Evidence-Based Reading for grade 5 offers 64 pages of reading practice. It is aligned with the Common Core State Standards and includes a reading comprehension rubric, a standards alignment chart, and pages of reading passages with evidence-based questions to encourage higher-level thinking and thoughtful answers. Each question is designed so that students learn to support their answers with evidence from the text. A variety of literature and informational passages are included to engage learners in a range of texts. The Applying the Standards: Evidence-Based Reading series emphasizes close reading by requiring students to answer text-dependent questions in both literary and informational texts. This is a series of six 64-page books for students in kindergarten to grade 5. Various reading and vocabulary skills are covered, and a culminating reflection question for each passage engages students' higher-level thinking skills. Of particular emphasis throughout the series are the Common Core State Standards and the teaching of evidence-based reading.
Evaluate literacy needs using 22 assessments--oral reading, phonics, onset and rime, phoneme segmentation, letter and word recognition, comprehension, spelling, and more.Dr. Fry is Professor of Education Emeritus at Rutgers University and is well known for his Instant Words and the Fry Readability Graph. He is a frequent speaker at reading conferences.
Teach with urgency, bond with students, and maximize reading achievement and enjoyment for all. Regie Routman provides explicit demonstrations, an optimal learning model, detailed lessons, and strategies for any reading programs and any student - including ELLs and struggling readers. Learn to organize a classroom library with students, conduct guided reading, teach skills, implement interactive shared read-alouds, do informal reading conferences, improve assessment, and model comprehension.
Publisher: Heinemann Publishing
Product ID: HEN9780325029566
Grades: Grades K - 8
Level(s): Early Childhood, Primary, Intermediate, Middle School
File Size: 13.01 MB
Whiteboard Compatible: Yes (Level 1)
ISBN (Digital Book): 9780325029566
ISBN (Physical Book): 9780325004921
Linda Hoyt's updated edition of Revisit, Reflect, Retell is loaded with new features and several new strategies. A new first chapter shows how to deepen students' engagement and reviews the research thoroughly. New correlation tables link Linda's strategies to the comprehension strands and to Robert Marzano's Classifications of Thinking. This product includes an eBook (PDF) and a Zip file which includes full-color, customizable learning tools from the text.
The RTI Daily Planning Book makes exemplary RTI possible in every classroom. Gretchen Owocki gives specific tools for collecting and assessing reading data and targeted follow-up instruction that are sensible and developmentally sensitive. Her research-based assessment framework shows what to assess, while rubrics, charts, and checklists support ongoing assessment of readers' progress. For intervention, she offers streamlined strategies linked to assessments by an if-then chart as well as ideas for grouping that increase instructional flexibility and avoid interruptions.
Young Mathematicians at Work: Constructing Number Sense, Addition, and Subtraction focuses on children ages 4-8 as they construct deep understandings of number, addition, and subtraction. Catherine Twomey Fosnot and Maarten Dolk focus on the development of big ideas and define mathematics as mathematizing - structuring, modeling, and interpreting the world mathematically. They show how rich contexts promote inquiry, problem solving, and construction, that let children pursue mathematical ideas.
I finished the Twilight Series - now what? With Reading Ladders, the answer can become the first rung on a student's climb to greater engagement with books, to full independence, and beyond to a lifetime of passionate reading. The goal of reading ladders, writes Teri Lesesne, is to slowly move students from where they are to where we would like them to be. You'll start with the authors, genres, or subjects your readers like then connect them to book after book - each a little more complex or challenging than the last. Teri not only shares ready-to-go ladders and helps you construct your own.
The Interactive Notebook works so well with ELLs because it scaffolds content and helps them develop school-based ways of thinking. With Interactive Notebooks and English Language Learners, you'll see how the Notebook becomes a classroom text for rigorous instruction as you use it to scaffold content so ELLs can develop and access background knowledge, increase their facility with academic language, engage everyone actively and improve their note-taking and retention, work with parents to add support for classroom goals, and assess student learning and progress authentically.
Where others have talked about new technologies and how they change writing, Troy Hicks shows how to use new technologies to enhance writing instruction. Chapters are organized around the familiar principles of the writing workshop: student choice, active revision, craft, publication beyond the classroom, and assessment of product and process. You'll learn to expand and improve your teaching by smartly incorporating new technologies like wikis, blogs, and other forms of multimedia. Throughout, you'll find reference to resources readily available to you and your class online.
Punctuation is important. Period. Good writers know the rules, but skilled punctuators don't just go by convention. They use punctuation to make meaning. Practical Punctuation shows how to help students discover the relationship between punctuation and meaning - and to improve as writers. Dan Feigelson's strategies connect punctuation to mood, emphasis, and rhythm. His lessons model the purposes and thinking behind punctuation before teaching the rules, give writers chances to experiment with punctuating, and hold students accountable for punctuation in formal writing.
Young Mathematicians at Work: Constructing Fractions, Decimals, and Percents focuses on children in grades 5-8 as they construct deep understandings of Fractions, Decimals, and Percents. Catherine Twomey Fosnot and Maarten Dolk focus on the development of big ideas and define mathematics as mathematizing - structuring, modeling, and interpreting the world mathematically. They show how rich contexts promote inquiry, problem solving, and construction, that let children pursue mathematical ideas.
Young Mathematicians at Work: Constructing Multiplication and Division focuses on children in grades 3-5 as they construct deep understandings of multiplication and division. Catherine Twomey Fosnot and Maarten Dolk focus on the development of big ideas and define mathematics as mathematizing - structuring, modeling, and interpreting the world mathematically. They show how rich contexts promote inquiry, problem solving, and construction, that let children pursue mathematical ideas.
With Writing Between Languages, Danling Fu shows that by beginning with the literacy students bring from their native language and putting writing at the center of the curriculum, we can help them transition to English and support academic literacy. You'll learn the crucial and helpful role native literacy plays in building written English fluency, assess where ELLs are in their development as writers, use movement between languages to scaffold writing - no matter whether you know a student's home language - and implement instructional strategies to support development in writing.
Do-able Differentiation makes differentiation practical for your classroom and your students. Mike Opitz and Michael Ford avoid jargon and share proven practices for supporting the biggest classes and the busiest curriculums. With four foundational differentiation models, you'll learn to: a) pinpoint differences and match them to differentiation strategies; b) plan effectively for differentiation; c) manage small groups; d) group students around multiple texts; and e) assist individuals with self-selected texts.
Students are reading and writing all the time, but in places we aren't necessarily paying attention to. Build on their authentic interest and motivation using the technologies they are already committed to, and you've won half the battle. You won't believe how engaged they are; they won't believe they're learning for school. In iWrite, Dana Wilbur shows how to guide students through the new literacies, including how to discern between media, how to account for audience and voice, how to choose appropriate genre, and how to harness what they already know to be more successful in school.
In Teaching Reading in Small Groups, Jennifer Serravallo helps you meet instructional challenges effectively and efficiently by uncovering hidden time for meeting individual students' needs. With small groups, you'll work closely with more children each day with her how-to's on using formative assessment to create groups from common needs; differentiating for individuals, even in a group; and enhancing Tier 1 and Tier 2 instruction. You'll see how Jen captures the strength of individual conferences while working with multiple students - even if they aren't reading the same book.
When students' instruction is organized around meaningful, clear questions, writes Jim Burke in What's the Big Idea? they understand better, remember longer, and engage much more deeply and for greater periods of time. Jim shows how teaching with essential questions eases the tension between good teaching and teaching to the test, while giving students dependable, transferable tools for reading, writing, thinking, and the real world. Going in depth on his own units, Jim shows how to plan lessons, units, and even entire courses around big ideas.
Literacy consultants Bonnie Campbell Hill and Carrie Ekey know that a healthy, respectful classroom environment is fundamental to successful school change. Their Next-Step Guide to Enriching Classroom Environments helps schools achieve this foundation with parallel rubrics that help everyone contribute to a successful initiative. Includes: 1) a rubric for leaders assesses whether a school's physical spaces and instructional practices are well aligned, helping set goals; and 2) a rubric for teachers helps them design spaces that mirror research-based beliefs about learning and teaching.
In Constructing Algebra, Catherine Twomey Fosnot and Bill Jacob help teachers recognize, support, and celebrate their students' capacity to structure their worlds algebraically. They identify for teachers the models, contexts, and landmarks that facilitate algebraic thinking in young students, supporting children as they construct mathematical strategies and big ideas, creating realistic contexts and representational models that develop children's capacity to mathematize their world, and building a collaborative community of mathematical thinkers engaged in inquiry.
Donna Hooker Topping and Roberta McManus help you support struggling middle school students with page after page of immediately useful, ready-for-differentiation teaching. These strategies work by making the process of content-area literacy transparent and repeatable. Without interrupting the flow of instruction, the strategies in Stuck in the Middle help adolescents not only read texts but understand them too, make crucial subject-area vocabulary stick, grapple with themes, ideas, and content through writing, and find ways into content that fit individual learning styles.
In Classroom Reading Assessments, Frank Serafini opens windows into students' thinking about selecting, reading and responding to books. He gives you his best of the best - proven, research-based reading assessments that meet four stringent requirements: they improve your students' reading; they increase your effectiveness by pinpointing where students need help; they maximize efficiency by avoiding unnecessary instructional interruptions; they make sharing what you learn about students - with parents, other teachers, and instructional leaders - simple, direct, and useful.
Fostering deeper, more critical thinking, offering a place to process content and new ideas, and reinforcing the importance of students' own thoughts are just some of the many important reasons to implement the daybook approach in Thinking Out Loud on Paper. It provides classroom-tested, research-based daybook strategies for helping students get started with daybooks, ideas for organizing for a variety of teaching and learning styles, ways to sustain daybooks through meaningful invitations and instruction, assessments of student thinking, and more.
Writing is thinking and with Negotiating Science you'll move students toward the kind of writing that real scientists do. They will negotiate meaning from results and argue for ideas - questioning, documenting, making claims, and sharing data. Perfect for science notebooks! Negotiating Science demonstrates what good science arguments look like, models and supports top-notch instruction adaptable to any classroom, contains guidelines for assessment, and includes activities for transitioning from traditional science writing to real science writing.
In Adolescent Literacy and Differentiated Instruction, Barbara King-Shaver and Alyce Hunter summon the latest research and share effective, essential differentiation practices. With more than 30 replicable models and practical ideas for managing differentiated classrooms, King-Shaver and Hunter help you assess students' individual needs, interests, and learning styles, turn assessment into doable plans for targeted instruction, and implement dynamic differentiation strategies such as stations, flexible grouping, choice, and anchor activities.
Mathematics and Science for a Change describes the lessons learned by effective National Science FoundationDfunded Local Systemic Change programs. Iris Weiss and Joan Pasley support your initiative with key practices drawn from a careful examination of more than ten years of case histories and data. With their observations, you'll lay the groundwork for change, design PD that achieves your goals, launch and sustain your PD model, and bolster your improvement effort by enlisting support from key school or district constituencies.
With Word Play you'll help students know what words mean, convey their meaning, and uses them appropriately. Three aspects of learning work together for successful vocabulary instruction, and Sandra Whitaker shares fun but powerful ways to teach them: Morphemic structure - where words come from, how they form, and how to form new words from them; Conceptual meaning makers - context-specific terms that support meaning making within assigned texts but are rare outside those texts; Academic vocabulary - cross-discipline and discipline-specific words that are the language of school.
What do struggling writers really need? The research says they need more of what every student needs: access to high-quality writing instruction. In A Classroom Teacher's Guide to Struggling Writers, Curt Dudley-Marling and Patricia Paugh draw on a deep, 30-year research base to share a framework for teaching every child that helps you give frequent, intensive, explicit, and differentiated support to students who struggle with writing.
You know the challenges. In your Title I school you have students who are already at risk. Imagine what could happen if you could catch them up, forestall struggles with writing issues before they are entrenched, and put them on equal footing with their peers. Nancy Akhavan has done it in school after school, and In Teaching Writing in a Title I School she shows you how to craft a rich literacy world where all your students thrive and where all writers can meet your expectations.
If literature circles work with your readers, Jim Vopat has exciting news: peer-led small groups are just as effective with writers. Read Writing Circles and see how they lead students from practice to progress; motivate and engage writers through choice; develop voice and encourage risk-taking across genres; rehabilitate the writing wounded and nurture growth via peer response; and reduce the need for one-on-one conferring. Jim shares advice for implementation and assessment, activities for smooth management, and mini-lessons for growth in skills, topic selection, and craft.
Clock Watchers isn't a book of tips and tricks. It applies the research on motivation and engagement to support increased achievement and improved attitudes about school. Stevi Quate and John McDermott's framework catches students' interest across the content areas, holds it through meaningful learning, creates further ways to connect kids with content, and sustains it all with ideas for collaboration. If deeper learning, increased achievement, and reduced drop-out rates matter to you, put Clock Watchers into action - before the time to change your students' lives runs out.
Doug Fisher and Nancy Frey help you develop students' background knowledge in the subject-areas with effective, engaging ideas for modeling, guided practice, productive group work, and independent work. You'll learn to distinguish incidental knowledge from core background knowledge, check students' understanding prior to a unit; model how to activate prior knowledge; build up students' background knowledge through virtual field trips, YouTube, guest experts, and more; provide collaborative ways for students to develop expertise, show what they know, and own learning.
Accessible Mathematics is Steven Leinwand's latest important book for math teachers. He focuses on the crucial issue of classroom instruction. He scours the research and visits highly effective classrooms for practical examples of small adjustments to teaching that lead to deeper student learning in math. Some of his 10 classroom-tested teaching shifts may surprise you and others will validate your thinking. But all will improve students' performance. Read Accessible Mathematics, try its 10 suggestions, and discover how minor shifts in teaching can put learning into high gear.
In Comprehending Math, Arthur Hyde shows how to adapt your favorite, effective reading comprehension strategies to help students with important mathematical concepts. Emphasizing problem solving, Hyde and his colleagues demonstrate math-based variations of KDWDL, visualizing, questioning, inferring, predicting, making connections, determining importance, and synthesizing. He then presents ways to braid together reading comprehension, problem-solving, and thinking to improve teaching and learning and shows how it can support planning as well as instruction.