Assurance Statements are due August 1, 2013. The RTA grant is a legal binding document. Every school that applied for the grant must adhere to the original requested program.
End of the Year Program Evaluation Report due May 15 Administer final diagnostic assessment Attendance Report due before summer break
The poorest readers have the weakest vocabulary. Learning vocabulary from context is not effective for poor readers Poor readers are not exposed to challenging language. Current teaching practices ignore the direct teaching of vocabulary. Combining explicit vocabulary instruction with a direct reading application is highly effective. Exposure to oral language improves vocabulary growth. Repetition improves vocabulary acquisition. www.failurefree.com
Vocabulary learning takes place when students are immersed in words.
www.Ket.org Click EncycloMedia (bottom left under Education) Sign in and log in under KET Teachers’ Domain Type Vocabulary in the search box and click GO Click Introducing Vocabulary 4-12 View video - 5 minutes and 25 seconds
www.englishcompanion.com www.englishcompanion.com an academic vocabulary list which may be copied
Vocabulary Games for the Classroom by Dr. Robert Marzano
1.Provide a description, explanation, or example of the new term. 2.Ask students to restate the description, explanation, or example in their own words. 3.Ask students to construct a picture, symbol, or graphic representing the word. 4.Engage students in activities that help them add to their knowledge of the terms in their notebooks. 5.Involve students periodically in games that allow them to play with terms.
Many kindergarten students in poverty enter school knowing 3,000 fewer words than their peers from higher-income families.
By age 3, when many children enter early preschool, youngsters from well-to-do families have a working vocabulary of 1,116 words, compared to 749 words for children in working-class families and 525 words for children on welfare.
Give frequent, early, positive feedback that supports students' beliefs that they can do well. Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult. Help students find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community.
Readers must: 1.Understand that reading is meaningful. 2.Believe in their ability to make sense of texts. 3.Consider reading a pleasurable event. 4.Self-monitor spontaneously and consistently. 5.Have the knowledge, skills, and strategies to problem-solve to ensure meaning. 6.Use this information flexibly. 7.Use this information independently. 8.Use this information with increasingly sophisticated texts.
Teach struggling students to search for a worthwhile purpose by asking questions. Acknowledge feelings of resistance and alienation. Involve students in finding ways to genuinely taste success. Make students partners when introducing a goal for recreational reading. Make reading success part of your classroom culture, a desired activity that reaps positive rewards.
If current trends hold true, 6.6 million low-income children in the birth to age 8 group are at increased risk of failing to graduate from high school on time because they won’t be able to meet N AEP’s proficient reading level by the end of third grade.