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Achieve the Core PD Materials: Updates and New Releases

Achieve the Core PD Materials: Updates and New Releases | AdLit | Scoop.it

We are pleased to release three new Professional Development Modules, as well as updates to four previous modules. Each flexible, ready-to-use toolkit can be used to deliver professional development, in professional learning communities, and for individual learning.

 

Each Module features: 

A PowerPoint which introduces and frames the materialHands-on activitiesVideos, handouts, and web resourcesA Facilitator's Guide to delivering the module

 

Our Modules include:

Introduction to the Literacy Shifts for ELA, and for Content Area teachers - newUnderstanding Text-Dependent QuestionsIntroduction to the Math ShiftsDeep Dive into the Math Shifts - newInstructional Leadership and the CCSSWhy the Common Core? How these Standards are Different - new


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Enabling the CCSS version of exemplary adolescent literacy.
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4 Brain-based Strategies to Help Struggling Readers - Brilliant or Insane

4 Brain-based Strategies to Help Struggling Readers - Brilliant or Insane | AdLit | Scoop.it
This infographic demonstrates how understanding brain-based issues can help struggling readers improve and read more effectively.
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Rescooped by Lynnette Van Dyke from Cool School Ideas
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Dyslexia: The Anatomy of an Appropriate and Effective Intervention

Dyslexia: The Anatomy of an Appropriate and Effective Intervention | AdLit | Scoop.it

These days it’s pretty hard to deny the existence of dyslexia. We know that it affects up to 1 in 5 people. We know that it occurs on a continuum from mild to profound. We know that it affects a student’s ability to decode and spell words.

 

Students with dyslexia require an intervention that explicitly teaches the underlying structure of English. Now, that word ‘explicitly’ is very important. The Oxford dictionary defines the word explicit as, ‘Stated clearly and in detail, leaving no room for confusion or doubt.’ This is exactly what an appropriate intervention does for a student with dyslexia, the teacher and student together discover exactly why words are spelled and pronounced the way they are, it leaves no room for confusion. In fact, the student who receives the appropriate, explicit intervention knows why words are spelled the way they are and can explain those reasons to anyone who asks. For example, a properly trained person will be able to explicitly explain to a student why the word <circus> has two different phonemes /k/ and /s/, represented by one grapheme <c>. They will also be able to explain that the suffix for the word <action> is <-ion> and the base is <act>. They will then take that a step further and notice the phonology change for the grapheme <t> in the word <act> to <action> and the related word <acts> <acting> <react>, <reacted>, etc. This explicitness leaves the student with no confusion about the language.

Students with dyslexia require an intervention that is multisensory and provides guided support throughout the lesson, which requires an instructor to be present. The multisensory part is what is often missing from curriculum developed by big publishers and popular in school districts and computer-based interventions leave out the guided support. The Oxford dictionary defines the word multisensory as, ‘Involving or using more than one of the senses’. These  ideas of multisensory and guided support run contrary to the fill-in-the-worksheet and repeat-after-me scope and sequence of most curriculum. If a student is receiving a program that is multisensory they are using more than their eyes and ears to learn. For students with dyslexia who are learning the structure of English, this means they are also manipulating word parts on cards, grapheme (letter) cards, using word matrices and building word sums. Word sums are the formula of a complete word that included the base and any affixes from the complete word. For example, a student who is explicitly investigating the word <signal> using multisensory techniques will hypothesize and write out the following word sum, while simultaneously announcing each letter, verbally checking for changes to the base word along the way and then rewriting the word, and the word sum looks like this: sign + al —> signal. Then he notices the base is <sign> and discovers the reason for the <g> in that word. They will also be manipulating grapheme cards to blend simple words and learn how the phonology of each grapheme blends together to create a pronounceable (readable) word. For example, they will have the grapheme cards <c> <a> <t> out on the table and using their fingers to trace below the word from left to right, they will be able to decode the new word. Do you see how all the senses are involved?

Students with dyslexia require an intervention that is structured. This means that the eclectic approach is not acceptable or appropriate. A little of this and a little of that is the opposite of structured. The Oxford dictionary defines structured as, ‘The arrangement of and relations between the parts or elements of something complex’. And if English isn’t complex (it’s not crazy) then I don’t know what is. For a student with dyslexia, this means that the person implementing the program understands what a student needs to know about one part of English before they can successfully move on to the next. For example, a first grade student may need to know that the grapheme <c> can represent more than one phoneme, /k/ and /s/, like the word <circus> listed above before they move on to the different phonemes of <g> which are /g/ and /j/.  They will also learn that digraphs like <ch> can represent three different phonemes before they can decode a word like <chef>.  In the Orton-Gillingham (OG) approach, the structured requirement is fulfilled by teaching syllable types (6 or 7 syllable types depending on which program is being used) in  a structured sequential progression. When using Structured Word Inquiry (SWI), this requirement is fulfilled by having students become proficient at finding bases and affixes and applying that knowledge to increasingly difficult words.


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A Quick & Dirty Guide to Perfect Digital Note-Taking

A Quick & Dirty Guide to Perfect Digital Note-Taking | AdLit | Scoop.it
All things being equal, I'd choose handwritten notes over digital notes any day of the week -- but all things aren't equal. While I love the feel of pen, pad, and paper, the truth is that digital notes are way more convenient in this modern age. There are several downsides, of course, and we'll address…

Via Tom D'Amico (@TDOttawa)
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Rescooped by Lynnette Van Dyke from Writers & Books
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Ray Bradbury: The Best Writing Teacher You Could Ever Have

Ray Bradbury: The Best Writing Teacher You Could Ever Have | AdLit | Scoop.it

Today would have been Ray Bradbury’s 95th birthday, and there are many, many stories you can tell about Bradbury’s life and career: Fahrenheit 451 was written in nine days, and cost the young autho...


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Rescooped by Lynnette Van Dyke from Common Core Online
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Literacy in the Digital Age: Five Writing Tools

Literacy in the Digital Age: Five Writing Tools | AdLit | Scoop.it

“Natalie Franzi and Steve Figurelli detail ways to use five digital tools that promote authentic writing experiences for students.”


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Rescooped by Lynnette Van Dyke from 21st Century School Libraries
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Writing as Making — The Synapse — Medium

Writing as Making - The Synapse - Medium
I live at the epicenter of the artisanal crafts movement: Oakland, CA.

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Rescooped by Lynnette Van Dyke from Common Core Online
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CBAL ELA Competency Model and Provisional Learning Progressions - home


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Rescooped by Lynnette Van Dyke from Formative Assessment for Learning
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Formative assessment that closes learning gaps | SmartBlogs

Formative assessment that closes learning gaps | SmartBlogs | AdLit | Scoop.it
This post is sponsored by the National Council of Teachers in English Formative assessment, widely considered one of the most effective forms of assessm

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Cognitively Based Assessment of, for and as Learning: A Framework for Assessing Reading Competency

Cognitively Based Assessment of, for and as Learning: A Framework for Assessing Reading Competency | AdLit | Scoop.it
Cognitively Based Assessment of, for and as Learning: A Framework for Assessing Reading Competency
Lynnette Van Dyke's insight:

ETS has also conducted this type of work  in MATHEMATICS 

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The Bilingual Brain: How Language Helps Shape Our Ability to Process Information

The Bilingual Brain: How Language Helps Shape Our Ability to Process Information | AdLit | Scoop.it
Researchers look at the impact of bilingualism on information processing.

Via Yashy Tohsaku, Miloš Bajčetić
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Rescooped by Lynnette Van Dyke from 21st Century Literacy and Learning
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SERP Institute | Home

SERP Institute | Home | AdLit | Scoop.it
Incubated at the National Academy of Sciences, SERP was founded in 2003 to bridge the worlds of education research, practice, and design. The organization is designed to provide the infrastructure to make a coherent and sustained research, development, and implementation program possible. SERP establishes long-term partnerships with school districts addressing critical problems of practice identified by the district partner. Accomplished researchers from leading universities are recruited to tackle multiple dimensions of the problem and user-centered design is incorporated to generate classroom friendly solutions. SERP’s National Headquarters is responsible for executive management, quality control, communications, financial oversight, and long-term planning. SERP products are made available to all districts.

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Rescooped by Lynnette Van Dyke from InfoLiteracy
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The Keyword Blog: Information Fluency Interactive Infographic

The Keyword Blog: Information Fluency Interactive Infographic | AdLit | Scoop.it

Via Dennis T OConnor, Amanda McAndrew
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midmarketplace's curator insight, August 9, 5:20 PM

This is an interactive infographic. Click on a topic and you're taken to resources on the 21st Century Information Fluency website.  

 

Check it out?

Steve Whitmore's curator insight, August 14, 8:05 AM

This is a great infographic for showing the thought process of finding information.

Terry Yelmene's curator insight, August 16, 11:50 AM

A pretty well-reasoned, fundamental thought process for most knowledge work research.  This serves as an even better backward (there-to-here) model to guide the core research workflow process automation  a knowledge worker may want to devise, install.  Think work product-informed -> DevonThink structures -> DevonAgent w/'Active Filtered' automated searches.  The most important drivers here are - 'ethical' - (more than just multiple sources, a stage needs to be added at the work product stage to provide authenticity) and - 'bias' -  (a post automated search,  subsequent manual search for corroborating items selection to provide authority).

corroborating

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Personalize Learning: Growth Mindset and Personalized Learning

Personalize Learning: Growth Mindset and Personalized Learning | AdLit | Scoop.it
Unbelievable conversations around growth and fixed mindset with archive of #plearnchat. There were even some controversial topics around impact to the system.
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Stop talking tech: 3 tips for pedagogy-based coaching

Stop talking tech: 3 tips for pedagogy-based coaching | AdLit | Scoop.it
Teachers care about creating authentic learning experiences, and it’s up to coaches to show how technology can help them do that.
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Using the Common Core Speaking and Listening Standards to Take the Classroom Experience to a Broader, More Authentic Audience

Using the Common Core Speaking and Listening Standards to Take the Classroom Experience to a Broader, More Authentic Audience | AdLit | Scoop.it
The following blog post is another in the Alliance’s “Core of the Matter” blog series focusing on the...

Via Darren Burris, Mel Riddile
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Rescooped by Lynnette Van Dyke from K-12 School Libraries
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Digital Storytelling: What it is... And... What it is NOT

Digital Storytelling: What it is... And... What it is NOT | AdLit | Scoop.it
I was lucky to have shared my childhood bedroom for a few years with my grandmother, when she had come to live with us after an illness. At bedtime, she would tell me stories of her parents and thr...

Via Susan Grigsby @sksgrigsby
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Susan Grigsby @sksgrigsby's curator insight, August 27, 2:39 PM

I love that this article talks about how it isn't the tools but a skill. Isn't that what we're trying to teach?  Worth a read!

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Communicator, Thou Shalt Follow These Writing Edicts | Ragan

Communicator, Thou Shalt Follow These Writing Edicts | Ragan | AdLit | Scoop.it
These 10 Commandments for business writers should be etched in stone, or at least on an electronic tablet.

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Jessica Kelly's curator insight, August 7, 7:20 PM

Read them. Read them all. Remember them well. :-D

Rescooped by Lynnette Van Dyke from Learning Basic English, to Advanced Over 700 On-Line Lessons and Exercises Free
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Different types of literature and writing PDF - Learning English vocabulary and grammar

Different types of literature and writing PDF - Learning English vocabulary and grammar | AdLit | Scoop.it
Types of literature and the different ways of writing English lesson PDF



Types of literature and the different ways of writing





List of types of literature and the different ways of

Via Learning Basic English vocabulary and grammar
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Rescooped by Lynnette Van Dyke from Leading Schools
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Students need writing time in every lesson!

Students need writing time in every lesson! | AdLit | Scoop.it
Let’s remember that the real work of writing workshop is writing.

 

As you begin your school year, I urge you to make room for a large chunk of writing time for every student every day. And I do mean actually writing. Not reading mentor texts, not talking to a writing partner, not uploading accompanying pictures to a blog. Yes, those are all important parts of the writing process, and yes, students need time to do those things also. Most importantly, though, students need time to write. Every single day.

As an instructional coach, I will be cognizant of ‘actual time spent writing’ in our classrooms.  I suggest collecting data on this throughout the year. Choose a student at random and spend an entire writing workshop just observing that student. Have a timer handy and record how much time that student spent actually writing on any given day. Or, if you have an instructional coach in your building, ask your coach to collect the data for you. Keep in mind that writers do often stop to think, to reread, to envision. Writing doesn’t always look like pencils scratching across paper or fingers clicking on keys.  It does, however, look very different from sharpening a pencil or talking to a writing partner.


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CBAL ELA Competency Model and Provisional Learning Progressions - home

READ THE EXECUTIVE SUMMARY

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Rescooped by Lynnette Van Dyke from CCSS News Curated by Core2Class
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Parent Roadmaps for CCSS - English Language Arts

The Council of the Great City Schools has developed content and grade-specific parent roadmaps that provide detailed information for parents about the expectations of the Common Core in English Language Arts and Literacy.

 

These roadmaps include:

1) Examples of grade-level focus in the content area using parent-friendly language

2) Sample progressions of learning across three grade levels in the Common Core

3) Tips for parents on communicating with teachers about their child’s work and how to support student learning at home

 

Grades K-8 Parent Roadmaps for English Language Arts and Literacy have been posted and Spanish-language versions are available in grades K-5. More translations will follow throughout the school year, and high school-level guides will be posted later this fall.


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Inquiry-Based Learning: The Power of Asking the Right Questions

Inquiry-Based Learning: The Power of Asking the Right Questions | AdLit | Scoop.it
An inquiry-based curriculum requires both planning and flexibility, as well as a teacher knowing the students well enough to anticipate their interests and limits.
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Rescooped by Lynnette Van Dyke from Metawriting
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Why Argument Writing Is Important to Teach

Why Argument Writing  Is Important to Teach | AdLit | Scoop.it
Knowing how to respond to counterclaims while developing their own claims in argumentative writing helps students in school and beyond. Educators Leslie Skantz-Hodgson and Jamilla Jones report on t...

Via Deanna Mascle
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Frank Baker. Use The Emmy Awards to Teach Media Literacy

Frank Baker. Use The Emmy Awards to Teach Media Literacy | AdLit | Scoop.it
As the Emmys return to celebrate the art and craft of television in September, how can we encourage students to view programing actively, with "the thinking parts of their brains turned on"? Frank ...
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Students Finding Their Voice

Students Finding Their Voice | AdLit | Scoop.it
A recent conversation with a colleague who teaches at the high school college created an interesting train of thought.  My colleague and friend is no stranger to the idea of student voice but noted...
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