Assessing and Improving Curriculum Materials and



|Assessing and Improving Curriculum Materials and |

|Assessing and Improving Instruction and the Classroom Environment |

|CURRICULUM MATERIALS |

|1. Curriculum materials (lesson-based programs and textbooks) should teach knowledge systems, such as math, beginning reading, |

|biology, history. |

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|You should NOT use materials that teach faddish, unvalidated, or fashionable “methods,” such as multiple intelligence, learning |

|styles, and brain-based instruction. |

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|Here are resources on telling the difference between serious instruction and fads. |

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|Learning styles: No such thing |

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|Telling the difference between baloney and serious claims doc |

|Telling the difference between baloney and serious claims ppt |

|Following are examples of nonresearch and poorly substantiated claims. |

|How MI informs teaching at New City School html |

|Whole language lives html |

|Reading Recovery html |

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|Here’s an example of high-quality, level 3 research. |

|The effects of synthetic phonics teaching on reading and spelling attainment html |

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|Strengths, Weaknesses, Improve How? |

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|2. Materials (especially programs) (1) are consistent with scientific research on instruction (this is called “research based”); |

|and (2) have been field tested and shown to be effective with scientific research (this is called “evaluation research.” Level 3 |

|is preferred). |

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|Are claims of effectiveness based on empirical research or on a sales pitch? |

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|Is there any research on the materials? |

|What level(s)? |

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|Is the research (“research base”) generally adequately designed so that credible conclusions can be drawn? |

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|a. Some resources on scientific research. |

|Kozloff. Research vocabulary. |

|Three Levels of Research |

|Telling the difference between baloney and serious claims doc |

|Telling the difference between baloney and serious claims ppt |

|Assessing the Quality of Research Plans and Publications ppt |

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|Checklist of guidelines for evaluating research and research claims doc |

|Checklist of guidelines for evaluating research and research claims html |

|Comprehensive Guidelines for Evaluating Research and Publications |

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|b. Some resources on “research based instruction.” |

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|Are features of the materials (e.g., what is taught, scaffolding) consistent with scientific research? |

|a. Cotton, K. (1995). Effective school practices: A research synthesis 1995 Update. |

| Schooling Practices.doc |

|Paste in findings relevant to a program like 100 Easy Lessons. |

|a. Use whole group instruction when introducing new concepts and skills. |

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|b. Form smaller groups as needed to make sure all students learn thoroughly. They place students according to individual |

|achievement levels for short-term learning activities; they avoid underplacement. |

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|c. Monitor their instructional approaches, so that students in lower groups still receive high-quality instruction. |

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|d. Review and adjust groups often, moving students when achievement levels change. |

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|e. Form small groups for instruction and practice in the use of higher-order thinking skills. |

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|c. Set and maintain a brisk pace for instruction that remains consistent with thorough learning. They introduce new objectives |

|quickly, and provide clear start and stop cues to pace lessons according to specific time targets. |

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|d Ask focused questions, provide immediate feedback and correctives, and engage students in discussion and review of learning |

|material. |

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|f. Present learning activities at a level that is neither too easy nor too difficult for the majority of students, making |

|adaptations to serve the needs of faster and slower learners |

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|b.    Kozloff, M.A. (2002). Sufficient Scaffolding, Organizing and Activating Knowledge, and Sustaining High Engaged Time. |

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|c.    Rosenshine, B. (1997). Advances in Research on Instruction. |

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|Use this one… |

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|Paste in findings relevant to a program like 100 Easy Lessons. |

|* Begin a lesson with a short review of previous learning. |

|* Begin a lesson with a short statement of goals. |

|* Present new material in small steps, providing for student practice after each step. |

|* Give clear and detailed instructions and explanations. |

|* Provide a high level of active practice for all students. |

|* Ask a large number of questions, check for student understanding, and obtain responses from all students. |

|* Guide students during initial practice. |

|* Provide systematic feedback and corrections. |

|* Provide explicit instruction and practice for seatwork exercises and, where necessary, monitor students during seatwork. |

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|d.    Rosenshine, B. (1997). The Case for Explicit, Teacher-led, Cognitive Strategy Instruction. |

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|e.    Ellis, E.S., & Worthington, L.A. (1994). Research Synthesis on Effective Teaching Principles and the Design of Quality Tools|

|for Educators. |

|Use this one… |

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|Paste in findings relevant to a program like 100 Easy Lessons. |

|The BTES (in Block, 1980) provided evidence that when students are provided with high rates of success during instructional |

|activities, the potential for student learning is increased… |

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|(Rosenshine et al., 1980) Example: When engaging in a decoding activity, student-teacher interactions are characterized by frequent|

|questioning and answering, provision of examples and non-examples, corrective feedback, and a thorough presentation/explanation of |

|the decoding skill(s). |

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|Scaffolded instruction is not errorless learning; that is, errors are expected end are corrected gradually through teacher |

|re-direction and feedback. |

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|4. The steps of a strategy should be sequenced in such a manner that it leads to successful task completion. Such a strategy has |

|been broken down and analyzed in order to ensure that all essential steps in a problem solving process have been included (e.g., |

|all steps necessary to successfully write an expository composition). |

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|In essence, an effective strategy is a specific, well-sequenced plan of either overt or covert processes that when executed, lead |

|to successful task completion. |

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|Whether direct or indirect in design, most contemporary strategy teaching models incorporate a variety of features which promote |

|student acquisition, utilization, and generalization of strategies. As identified by Pressley, Harris, and Marks (in press), these |

|features are as follows: |

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|**Introduction of only a few strategies at a time. |

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|**Teaching and practice extended over a lengthy period of time and across diverse tasks. |

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|** Teachers extensively model strategies and provide verbal explanations and collaborative discussion of the thinking processes |

|associated with strategy steps. |

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|Rosenshine (1986) reported that when effective teachers teach concepts and skills explicitly, they routinely engage in the |

|following activities. |

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|**They begin each lesson with a concise statement of goals. |

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|**They begin each lesson with a short review of previous and/or prerequisite skills. |

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|**They present new information in small steps with student practice following each step. |

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|**They give clear and detailed instructions and explanations. |

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|**They provide active practice for all students. |

|• They ask many questions, checking for student understanding and obtain responses from all students. |

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|**They guide students throughout initial practice. |

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|**The provide systematic feedback and corrections in a timely manner. |

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|**They provide explicit instruction and practice for seatwork exercises and when necessary, monitor students throughout seatwork |

|activities. |

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|ADD MORE |

|f.    Anderson, J.R., Reder, L.M., & Simon, H.A. Applications and Misapplications of Cognitive Psychology to Mathematics |

|Education. Department of Psychology. Carnegie Mellon University. Pittsburgh, PA 15213. |

|Online at |

|g.   Dixon, R. "Review of High Quality Experimental Mathematics Research." University of Oregon.  National Center to Improve the |

|Tools of Educators. |

|       On-line at |

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|h. Follow Through. The Largest Education Evaluation |

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|Effective School Practices, on Project Follow Through. |

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|Follow Through figure 1. |

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|Follow Through figure 2. |

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|Follow Through figure 3. |

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|i. Reading |

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|Reading First. [Main features of effective reading instruction] ppt !!! |

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|Reading First.html |

|Big Ideas in Beginning Reading.  Identification of the big five reading skills; research reviews; methods of instruction.  |

|Copy and paste in important points on reading instruction: kinds of reading skills (“big ideas”) and how to teach them. |

|1. Phonemic awareness. |

|Teachers increase effectiveness when the manipulation of letters (sounding out) is added to phonemic awareness tasks. |

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|Phonemic awareness is an auditory skill, but once children start to become familiar with the concept, teachers can introduce letter|

|tiles or squares and manipulate them to form sounds and words. |

|Phonemic awareness needs to be taught explicitly. The instructional program must show children what they are expected to do. |

|Teachers must model skills they want children to perform before the children are asked to demonstrate the skill. |

|If you focus on just a few types of phonemic awareness, you get better results. |

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|There are a lot of skills in phonemic awareness, but research has found that blending and segmentation are the 2 critical skills |

|that must be taught. Instruction must focus on blending and segmenting words at the phoneme, or sound level. This is an auditory |

|task. |

|Research has found that you get better results when teaching phonemic awareness to small groups of children rather than an entire |

|class. |

|Sound Isolation |

|Example: The first sound in sun is /ssss/. |

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|Blending |

|Example: /sss/ - /uuu/ - /nnn/ is sun. |

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|Segmenting |

|Example: The sounds in sun are /sss/ - /uuu/ - /nnn/. |

|When children are first learning to blend, use examples with continuous sounds, because the sounds can be stretched and held. |

|Example: "Listen, my lion puppet likes to talk in a broken way. When he says /mmm/ - /ooo/ - /mmm/ he means mom." |

|Non-example: "Listen, my lion puppet likes to talk in a broken way. When he says /b/ - /e/ - /d/ he means bed." |

|When children are first learning the task, use short words in teaching and practice examples. Use pictures when possible. |

|Example: Put down 3 pictures of CVC words and say: "My lion puppet wants one of these pictures. Listen to hear which picture he |

|wants, /sss/ - /uuu/ - /nnn/. Which picture?" |

|Non-example: ".../p/ - /e/ - /n/ - /c/ - /i/ - /l/. Which picture?" (This is a more advanced model that should be used later.) |

|2. Alphabetic principle |

|Letter-sound correspondence |

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|Sounding out |

|This sequence: |

|1. Sounding Out (saying each individual sound out loud) ( 2. Saying the Whole Word (saying each individual sound and pronouncing |

|the whole word) ( 3. Sight Word Reading (sounding out the word in your head, if necessary, and saying the whole word) ( 4. |

|Automatic Word Reading(reading the word without sounding it out) |

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|In this sequence: |

|VC and CVC words that begin with continuous sounds |

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|VCC and CVCC words that begin with a continuous sound |

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|CVC words that begin with a stop sound |

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|CVCC words that begin with a stop sound |

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|CCVC |

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|CCVCC, CCCVC, and CCCVCC |

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|YOU ADD MORE |

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|3. Fluency |

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|4. Vocabulary |

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|5. Comprehension |

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|"Put Reading First: The Research Building Blocks for Teaching Children to Read, Kindergarten Through Grade 3 |

|Materials from National Institutes of Child Health and Human Development |

|Materials from National Institutes of Child Health and Human Development |

|National Institute for Literacy Partnership for Reading.  Large literature reviews and position papers. |

|"Teaching Reading IS Rocket Science" (Must read!!! What teachers need to know.) |

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|c. Some resources on evaluation research---field tested. |

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|Go to publishers’ websites and look for research on products. Also, use Google and JSTOR. |

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|See if there is any research on the materials you are evaluating. Summarize it. Is it level 2 (scientific experiment) or level 3 |

|(large-scale experimental)? |

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|What are the main findings? |

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|Sopriswest materials. |

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|Curriculum Associates materials. |

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|Hempenstall. Research on 100 Easy Lessons. |

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|Paste in main findings. |

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|Haddox. Research on 100 Easy Lessons. |

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|Paste in findings relevant to 100 Easy Lessons. |

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|REGARDING 100 EASY LESSONS |

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|[Research on Reading Mastery] |

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|What does the research say? |

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|Strengths, Weaknesses, Improve How? |

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|Now examine the materials you are evaluating. See if its design features are consistent with the research you reviewed. |

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|3. Well-designed materials provide a comprehensive and varied sample of knowledge (e.g., equations to solve, poems to analyze, |

|words to decode). |

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|The sample should be adequate to permit generalization to new examples. |

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|You have three sources that will help you decide if the sample is comprehensive and varied. (1) state standard course of study, or|

|curriculum; (2) scientific research; (expert opinion. |

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|You are supposed to “align” instruction with (that is, cover) your state’s standard course of study. But who says that IT is |

|adequate? You have to rely on research and expert opinion. |

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|a. See state standard course of study. |

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|Regarding 100 Easy Lessons. |

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|What does the NC course of study say you should teach in k-2? |

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|Paste in portions of standard course of study: k-2. |

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|How can you make standards more clear and concrete? |

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|KINDERGARTEN |

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|Competency |

|Goal 1 The learner will develop and apply enabling strategies and skills to read and write. |

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|1.01 Develop book and print awareness: |

|**identify the parts of books and function of each part. |

|**demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar |

|text read aloud. |

|**demonstrate an understanding of letters, words, sentence and story. |

|identify the title, name of the author and the name of the illustrator. |

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|1.02 Develop phonemic awareness and knowledge of alphabetic principle: |

|**demonstrate understanding that spoken language is a sequence of identifiable speech sounds. |

|**demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word. |

|**demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes). |

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|1.03 Demonstrate decoding and word recognition strategies and skills: |

|**recognize and name upper and lower case letters of the alphabet. |

|**recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and |

|trademarks. |

|**recognize most beginning consonant letter-sound associations in one syllable words. |

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|1.04 Read or begin to read: |

|**read or attempt to read own dictated story. |

|**attempt to read/reads simple patterned text, decodable text, and/or predictable texts using letter-sound knowledge and pictures |

|to construct meaning. |

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|GRADE 1. |

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|Competency |

|Goal 1 The learner will develop and apply enabling strategies and skills to read and write. |

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|1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle: |

|**count syllables in a word. |

|**blend the phonemes of one-syllable words. |

|**segment the phonemes of one-syllable words. |

|**change the beginning, middle, and ending sounds to produce new words. |

|**create and state a series of rhyming words that may include consonant blends (e.g., flag, brag). |

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|1.02 Demonstrate decoding and word recognition strategies and skills: |

|**generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short|

|vowel patterns. |

|**use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text. |

|**recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two). |

|**read compound words and contractions. |

|**read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking). |

|**read appropriate word families. |

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|1.03 Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors. |

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|1.04 Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rimes, length of word, ending |

|letters). |

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|1.05 Increase vocabulary, concepts, and reading stamina by reading self-selected texts independently for 15 minutes daily. |

|Self-selected texts should be consistent with the student's independent reading level. |

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|Competency |

|Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. |

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|2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers. |

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|2.02 Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday |

|print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays). |

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|2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using: |

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|prior knowledge. |

|summary. |

|questions. |

|graphic organizers. |

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|Curriculum Standards This doc will help you to make state standards clear and concrete. |

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|b. See expert opinions and research on different subjects or knowledge systems. |

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|Finn, Julian, and Petrilli. The State of State Standards. Fordham Foundation, 2006. |

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|Walter Russell Mead. The State of World History Standards. Fordham Institute, 2006. |

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|Sandra Stotsky. The stealth curriculum: Manipulating America’s history teachers. Fordham Foundation, 2004. |

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|Diane Ravitch. A consumer’s guide to high school history textbooks. The Fordham Institute, 2004. |

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|David Klein et al. The State of State Math Standards Fordham Foundation, 2005. |

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|math/math.html |

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|Sandra Stotsky. The State of State English Standards. Fordham Foundation, 2005. |

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|Paul R. Goodman et al. The State of State Science Standards. Fordham Institute, 2005. |

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|Reading. |

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|Reading First ppt and html See this!!! |

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|Big Ideas in Beginning Reading See this!!!! |

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|REGARDING 100 EASY LESSONS. |

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|Given the NC standard course of study and scientific research, |

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|a. What strands, or main kinds of knowledge SHOULD be covered? |

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|In each strand, what kinds of skills, tasks, or knowledge should be covered---from simpler to more complex, or from pre-skills to |

|larger units, or from taught-earlier to taught-later? |

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|Put answers in numbered list below. |

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|1. Phonemic awareness. Blending, segmenting, onset-rime |

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|2. Alphabetic principle/Phonics |

|a. Letter-sound correspondence |

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|b. Decoding |

|Sound out (segment) rrruuunnn |

|Say fast (blend) run |

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|3. Fluency. Sounds, letter-sounds, words, word lists, sentences, paragraphs, stories. |

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|4. Vocabulary. |

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|5. Comprehension. Literal (verbatim), inferential (find and organize), evaluative (explain, predict, interpret feelings and |

|motives) |

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|b. Do the materials cover all of the strands? EXAMINE LESSONS |

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|And do the materials cover all of the important skills, tasks, or |

|knowledge IN each strand? |

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|Name each strand below (as you did above) and answer the above questions. |

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|Basically, make a scope and sequence chart. |

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|1. Phonemic awareness. Blending: compound words, 2-syllable words, vc and cv words. Segmenting (am, me, in). |

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|2. Alphabetic principle. |

|a. Letter-sound correspondence m, s, a, e, t, r, d, i, … |

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|b. Decoding. |

|Sound out; Say it fast |

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|3. Fluency: In order, 100 Easy teaches: say sounds fast (m, s, a), blend sounds into words fast, read letter-sounds fast, read |

|words fast, read sentences fast, read paragraphs fast. |

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|4. Vocabulary. |

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|5. Conprehension. |

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|IS THERE INSTRUCTION ON VOCABULARY? |

|If not what shall we do? |

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|I guess we’d better design instruction and insert it in the program. |

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|Write formats for teaching vocabulary: directly, with synonyms, via morphemic analysis. |

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|Strengths, Weaknesses, Improve How? |

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|So, is the sample comprehensive and varied? |

|(1) Does it include all of the important strands? |

|(2) Does it include enough knowledge or skills IN each strand? |

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|For example, |

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|IS THERE INSTRUCTION ON VOCABULARY? |

|If not what shall we do? |

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|I guess we’d better design instruction and insert it in the program. |

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|Write formats for teaching vocabulary: directly, with synonyms, via morphemic analysis. |

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|Vocabulary Format 1. |

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|The teacher could use guided notes here. For example. |

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|Guided Notes March 31, 2001 Science. Grade 4. Ms. White-Wong |

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|A. Vocabulary |

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|1. Canine |

|Genus or class: |

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|Features: |

|1. |

|2. |

|3. |

|4. |

|5. |

|6. |

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|Kinds of canines: |

|1. |

|2. |

|3. |

|4. |

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|2. Feline |

|Genus or class: |

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|Features: |

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|3. Snake |

|Genus or class: |

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|Features: |

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|4. Habitat |

|Genus or class: |

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|Features: |

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|B. Habitats |

|1. How animals adapt to habitats: general principles |

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|2. Examples of adaptation |

|Canines |

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|Felines |

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|Snakes |

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|Gain Attention: |

|Teacher: Okay class. Put all math work away and take out your guided notes for science. |

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|Frame the Task: |

|Teacher: Now we will learn NEW vocabulary words. Find Vocabulary in your guided notes. [check] |

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|Model: |

|Teacher: The 1st word is canine. Find it in the Vocabulary section of your guided notes. Everyone got it?....What is our first |

|word? |

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|Class: Canine!!!! |

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|Teacher: Spell canine. |

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|Class: c a n i n e |

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|Teacher: Yes, canine is spelled c a n i n e. |

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|Teacher: Here is a definition of canine. Canines are in the class of mammals. [write mammal on board.] Write mammal in the |

|section for genus in your guided notes. Go…. Got it? |

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|Test: |

|What class are canines in? Check your notes if you need to…. |

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|Class: Mammals. |

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|Verification: |

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|Teacher: Yes, canines are in the class of mammals. |

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|Model: |

|Here’s the whole definition. I will tell you six features of canines. Write each feature---1, 2, 3, and so forth---in the 1, 2, 3 |

|spaces on your guided notes. [Show pictures that reveal the features.] Canines are in the class of mammals. They: (1) have |

|four-legs. Write four legs next to number 1, (2) have fur [prompt students to write it in their guided notes]; (3) are different |

|sizes and colors; (4) communicate by barking or howling; (5) hunt animals, such as rabbits and deer; and (6) can live in the wild |

|(in packs) or can live with people. That is why some canines are called man’s best friend. ] |

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|Test: |

|Teacher: What is the definition of canine? Check your notes…. |

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|Class: Mammals. Furry, four-legs, man’s best friend, barks, etc. |

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|[Repeat, to teach students to retrieve and state information. You want them to get better at reciting a list.] |

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|Teacher: There are different kinds of canines. Write these kinds in your guided notes. Find the section called “Kinds of |

|canines.” Okay. Here are kinds of canines. Dogs, wolves, foxes, and coyotes. They all have [repeat the definition] [Show |

|pictures of different kinds of canines: dogs, wolves, coyotes, foxes. Point out that each has the same features.] |

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|Teacher : Does anyone have a pet that is an example of a canine? Has anyone seen a wolf or fox or coyote? Students give |

|examples. |

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|Vocabulary Format 2. |

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|Listen up boys and girls. We are going to learn a new word. tiger |

|What is our new word? tiger |

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|Yes tiger |

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|[Write Tiger on the board.] |

|How do we spell tiger? t i g e r |

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|Yes, t i g e r spells tiger |

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|A tiger is a big orange cat with black stripes. |

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|What is a tiger? A big orange cat with black stripes. |

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|Yes a tiger is a big orange cat with black strips. |

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|These are tigers. [Show 3 examples of tigers.] |

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|These are not tigers. [Show 5 examples of animals that are not tigers. Make sure that some nonexamples are housecats. Point out |

|how these nonexamples do not fit the definition.] |

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|Tell me which one is a tiger. [Show 4 examples with 2 tigers.] |

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|Yes that is a tiger. Why is it a tiger? Because it is a big orange cat with black strips. |

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|Here’s new word. We are going to learn a new word for big. |

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|Another word for big is enormous. |

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|What is another word for big? Enormous |

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|Yes enormous. |

|[Write enormous on the board.] |

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|How do we spell enormous? e n o r m o u s |

|Yes e n o r m o u s spells enormous. |

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|These things are enormous. [Show three examples of enormous items.] |

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|This is not enormous. [Show three examples of small (not enormous) items. Make sure that some of the smaller items are the same |

|type are the large; for example, juxtapose a big and little pine tree.] |

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|Tell me which one is enormous? [Show four examples with one being enormous.] |

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|Yes that one is enormous. Why is it enormous? Because it is big. |

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|Vocabulary Format 3. |

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|Sit big boys and girls!!... Yes, NOW you’re sitting big. Ready to learn!! |

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|New word. Our new word is little. What’s our new word? |

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|Little |

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|Yes, our new word is little. |

| |

|[juxtapose pictures] |

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|This shark is little. This shark is NOT little. |

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|[pic][pic] |

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|This button is little. This button is NOT little |

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|[pic][pic] |

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|This house is NOT little. This house is little. |

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|[pic][pic] |

| |

| |

|Here are ducks. Tell me which ones are little. |

|[pic] |

| |

|Tell me which one is NOT little. |

| |

| |

|Tell me which cat it little. |

|[pic] |

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|Which cat is NOT little? |

| |

| |

| |

|Listen, another word for little is small. What’s another word for little? |

| |

|small. |

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|Yes, another word for little is…small. |

| |

|What’s another word for small? |

| |

|little. |

| |

|Yes, another word for small IS little. |

| |

|Listen, her cookie is little. I can say it using small. Her cookie is small. |

| |

|Listen, her cat is little. Say that using small. |

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|Her cat is small. |

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|Yes, another way to say Her cat is little is Her cat is small. |

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|Vocabulary Format 5 |

| |

| |

|Teaching Vocabulary with definitions |

| |

|Teacher: GOOD MORNING MINIONS, EYEBALLS ON ME!! |

|(The kids promptly snap to a seated position of attention) |

| |

|Teacher: Review! Yesterday you learned the definition of cartridge and the parts of a cartridge. |

| |

|[pic] |

| |

|Look at your notes for cartridge… Get ready…. Define cartridge. |

| |

|Kids: A cartridge is a cylindrical casing, usually metal, containing the primer and explosive charge for propelling a bullet from |

|the barrel of a firearm. |

| |

|Teacher: Excellent. You nailed that definition. |

|I will point to the parts of a cartridge. You tell me what each part does. |

| |

|[pic] |

| |

| |

|Kids: Case. The case contains the explosive powder, primer, and bullet. |

|Primer. The primer is struck by the firing pin, and then ignites the explosive |

|powder. |

|Bullet. The bullet is propelled from the barrel of the firearm. It helps goblins |

|return to ambient temperature. |

| |

|Teacher: Say that again. This time SOUND OFF!!!. |

| |

|Kids: Case. The case contains the explosive powder, primer, and bullet!!! |

|Primer. The primer is struck by the firing pin, and then ignites the explosive |

|powder!!! |

|Bullet. The bullet is propelled from the barrel of the firearm. It helps goblins |

|return to ambient temperature!!! |

| |

|Teacher. That’s the way I like to hear you!! |

|This morning we are going to learn a vocabulary word that will be very important to you in the future when the Government tries to |

|take your property. So it is important that you learn this word….Got it? |

| |

|Kids: Yes sir! |

| |

|Teacher: The word we are going to learn today is caliber. [write caliber on board] |

|What is the word we are going to learn? |

| |

|Kids: Caliber! |

| |

|Teacher: Yes, that is correct. The word is caliber. Spell caliber. |

| |

|Kids: c a l i b e r. |

| |

|Teacher. Yes, c a l i b e r spells caliber. |

| |

| |

|Here is the definition of caliber. Caliber is the size of a bullet for a specific firearm. What is the definition of a bullet? |

| |

|Johnny: Sir, it is what Professor Kozloff stockpiles. |

| |

|Teacher: Right you are Johnny; see me in 15 yrs for your shot of bourbon. |

|But now give me the definition of bullet—not a FACT about bullets. |

| |

|Johnny: Sir. Caliber is the size of a bullet for a specific firearm. |

| |

|Teacher: Correct! Caliber is the size of a bullet for a specific firearm. |

|Not all bullets are the same caliber, or size. They come in a lot of different sizes, but they are all bullets and all have a |

|caliber. |

| |

|Now kids we will look at different pictures of bullets and with different calibers. |

| |

|Teacher: This first picture is of a .22 caliber bullet. See how small it is? |

|[pic] |

| |

|[pic] |

| |

|Kids: Yes sir! |

| |

|Teacher: This bullet is used for small vermin such as rats and prairie dogs. What bullet is used for rats and prairie dogs? |

| |

|Kids: The .22 caliber! |

| |

|Teacher: Spot on kids! |

| |

|Teacher: The next bullet we will see a picture of is the .270. See how it is larger than the .22? It is used for larger animals and|

|vermin such as deer, socialists and liberals. |

| |

|Teacher: Kids, give me an example of what a .270 would be used for? |

| |

|Kids: Pick me, pick me! |

| |

|Teacher: Ok Sally, what is a .270 used for? |

| |

|Sally: Sir a .270 is used on Liberals! |

| |

|Teacher: Great work, Sally. Your parents have raised you correctly! |

| |

|Teacher: Ok, here is our last picture of a bullet and its caliber. This is a personal favorite of mine. It is the 20mm. See how |

|large the caliber or size is on this one? |

| |

|Kids: Yes sir! |

| |

|Teacher: My favorite variant of the 20mm is the High Explosive Incendiary (HEI) round. It has a 5m burst radius and is used on |

|terrorist and thin skin vehicles. It is just an all around excellent bullet when you don’t care about keeping your kill or when you|

|want to render vehicles inoperable. |

| |

|[pic] |

| |

|Teacher: Here are some more pictures. Is this one a bullet? |

| |

|[pic] |

| |

|Kids: NO!! That is a J-DAM or GPS guided bomb. Its size is determined by weight not caliber. |

| |

|Teacher: You guys are on target on time today! Is this a bullet with caliber designation? |

| |

|Short range Long range |

|[pic] [pic] |

| |

|Kids: No that is a missile! They are designated by the range they can shoot a target. The first group is short range, meaning less |

|than 20 miles. The second group consists of medium and long range, meaning they shoot over 20 miles away from their target. |

| |

|Teacher: Ladies and Gentlemen, you are all so smart! You did an outstanding job today. You have learned what caliber means and how |

|to select the proper caliber based on your predetermined target. You have also learned what is not a bullet and that would tell you|

|it is not measured by caliber. |

| |

|Teacher: Well the bell is about to ring. Future leaders, carry out the plan of the day! |

| |

|Kids: OORAH Sir!! Semper Fidelis! |

| |

| |

|Vocabulary Format 6 |

| |

|Teacher(T): All right kids, get ready for a new word! |

|The new word is frail. |

|What’s the new word? |

| |

|Student(S): Frail. |

| |

|T: That’s correct, frail. |

|If something is frail it means it is weak. |

|Frail means weak. |

|What does frail mean? |

| |

|S: Weak. |

| |

|T: Yes, frail means weak. |

|If something is frail, it can be easily broken or destroyed. |

|A bubble can be easily broken, a bubble is frail. |

|Frail means weak. |

|What does frail mean? |

| |

|S: Weak. |

| |

|T: Yes, frail means weak |

|Frail is the opposite of strong or sturdy. |

|If something is frail it is not strong. |

|Frail means weak. |

|What does frail mean? |

| |

|S: Weak |

| |

|T: A flower can be easily crushed. |

|Is a flower frail? |

| |

|S: Yes |

| |

|T: Yes a flower is frail. |

|How about a raw egg, is an egg frail? |

| |

|S: Yes an egg is frail. |

| |

|T: Correct an egg is frail. |

|How about a baseball, is a baseball frail? |

|S: No! a baseball is not frail. |

| |

|T: Correct! Why not? |

| |

|S: A baseball doesn’t break. |

| |

|T: That’s right it doesn’t. |

|So would you call a baseball frail or sturdy? |

| |

|S: Sturdy. |

| |

|T: That’s right! A baseball is sturdy. |

|How about a glass window? |

|Is a window frail or sturdy? |

| |

|S: Frail. |

| |

|T: Correct. A window is frail. |

|A sturdy baseball would break a frail glass window. |

| |

| |

|4. Well-designed curriculum materials have scope and sequence charts (or at least subject matter outlines) showing how knowledge |

|is organized—what is covered, and when. |

| |

| |

|Examples. |

| |

|Language arts. |

| |

| |

| |

|Math. |

| |

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|Various subjects. |

| |

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| |

| |

|Strengths, Weaknesses, Improve How? |

| |

|Scope and Sequence for 100 Easy Lessons |

| |

| |

| |

| |

|5. In well-designed materials, the lessons, units (sequences of lessons), or textbook chapters are built consistently from |

|knowledge items selected from important strands (groups of knowledge). For example, each lesson or unit includes new vocabulary, |

|big ideas, important facts. |

| |

|In 100 Easy Lessons, that means, each lesson includes phonemic awareness, alphabetic principle, fluency, vocabulary (?), and |

|comprehension. |

| |

|REGARDING 100 EASY LESSONS. |

| |

|Examine lessons. Are tasks drawn from the different strands in #3 above? |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

|6. Well-designed materials, lessons, units (sequences of lessons), or textbook chapters state and focus instruction on specific |

|objectives— what students will do. |

| |

|Instructional Objectives |

| |

| |

|Objectives should state what students will do? They should not speak of know, appreciate, demonstrate, or understand. |

| |

|Objectives should state the degree of accuracy and completeness, and the speed expected. |

| |

|For example, how many words read correctly per minute. |

| |

|See for fluency benchmarks. |

| |

| |

|Does 100 Easy Lessons state and/or focus instruction on clear objectives? |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

| |

|7. Well-designed materials teach knowledge items in a logical sequence. |

| |

|Knowledge Analysis |

| |

|a. Is there a logical sequence? |

| |

|Do a knowledge analysis of the material. |

|(a) What is the terminal performance? List these. |

| |

|Terminal performance. |

|1. Second grade level vocabulary |

|2. Eight paragraphs. |

|3. Sentences with 5-15 words. |

|4. One- or two-syllable words. |

|5. Regular words (say the same way you sound out) and irregular words (say differently from how you sound out) |

|6. Words with double vowels (oo ee); with dipthongs (ou---say both sounds the usual way); digraphs (consonants NOT said the usual |

|way---sh, th); and consonant blends (consonants said the usual way---ng, nd, st). |

|7. Seven comprehension questions: literal (answer is verbatim in text); evaluative (answer requires interpretation of words; e.g.,|

|“The ant smiled” = happy) |

| |

| |

|What are the terminal objectives? |

| |

|Terminal Objectives for the Terminal Performance |

|1. accuracy. No more than 1/20 words incorrectly decoded. |

|2. speed. K = 30-60 wcrp; 1 = 60-90 wcrp; 2 = 90-120 wcrp |

|3. Enjoyment |

|4. Comprehension: literal and evaluative. 6/7 correct |

| |

| |

| |

| |

| |

|(b) What do students have to know in order to achieve the terminal objectives? |

| |

|Continue to analyze each component skill down to the smallest level. List these? |

| |

| |

|Knowledge analysis of the Terminal Performance and Terminal Objectives yields the following pre-skills needed. |

| |

|1. Say sounds: slow and fast---Phonemic awareness |

| |

|2. Blend sounds into words rrrruuunnn ( run Phonemic awareness |

| |

|3. Segment words into sounds run ( rrr…uuu…nnn Phonemic awareness |

| |

|4. Letter-sound correspondence m says mmmm /m/ Alphabetic principle (phonics) |

| |

|5. Decoding---Alphabetic principle (phonics) |

|a. Sound out: segment. read run as rrruuunnn |

|b. Say fast: blend rrrruuuunnn—(say it fast or what word?) ( run |

| |

|6. Read connected text part of fluency |

|a. sentences: slow fast |

|b. paragraphs: slow fast |

|c. whole story: slow fast |

| |

| |

|7. Vocabulary |

| |

|8. Comprehension |

|Routine for answering literal questions = Find verbatim answer in text) |

|Routine for answering evaluative questions = Find relevant passages in text; interpret text (meanings) |

| |

| |

|To answer comprehension questions, you need (1) to know how to find answers to literal questions and evaluative questions; (2) |

|vocabulary; and (3) to read fast. |

| |

|To read a story fast, you need to read paragraphs fast; to read paragraphs fast, you need to read sentences fast; to read sentences|

|fast, you need to read words fast; to read words fast, you need to read letters fast; to read letters fast, you need to say sounds |

|fast. |

| |

| |

| |

| |

| |

| |

|Now answer the following questions. |

| |

|a. Do the materials teach elements or parts (necessary pre-skills and background knowledge) before teaching new material that |

|requires skill with the parts. |

| |

| |

| |

|b. Teach pre-skills and background knowledge early enough and continually, so that students are firm. |

| |

|c. Teach what is more general and more frequent before what is irregular or uncommon. |

| |

|d. Separate instruction on similar and confusing knowledge items. |

| |

|e. Teach what is more useful before what is less useful. |

| |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

| |

|b. Is there a progression of formats, from more to less scaffolded? |

| |

|Do a skills trace. Pick a skill or strand (e.g., letter-sound correspondence). |

| |

|(a) Are several different formats (teaching procedures) used? Do these formats begin with more scaffolding and teacher direction,|

|and gradually teach students to do the task independently? |

| |

| |

|Do examples used in earlier formats (lessons) teach students knowledge needed for examples in later formats (lessons)? |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

| |

| |

| |

|8. In well-designed materials, the lessons (math, writing, spelling, reading, or foreign language programs) or chapters (history |

|or science textbooks) are a series of smaller, knowledge-rich units (chunks), such as tasks, exercises, or paragraphs. [No filler |

|and pc baloney.] |

| |

|Each chunk serves a clear instructional function. Ask, “What is THIS section supposed to do? It should: |

| |

|a. Teach something new (facts, concepts, rules, cognitive routines). [acquisition] |

| |

|b. Summarize. |

| |

|c. Build fluency. |

| |

|d. Review and probes/tests (retention). |

| |

|e. Expand---add more to existing facts, examples, concepts. |

| |

|f. Generalize knowledge to new examples. |

| |

|g. Strategically integrate---combine information into a larger whole, such as an explanatory essay, or a research project. |

| |

|Regarding 100 Easy Lessons. |

| |

|Examine a sample of lessons. For each task in a lesson, |

| |

|(a) What strand of knowledge is taught? |

| |

| |

|(b) What phase of instruction is worked on? |

| |

| |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

|Does each chunk serve a clear instructional function? |

| |

| |

| |

| |

|9. Well-designed materials (either lesson-based programs or textbooks) teach new knowledge in a systematic and explicit (focused) |

|way: |

| |

|a. Review and firm prior knowledge, or pre-skills. |

| |

|b. Regarding new knowledge, gain attention, frame new task, model, lead, test/check, verification; correct errors; more examples; |

|delayed acquisition test. |

| |

|[Procedures appropriate for each form of knowledge (fact, list, sensory concept, higher-order concept, rule, routine) are used.] |

| |

|Go here please. [click] |

| |

|Forms of Knowledge chapter |

| |

|Procedures for teaching the four forms of knowledge |

| |

| |

| |

|c. Review and firm what was just taught. |

| |

| |

|Regarding 100 Easy Lessons. |

| |

|Is knowledge taught in a systematic and explicit way, as shown? Go here please. [click] |

| |

| |

| |

|10. Well-designed curriculum materials adequately cover (teach, assess) all phases of mastery: |

|acquisition (see #9), generalization, fluency, retention. |

| |

|For each phase, there are stated objectives, instructional procedures, assessment of progress, and suggested remediation (if there |

|is too little progress) based on assessment data. |

| |

| |

|Phases of Mastery |

| |

|Phases of Mastery Table |

| |

| |

| |

|Regarding 100 Easy Lessons |

| |

|After acquisition, are generalization, fluency, and retention worked on for items in each strand? Specifically, |

| |

|(a) Generalization. New examples? |

|Comment. |

| |

| |

|(b) Fluency. Is there work on fluency from small components (e.g., saying sounds) all the way to large components (e.g., reading |

|passages)? |

| |

| |

|Comment. Yes, 100 Easy Teaches, in order: say sounds fast, blend sounds into words fast, read letter-sounds fast, read words fast,|

|and read sentences fast |

| |

| |

| |

|Is fluency instruction systematic and explicit? |

|Comment. |

| |

| |

|(c) Retention. Does the retention set (during review) include newest items and some items? |

|Comment. |

| |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

|11. Well-designed curriculum materials provide scaffolding; i.e., various kinds of assistance to help teachers communicate |

|information, and to help students acquire, organize, retrieve, and apply information/knowledge. |

| |

|Examples are stated objectives, highlighting, reminders and hints, wait time, big ideas, advance organizers (lesson and unit |

|outlines, guided notes, concept/proposition maps), summaries, glossaries. |

| |

|Big ideas |

| |

|Advance organizers |

| |

|Regarding 100 Easy Lessons |

| |

|Are there the above sorts of scaffolding? |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

|12. Well-designed curriculum materials have periodic mastery tests or check-outs (e.g., every 10 lessons in a reading program; |

|after every new skill in a math program) to assess acquisition, fluency, generalization, and retention. Materials also provide |

|guidelines for deciding when students’ performance on assessment means that they (1) are firm and can move ahead; (2) need firming |

|on certain knowledge; (3) need reteaching; or (4) need intensive instruction. Materials also provide plans and procedures for such|

|remediation. |

| |

| |

|Four-Level Procedure for Remediation |

| |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

|Regarding 100 Easy Lessons. |

| |

|(a) Are there instructions for how to correct errors? |

| |

|List. |

| |

|(b) Are there periodic checkouts or mastery tests that give information on what to reteach, or if students need a more intensive |

|kind of instruction? |

| |

|If there aren’t, what shall we do? I guess we’ll have to make them. How? |

| |

|a. At each tenth lesson, add (1) a retention set and a generalization set (new examples) |

|for all of the skills taught in the preceding 20 lessons; (2) a set of guidelines for evaluating performance, along with |

|suggestions for remedying weakness. |

| |

|For example: (1) need to ensure that teacher is (a) following the program, and (b) is teaching proficiently; (2) reteach certain |

|elements or pre-skills; (3) need more intensive (more scaffolded) instruction. |

| |

|Let’s do it…. |

| |

| |

| |

| |

| |

|INSTRUCTION |

| |

| |

|1. Students are prepared for new material being taught. They are firm on the pre-skill elements and/or background knowledge. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

|2. Instruction is designed on the basis of objectives, and focuses precisely on |

|objectives. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

|3. Instruction begins with review, especially elements and background knowledge relevant to the current instruction (pre-skills). |

|The teacher corrects errors and firms knowledge or reteaches before introducing new material |

|that requires this background knowledge. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

|4. The teacher gains student readiness: attention, sitting properly, materials handy. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

|5. The teacher frames the instruction by stating the kind of new knowledge to be taught, the objectives, and big ideas that will |

|help students organize, remember or access, and comprehend the new knowledge, and connect new with prior knowledge. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

|6. The teacher models or presents new information clearly and focuses on the |

|objectives. The teacher: (a) Shares his or her thought processes. (b) Uses clear wording. (c) Repeats the information as needed. |

|(d) Presents one step or item at a time in a list or routine, depending on how many steps or items students can handle. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

|7. The teacher leads students through the application of the new information. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

|8. The teacher gives an immediate acquisition test/check to determine whether students learned the new information. The teacher |

|tests/checks every time new information is presented to be sure that students learned it. |

|This is especially important when teaching diverse learners, essential material, and difficult material. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

|9. The teacher corrects all errors and/or firms weak knowledge. |

| |

|**Matter of fact way and directed to the group. |

| |

|**Model. Teacher immediately gives the answer or demonstrates the step. |

| |

|** Lead. Students say the answer or do the step with the teacher. |

| |

|**Test/check. Teacher asks the question or gives the problem step again. |

| |

|**Verification. Specific praise. |

| |

|** Retest/starting over. |

| |

|**Delayed test. Teacher comes back and checks again. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

|10. If new material is a concept, rule-relationship, or cognitive routine, the |

|teacher: |

| |

|** Uses a wide and varied range of examples. |

| |

|** Juxtaposes examples to reveal sameness. |

| |

|** Juxtaposes examples and nonexamples to reveal difference. |

| |

|Strengths, Weaknesses, Improve How? |

| |

|11. The teacher gives a delayed acquisition test (calling on both the group as a whole and then individual students) to determine |

|whether students learned the concept, rule relationship, or cognitive routine from the examples and nonexamples, or whether |

|students remember the set of facts presented. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

|12. The teacher reviews the instruction (e.g., main things taught) and states how what was taught is relevant to next lessons. |

| |

|The review: |

| |

|** States what was learned, how it built on what came before, and how it will be built on by next lessons. |

| |

|** Has students once more reveal essential knowledge. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

|13. The teacher uses information from the delayed acquisition test to determine whether students have sufficiently mastered the |

|new material and can advance to the next step of instruction, or whether reteaching or more intensive instruction for some students|

|is needed. |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

|14. The teacher teaches at a brisk pace by speaking more quickly; staying on task; using words whose meanings are clear; using the |

|same instructional vocabulary from one task to another; cutting out unnecessary words. |

|Strengths, Weaknesses, Improve How? |

| |

| |

|15. The teacher gives frequent opportunities for group (choral) and individual responses to test/check learning. |

|The teacher asks the question first, and then calls on the group or an individual. |

|The teacher think time before calling on the group or an individual. |

|After presenting new information, the teacher calls on the group as a whole. |

|After calling on the group, the teacher calls on individual students, and makes sure to call on students who have made errors or |

|who in general have a harder time learning. |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

|16. The teacher uses pre-corrections, or reminders, to prevent errors. For example, “When we see an x between two numbers or |

|parentheses, we multiply. What do we do when we see an x between two numbers or parentheses? Multiply. Yes, multiply.” |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

|17. The teacher uses a questioning technique such as Socratic dialogue as an instructional/communication procedure. |

|Asking questions that probe students’ knowledge. |

|Asking questions that require students to use rules of reasoning. |

|Helping students revise their knowledge. |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

| |

| |

|18. When students are firm on new knowledge (acquisition phase), the teacher works on generalization of knowledge to new examples, |

|fluency, and retention of knowledge. |

| |

| |

|Strengths, Weaknesses, Improve How? |

| |

| |

| |

|19. Increase time available for teaching and time engaged in teaching. |

|Decrease noninstruction activities. |

|Use activities for which students are prepared. |

|Make certain subjects sacred. |

|Use lesson-based materials. |

|Use routines for distributing materials. |

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|Teach and practice getting ready for learning |

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|Strengths, Weaknesses, Improve How? |

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|20. If Possible, teach in small, homogeneous Groups. |

|Give pre-tests or placement tests to place students in groups with other students at the same level or spot in a program. |

|During beginning instruction, keep the group small—say six to eight students. |

|Groups can consist of students from different classes and grade levels (at most two grade levels, as a rule). |

|Note students’ progress. Move students who are making quicker progress to groups with similar students. |

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|Strengths, Weaknesses, Improve How? |

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|21. The teacher uses different kinds of instructional groupings properly, including whole class instruction; small, homogeneous |

|groups; small, heterogeneous groups; and paired peer groups. |

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|Strengths, Weaknesses, Improve How? |

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|22. The teacher establishes a learning community with: |

|A shared group mission. |

|Shared group rules. |

|Shared high expectations. |

|Reinforcement for individual and group achievement. |

|Students sitting near and facing the teacher. |

|Providing frequent opportunities to respond (choral group, and individual). |

|Ensuring mastery of every task. |

|Celebrating progress. |

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|Strengths, Weaknesses, Improve How? |

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