A Parent Guide to Research-Based Reading Instruction: The Brochure.

Both professional practices and state and federal special education regulations require on-going collaboration between teacher and parents. The following guide for parents shares the findings from the research that provide the basis for diagnosis, prescription, treatment and evaluation of reading instruction. Student interests are best served when teachers and parents are members of the instructional team. This four page brochure identifies specific ways parents can support reading instruction and lists additional resources.

Link to Put Reading First -- Parent Guide

Put Reading First: Helping Your Child to read. A Parent Guide Preschool through Grade 3. U.S. Department of Education. Washington DC. 2003.

 

Teacher Self-Evaluation Checklist: Time Management.

This checklist allows teachers to monitor and systematically improve their classroom time management skills. The checklist provides for the ongoing monitoring of teaching skills including: alloted time, engaged time, Individual engaged time, teacher use of time, and academic learning time.

Link to Time Management Eval.

Self-Evaluation Checklist: Time Management from Research Into Practice: Implementing Effective teaching Strategies. Alan Hofmeister. Academic Success for All learners. Logan Utah, 2006.

 

Teacher Self-Evaluation Checklist: Teaching Functions.

This Checklist allows teachers to monitor and systematically improve their classroom time management skills. The checklist provides for the ongoing monitoring of teaching skills including: daily reviews, new content, independent practice, Comprehensive mastery testing, and homework.

Link to Teaching Functions Eval.

Self-Evalaution Checklist: Teaching Functions from Research into Practice: Implementing Effective Teaching Strategies. Alan Hofmeister. Academic Success for All Learners. Logan Utah, 2006.

 

 
Teacher Self-Evaluation Checklist: Academic Feedback.

This checklist allows teacher to monitor and improve their academic feedback skills. The checklist supports teachers efforts to (a.) increase student opportunities to receive helpful feedback, (b.) improve teacher questions, (c.) improve teacher questions, student responses, (d.) improve teacher reactions to student responses, and (e.) improve the clarity of teacher questions.

Link to Academic Feedback Eval.

Self-Evaluation Checklist: Academic Feedback from Research into Practice: Implementing Effective Teaching Strategies. Alan Hofmeister. Academic Success for All Learners. Logan Utah, 2006.

 

Teacher Self-Evaluation Checklist: Academic Monitoring.

This checklist supports teacher effort to evaluate and improve their academic monitoring skills. Our best teacher monitor student outcomes and use this student information to imrove classroom instruction. The checklist addresses teacher skills in: (a.) assignment clarification, (b.) assignment follow-up, (c.) seatwork monitoring, (d.) daily monitoring, and (e.) instructional alignment.

Link to Academic Monitoring Eval.

Self-Evaluation Checklist: Academic Monitoring from Research into Practice: Implementing Effective Teaching Strategies. Alan Hofmeister. Academic Success for All Learners. Logan Utah, 2006.

 

Teacher Self-Evaluation Checklist: Classroom Management.

This checklist supports teacher efforts to monitor and improve their classroom management skills. This checklist assumes that the skills in the previous checklists are implemented and recognizes that most behavior management problems are prevented by consistent student success experiences in the core curriculum. The checklist evaluates skills in: 9a.) instrctional strengths, (b.) setting and implementing rules, (c.) prevention, (d.) appropriate behavior recognition, and (e.) the limited use of reprimands.

Link to Classroom Management Eval.

Self-Evaluation Checklist: Classroom Management from Research into Practice: Implementing Effective Teaching Strategies. Alan Hofmeister. Academic Success for All learners. Logan Utah, 2006.

 

 

 

Ten Myths of Reading Instruction.

For the teacher searching for the most effective reading instruction practices, the previously listed documents provide examples of proven research-based practices. Many of these practices are mandated by federal and state requirements. Unfortunately, the field of education has been plagued by faddish practices that, while initially appealing, have contributed to student reading failures. These non-examples, have often come seductively packaged by national organizations and some university and state sources. Sebastian Wren of the Southwest Educational Laboratory has documented the "top ten ...... most damaging myths and misconceptions about reading instruction."

Link to Ten Myths of Reading Instruction

 

Link to Three Tier Model

 

Immediate Intensive Interventions: Organizing Schools and Classrooms.

In this PowerPoint presentation Stuart Greenberg identifies and discusses the major causes of reading failure and identifies the post powerful interventions to prevent and treat reading failure. For preventing and treating reading fail Greenburg streeses: (a.) increasing the quality and consistency of instruction in every K-3 classroom, (b.) conducting timely assessments to identify and treat struggling readers, and (c.) providing high quality, intensive intereventions to help struggling readers catch up with their peers.

Link to Stuart Greenberg PowerPoint-July 2005.

 

 

The Cibicue Community School Project: A Report on the Design, Implementation, and results from Year 1.

Presentation: Bureau of Indian Affairs, Office of Indian Education Programs.

National Meeting.

Denver, CO. November 2003.

Presentor: Alan Hofmeister

Link to The Cibecue Community School Project PowerPoint

 

What We Know About Reading.

 

A Jumpstart 2006 presentation.

Note: The Joe Torgesen article referenced by Gordon in this PowerPoint presentation is available above. See Preventing Reading Failure.

Presentor: Gordon Gibb, Brigham Young University

Link to Gordon Gibb Presentation Jumpstart 06

 

Link to Fluency Builders: Reading for All Learners - Kathy Warnick Presentor

 

 

Link to Decoding For All Ages

 

Link to Jumpstart North July 2006: Instructor/coordinator Jeri Rigby

 

Link to Reading for All Learners "Little Books" Jeri Rigby.

 

 

Link to Effective Classrooms Presentation by Gary Mathews

 

 

Link to 3 Tier Model of Reading Instruction - Utah

     

 

 

 

 

 

 

 

 

Appling the Research-Based Effective Teaching Practices To Math Instruction: A Demonsrtration with Fractions.

In the following PowerPoint lessons we apply the effective teaching practices used in the above research-based reading programs to math instruction.

 
 

Link to Introduction to Fractions.

Link to Fractions less equal more

Link to Writing Fractions From Pictures

Link to Fractions Problem Solving Crunchy Delight

Link to Adding Fractions Pictures

Link to Fractions that equal whole numbers

Link to Fractions with Like Denominators

Link to Simplest Fractions for Whole Numbers

Link to Fractions Problem Solving Pizza Fund Raiser

Link to Fractions Lesson 2 Quiz

 

Link to CPSE 514R Microteaching Reading Instruction

Link to Microteaching Syllabus 06

Link to Big Ideas in the Science of Instruction by Martin Kozloff

 

 

Fun Time - need a Break - try these.

  Link to Mothers day movie  
  Link to Penguin Pat on back  
  Link to Fast Food Delivery  

ERICAutism-ResearchSummary

 

AAP News Release - Autism

 

Evidence That Tutoring Works

Link to SEDL Guide: Secondary Reading

 

Every Minute Counts  14 min. Video

 

 

 

 

   

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