Two Years’ Growth for One Year of Instruction . Presented by: Quality Quinn. For more information. ww w.qualityquinn.com Click on presentations Find your state on the map Click!. Process for Leadership. Challenge the process search for opportunities change status quo
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Find your state on the map
The goal of the teacher is to create an environment that allows every reader to move as quickly as possible to grade level, content area reading
without selling-out and just attempting to teach to the test.
What immediate steps will ensure growth… we’re looking for growth!
Curriculum and benchmarks aligned to state standards
After third grade, the achievement gap with minority, second language, and low-income learners widens substantially
First tier wordsWords that you wish students knew, hope they can get, but you don’t have time to teach.
Second tier wordsHigh utility words that they need to know in your class, and everyone else’s.
Third tier wordsExtremely specific words in your content area that require considered, deliberate and in depth instruction.
Syllable ending in -tion-sion, as in in-tro-duc-tion
Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research: 65(1): 1-21.
Center for the Improvement of Early Reading Achievement. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Partnership for Reading. Available: www.nifl.gov.
Edwards, P.A. (1995). Empowering low income mothers and fathers to share books with young children. The reading teacher 48: 4888-564.
Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simmons, B.S. (1997). School, family and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.
Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children’s emergent literacy. In E. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 315-335). New York: Oxford University Press.