This publication helps educators create differentiated reading instruction experiences for their students by showing the relationship between two distinct resources: Student Center Activities (SCA) and the Common Core State Standards (CCSS). Reading specialists, reading coaches, and teachers will find this document useful in lesson planning, as it contains crosswalks that map the relationships between each SCA and a corresponding, grade-specific standard in CCSS. The guide illustrates how SCAs relate to standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects in K–5.
SCALE supports campus-based literacy programs across the country. In these programs, college students serve as literacy tutors or teachers in their community.
Progress monitoring can give you and your child’s teacher information that can help your child learn more and learn faster, and help you make better decisions about the type of instruction that will work best with your child.
Parents and teachers can sympathize with struggling readers to a point, but they are usually far removed from the challenge of learning to read themselves. However, this reading specialist suffered a head injury and tells her story of what it was like to know how to decode but not to comprehend what she read.
This article says that according to a new study, former full-day kindergartners were more than twice as likely as children without any kindergarten experiences and 26 percent more likely than graduates of half-day programs to have made it to 3rd and 4th grade without having repeated a grade. This study was presented at the annual meeting of the American Educational Research Association.
English language learners can benefit from field trips that provide an experience that enhances classroom learning. It can be overwhelming for a teacher to think of organizing all the details of a field trip, but with some planning beforehand and a few extra steps, field trips can be very successful! This article offers some ways to make the field trips with ELLs go more smoothly and to provide students with a meaningful academic experience.
How can you hold an effective parent-teacher conference with the parents of English language learners if they can’t communicate comfortably in English? This article provides a number of tips to help you bridge the language gap, take cultural expectations about education into account, and provide your students’ parents with the information they need about their children’s progress in school.
For young children who have struggled socially or academically during preschool, transition to kindergarten needs careful planning and attention. See four suggestions for parents of children who may need extra help making a successful move to kindergarten.
