of Word Recognition? Graphophonic/ Visual Semantic Syntactic “The Three Cueing Systems” 6 Louisa Moats, Ed.D., 2018 2 7/26/2018 How Reading and Spelling are Treated as “Visual” Skills • “Visual” cueing errors, along with meaning and structure errors, are a category in scoring Running Records • In the cueing systems model, the word “visual” is used interchangeably with “graphophonic” • Phonology has no role in the model 7 Everyday Practice: The Alphabetic -
Our Most Important News Since 1912, on the Flip Side! 2 Muskegon Museum of Art Board of Trustees 296 W
SPRING 2021 ® Our most important news since 1912, on the flip side! 2 Muskegon Museum of Art Board of Trustees 296 W. Webster Ave. CONTENTS Muskegon Museum of Art Muskegon, MI 49440 Foundation 231.720.2570 From the Director 3 Frank Bednarek, Chair muskegonartmuseum.org Kimberly Van Kampen, Vice Chair Exhibitions 4 The Journal is a quarterly Claudia Berry, Secretary publication of the Education 8 John Pridnia, Treasurer Muskegon Museum of Art Nancy Crandall Vol. 37, Issue 2 Support 9 Gayle R. Davis Hours Tom DeVoursney SUN 11 am – 4 pm Friends of Art ARTSMARTS! 12 Robert A. Dubault MON CLOSED Trip Johnson TUES 11 am – 4 pm Volunteeers 12 Michael Olthoff WED 11 am – 4 pm Eric Ringelberg THU 11 am – 4 pm Store 13 FRI 11 am – 4 pm Gil Segovia John Swanson SAT 11 am – 4 pm Cultural Partners 13 May vary due to COVID-19 Jonathan Wilson restrictions. Please check our website. Museum of Art Staff Admission Kirk Hallman $10 Adult | $8 Senior 65+ Executive Director $6 Student 17 & up with I.D. Catherine Mott Assistant Director Free through age 16 Free for MMA Members Val Anderson Visit our website and social media channels for Membership Assistant Free Admission Thursdays updated information as it becomes available. Dee Arnold-Johnson Underwritten by Head Custodian The Meijer Foundation Download fun learning resources from our website’s Lee Brown Preparator Education page, including: #SSfromHome, Chalk it Marguerite Curran Up!, Collection Coloring Book, activity sheets created Director of Marketing Cathleen Dubault by Michigan children’s book illustrators, Family House Manager Origami projects, and Museum Alphabet Cards. -
Teaching Sight Words According to Science ODE Literacy Academy 2019 Why Are We D O in G T H Is ? Alig N Men T W It H Ohio’S Plan T O Raise Literacy Achievement
Teaching Sight Words According to Science ODE Literacy Academy 2019 Why are we d o in g t h is ? Alig n men t w it h Ohio’s Plan t o Raise Literacy Achievement 3 Why are we here? Ac c o r d in g t o t h e 2 0 17 Na t io n a l Assessment of Educational Progress (NAEP) scores, 37% of our nation’s fou rth - grade students were proficient readers. Why are we here? ● Nearly 30 percent of Ohio’s K- 3 students are reading below grade level. ● Nearly 40 percent of students in grades 3- 8 are not proficient on the OST in ELA. ● More than 50 percent of graduating seniors taking the ACT do not meet the college and career readiness benchmark for reading. Today’s Outcomes P a r t ic ip a n t s w ill… ● Ap p ly t h e t h e o r e t ic a l m o d e ls o f t h e S im p le Vie w o f Re a d in g and Seidenburg’s 4 Part Processing System for Word Recognition to instructional practices to teach words “by s ig h t .” ● Understand the connection between phonology and orthography when storing words for automatic retrieval. ● Demonstrate instructional strategies. Word Language Reading Recognition X Comprehension = Comprehension Phonological Background Awareness Knowledge Decoding (Phonics, Vocabulary Advanced Phonics) Language Sight Word Based on the Simple View of Recognition Verbal Reasoning Reading by Gough and Tunmer, 1986 Th e Simple View of Read in g 7 Wh a t is a Sig h t Wo r d ? A sight word is any word that is recognized in s t a n t ly a n d e ffo r t le s s ly , b y s ig h t , w h e t h e r it is s p e lle d r e g u la r ly o r ir r e g u la r ly BeAr bear bEaR bear Bear bear bear bEa r Sig h t w or d vocabulary is NOT based on visu al memory / visu al sk ills! - Dr . -
Expanding Vocabulary and Sight Word Growth Through Guided Play in a Pre-Primary Classroom
South African Journal of Childhood Education ISSN: (Online) 2223-7682, (Print) 2223-7674 Page 1 of 9 Review Article Expanding vocabulary and sight word growth through guided play in a pre-primary classroom Authors: Background: This article is based on a study that aimed at finding out how pre-primary 1 Annaly M. Strauss teachers integrate directed play into literacy teaching and learning. Play is a platform through Keshni Bipath2 which young children acquire language. Affiliations: Aim: This study uses an action research approach to understand how guided play benefits 1Faculty of Education, International University of incidental reading and expands vocabulary growth in a Chinese Grade K classroom. Management, Windhoek, Namibia Method: Data collection involved classroom observations, document analysis, informal and focus group discussions. 2Department of Early Childhood Development, Results: The results revealed the key benefits of play-based learning for sight word or University of Pretoria, incidental reading and vocabulary development. These are: (1) teacher oral and written Pretoria, South Africa language learning, (2) learners’ classroom engagement is promoted, (3) learners were actively engaged in learning of orthographic features of words, (4) learners practised recognising the Corresponding author: Annaly Strauss, visual or grapho-phonemic structure of words, (5) teacher paced teaching and (6) teacher [email protected] assesses miscues and (7) keep record of word recognition skills. Dates: Conclusion: In the light of the evidence, it is recommended that the English Second Language Received: 16 Feb. 2019 (ESL) curriculum for pre-service teachers integrate curricular objectives that promote practising Accepted: 24 July 2020 playful learning strategies to prepare teachers for practice.