MHS+L.E.A.P.+Pilot

media type="custom" key="25277138" Welcome to the Malden Public Schools ELL Department wikispace! Facilitated by: Jennifer McCabe, M.Ed. Malden Public Schools, ELL Instructional Coach  **ELL Language Enrichment & Acquisition Program L.E.A.P **  ( Special thanks to: Manjula N. Karamcheti Director of Guidance, Testing and Academic Support) Description of working group: The following pilot was created to provide a cohort of ELLs with rigorous & culturally responsive instruction. A team of teachers, instructional coaches, administrators and guidance counselors conducted a multifaceted research study and decided to create a structured Response to Intervention (RtI) model. This website and set of guidance documents has been designed to assist teachers, instructional leaders, and ELL support staff with RtI implementation.

http://www.rti4success.org/sites/default/files/rtiforells.pdf

http://www.colorincolorado.org/research/graduation/ Brief overview of instructional components for L.E.A.P. Pilot:
 * Timed daily agenda
 * Language & Content objectives
 * Student Binder: //record obj, create table contents, identify text structure, etc.//
 * L.E.A.P. Lesson planner template w/ prompts: //attached//
 * Do now
 * Key academic vocabulary routine
 * Structured mini-lessons
 * Small group instruction//,// teacher led table w/ explicit writing min-lesson: opportunities for independent writing practice
 * Intervention//: Lexia//
 * Independent reading: //In Zone Readers Literature circles//



Guiding Questions for Pilot:

= The Best Replacement for a 3-Ring Binder = Physical 3-ring binders used to be the easiest way to organize all your educational resources. But now so much of what you want to organize is online. LiveBinders not only replaces the old 3-ring binder, but also opens up new opportunities for collaborating, organizing, and sharing that were never possible before. Here are just a few of the potential uses for LiveBinders:

ePortfolios
Help students showcase their work while sharing it with parents and potential schools. Give them the opportunity to reflect on everything they have learned and how they have grown http://www.livebinders.com

Native language Summaries: || http://www.hbedge.net/edge/students/levelA/unit4/summaries.asp || Literature Circle Resources || http://literacymalden.wikispaces.com/In+Zone+Readers || Non Fiction Reading Scaffolds:
 * =====Anchor Text ===== || =====National Geographic EDGE Series Level A ===== ||
 * L.E.A.P. Lesson Planner Template: || [[file:LEAP LEsson Planner Template McCabe.docx]] ||
 * <span style="font-family: 'Times New Roman',Times,serif;">EDGE Level A
 * WIDA Standards ||  ||
 * Common Core Reading Standards || http://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-6-12.pdf ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Leveled Student Response Journals

<span style="font-family: 'Times New Roman',Times,serif;">Production and Distribution of Writing || <span style="font-family: 'Times New Roman',Times,serif;">4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. || <span style="font-family: 'Times New Roman',Times,serif;"> 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. <span style="font-family: 'Times New Roman',Times,serif;"> Range of Writing || <span style="font-family: 'Times New Roman',Times,serif;">8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Common Core Anchor Standards for Writing: **
 * <span style="font-family: 'Times New Roman',Times,serif;">Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. || <span style="font-family: 'Times New Roman',Times,serif;">2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. ||
 * <span style="font-family: 'Times New Roman',Times,serif;">3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
 * <span style="font-family: 'Times New Roman',Times,serif;">5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. || <span style="font-family: 'Times New Roman',Times,serif;">6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge ||
 * <span style="font-family: 'Times New Roman',Times,serif;">7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

<span style="font-family: 'Times New Roman',Times,serif;">
 * <span style="font-family: 'Times New Roman',Times,serif;">RTi for LEAP DRAFT: **

<span style="font-family: 'Times New Roman',Times,serif;">National Geographic Writing Handbook: http://www.hbedge.net/edge/students/levelA/general/handbooks/Edge.A.WriteHdbk.fwo.pdf

<span style="font-family: 'Times New Roman',Times,serif;">Native Language Glossary for EDGE series: http://www.hbedge.net/edge/students/levelA/general/glossaries.asp

Making Inferences template:

Intensive Reading Single Block Edge B and Edge C (and CAR-PD Option) Essential Tools || Resources ||
 * [[image:http://maldenells.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="page1image2752"]]
 * Curriculum

Tier I – Literacy (reading/writing/ speaking/listening) across the content areas || * All 9th and 10th grade students participate in a daily schedule of core classes as required for student progression and to meet graduation requirements for career and college readiness. ||
 * Schools support the instruction of reading and discipline- specific literacy across all content areas.
 * Tier I instruction in reading occurs primarily in Language Arts using the core language arts texts and materials in which all students receive instruction for mastery of the Next Generation Sunshine State Standards (NGSSS) for Reading/Language Arts.
 * Tier 1 students may have identified needs in the areas of comprehension or vocabulary and may receive supplemental instruction using one or more resources identified on the Secondary Struggling Reader Chart posted on BEEP. See the section on Curriculum Tier III Reading for specific recommendations.
 * Curriculum

Tier II – Intensive Reading Edge B and Edge C single block (Literacy strategies are applied to instruction of students placed using the CAR-PD option) || Instructional Materials: > Vocabulary Through Morphemes (optional, resources allowing): > Guaranteed Curriculum: Edge || Core Curriculum, Secondary Reading, 8/25/11 1
 * Hampton Brown/National Geographic Edge B (9th Grade)
 * Hampton Brown/National Geographic Edge C (10th Grade)
 * Teachers should always do the Unit Launch, vocabulary/word study, pre, during and post reading strategies for the reading selections in each Cluster of each Unit in Edge.
 * Students should spend the majority of their time every day reading and writing to learn as part of whole and small group instruction.
 * Teachers need to facilitate rich and varied learning experiences for students as part of daily differentiated instruction through rotational models to allow for reteaching, enrichment, project based learning, workplace workshops, and novel/genre study and literature circles.
 * Teachers may substitute the Comprehension Instructional Sequence in place of Lessons 18-23 in Cluster 3 of any unit. Teachers may use the passage in the Edge text or another passage identified as a complex, grade level text for this purpose. (The Secondary Reading department will be providing those passages for teacher/student use and they will be posted in the BEEP as soon as available.)


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Vocabulary Through Morphemes: > either Edge B or Edge C (or students in content area reading intervention (resources allowing) in the form of mini-lessons throughout the year.
 * Vocabulary Through Morphemes is a supplemental intervention for
 * There are 82 Lessons in structural analysis (morphology) across three “parts” or units - Suffix Study, Prefix Study, Roots Study.
 * Each lesson includes suggestions for teaching the lesson, including standards-based objectives, a warm-up activity, ideas for explicit instruction using the instructional pages, suggestions for using the practice page for application and extension, an answer key, and optional word study games and activities.

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 * Curriculum

Tier III – Reading || Students who are not progressing adequately using Edge B or Edge C may need more intensive and strategic (Tier 3) interventions to support remediation in one or more areas of reading. The Secondary Struggling Reader Chart provided recommendations for remediating deficits in all areas of reading including: Word Study and Fluency Interventions: • Edge Fluency routines and passages

• REWARDS Secondary/REWARDS Plus Science

• Vocabulary Through Morphemes (indirect application)

• Jamestown Fluency

• QReads

• Jamestown Critical Reading and Jamestown Signature Series In addition to the resources identified above, classroom practices that encourage repeated oral reading with feedback lead to meaningful improvement in students’ fluency. Recommended fluency routines for high school classrooms that do not require specialized programs and materials include:
 * Modeling: Teacher reads aloud to model the expression and prosody prosody (phrasing, expression, and intonation). The teacher should model the expressive reading of short texts daily.
 * Choral Reading: Students read in unison following the teacher’s phrasing, expression, and intonation.
 * Echo Reading: Students echo the teacher’s phrasing, expression, and intonation.
 * Listening while Reading: Students listen to a recording while following the text in print.
 * Paired Reading: Students read aloud to an adult or peer, for practicing

|| Core Curriculum, Secondary Reading, 8/25/11 2


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prosody (phrasing, expression, and intonation). > NOTE: Round Robin Reading is NOT a recommended practice for high school reading or content area classrooms. > Vocabulary Interventions: > • Edge Vocabulary Routines > > • REWARDS Secondary/REWARDS Plus Science • Vocabulary Through Morphemes > > • Vocabulary Improvement Program > > • Word Generation > In addition to the resources identified above, teachers help build vocabulary and comprehension skills by immersing students in rich and varied language experiences, word study, playing with words, and making words their own through authentic reading, writing, speaking, and listening activities. Teachers should model daily the use of targeted, complex language in natural contexts. Explicit and systematic vocabulary routines and word study that do not require specialized programs and materials include: > Comprehension and Critical Thinking Interventions: > • Edge Comprehension routines > > • Reading Advantage > > • Jamestown Critical Reading Series and Jamestown Signature Series • Impact 3.0 or 4.2
 * Reading Recording: Students use recording tools to record their own reading, listen and analyze it, and repeat readings to develop accuracy and rate.
 * Timed Repeated Readings: Students establish specific targeted goals to increase their reading rate with good accuracy with texts they have previously read.
 * Reader’s Theater: Students read and/or perform individual or choral parts in dramatic texts (such as poetry, plays).
 * Morphology and structural analysis
 * Context/syntax clues
 * Vocabulary notebooks
 * Vocabulary study cards
 * Vocabulary graphic organizers (such as Frayer Models and Semantic Maps)
 * Word sorts
 * Word games
 * Word wall activities

|| Core Curriculum, Secondary Reading, 8/25/11 3


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Explicit and systematic comprehension strategies that do not require specialized programs and materials include:
 * The Comprehension Instructional Sequence is a research-based sequence of instruction that supports deeper engagement with complex, grade level texts. Students will deeply process and comprehend a literary or informational text through reading and rereading, generating questions and answers based on the text, and participating in extended text discussions.
 * The Adolescent Toolkit: Content Area Literacy Guide. The Guide is a free resource posted in the BEEP Teacher Portal that provides concrete literacy strategies for supporting all students as they progress from “learning to read” to “reading to learn.” The guide includes a collection of strategies that support students’ literacy development and understanding of content.

|| || Pacing for Edge B and Edge C: > Pacing for Vocabulary Through Morphemes:
 * Instructional Focus Calendars (IFCs)/ Pacing Guides
 * Edge B and C and should be completed in sequence, at a brisk and engaging instructional pace, providing time for differentiated instruction and reteaching to mastery.
 * Teachers have been allotted two weeks on the IFC for each cluster in each unit of Edge. (In some cases a cluster can be completed in about 8 or so days, allowing for additional time for novel/genre study and literature circles, project based learning, and differentiated instruction for reteaching, remediation and enrichment.
 * The Edge curriculum is recursive and sequential, and each of the 7 units focuses on a different set of reading strategies and genres, both informational and literary. If teachers pace instruction to complete one unit every 5-6 weeks, teachers will complete 6 to 7 units in Edge by the end of the year.
 * Teachers should not try to include every supplemental activity offered in the Edge Teacher’s Guide. Teachers must make instructional decisions based on data to best meet the needs of students.
 * Students should spend the majority of their instructional time engaged in scaffolded support for close reading and rereading of the texts. Teachers should use explicit instruction through the gradual release model when facilitating pre and post reading strategies to help students build independence as readers and learners.
 * Begin Part One approximately 3-4 weeks into the school year allowing time to establish instructional routines and/or to complete Unit 1 in Edge.
 * All lessons should be completed in sequence. Students will complete about 2-3 lessons per week. The first lesson in each new sequence of



|| Core Curriculum, Secondary Reading, 8/25/11 4


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instruction will take about 20 minutes to provide for initial explicit instruction and modeling. Subsequent lessons during the week should take about 10-15 minutes. > Alternate Instruction to Prepare Students For Complex Grade Level Text like they will encounter on the FCAT: ||
 * Begin by teaching only one lesson each day. Eventually, as the routine is learned, some students could master two or possibly three lessons a day to accelerate and if additional time is allocated for instruction.
 * Provide the practice page the next day, or as homework on the same day.
 * Occasionally, apply skills with the suggested games and activities.
 * Weekly, model the Outside-In Strategy with content area reading.
 * The cluster 3 sequence of instruction in each unit of Edge may be skipped if all students have achieved mastery of the unit content tin cluster 1 and 2 as evidenced by the cluster tests.
 * Teachers may substitute Cluster 3 instruction for the Comprehension Instructional Sequence using complex grade level texts such as those identified in the Text Exemplars of the Common Core State Standards and released FCAT tests.
 * Teachers should see their reading coach for guidance on the resources for this sequence of instruction. The resources are under development by Secondary Reading department in the District Curriculum department and will eventually be posted to BEEP Learning Village portal.
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Lesson Plans || Edge Lessons and Resources:
 * All Edge resources are posted in BEEP > Teacher Portal > Learning Village and include:
 * Edge Lesson Plans
 * Hampton Brown Edge Online Student Book
 * Hampton Brown Edge Online Teacher Resources (Edge Teacher Guide, Edge Library Teacher Guides, Edge Interactive Practice Book Teacher Edition, Grammar and Language Resources, Fluency Passages, Assessments and Rubrics (including projects), Reteaching Lessons.
 * Edge A and Edge B NGSSS Mini-Benchmark Assessments - NGSSS benchmark focused assessment for each cluster of each unit in Edge or a total of 21 Assessments.
 * Edge B FCAT Connections extension lessons – 7 mini units of additional instruction, passages and strategies suitable for reteaching,

|| Core Curriculum, Secondary Reading, 8/25/11 5


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enrichment, or extended learning. (NOTE: There are no Edge A FCAT Connections extensions lessons at this time.)

|| || • Placement in the single-block of Intensive Reading Edge B or C is already a Tier II Intervention.
 * Tier II – Instructional Resources/ Interventions (RtI)

|| The Secondary Struggling Reader Chart provided recommendations for remediating deficits in all areas of reading. See Tier II Interventions for examples of these interventions. Tier III students may need additional interventions or modifications such as: > instructional group to meet the student’s needs. > modifications as needed. ||
 * Tier III – Instructional Resources/ Interventions (RtI) || If students are not progressing even when curriculum and instruction is implemented with fidelity, the student may need to be referred to the Collaborative Problem Solving Team (CPST) to analyze data and determine why the Tier II interventions are not working.
 * More explicit and systematic instruction
 * Additional instruction through extended learning opportunities
 * Push-in or pull out tutoring
 * A change in the focus, format, frequency and/or size of the
 * More frequent and ongoing monitoring of interventions and
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Enrichment/ Acceleration || * High school students must not just meet FL DOE high school graduation requirements, but they must be meet high standards for career and college readiness.
 * Students placed in intensive reading intervention should be given the same opportunities for enrichment, project-based learning, and participation in literature circles/genre study, and other learning opportunities as all students.
 * Using a rotational model for differentiated instruction, teachers can provide small group targeted interventions and reteaching, can conduct informal fluency checks, engage in “Clipboard Cruising” meeting with individual students and small groups for brief conferences and status/progress checks as students complete guided and independent work, give students opportunities to work collaboratively (in small groups or pairs) on projects and project- based learning, in literature circles, read at the student’s independent reading level for information and pleasure, and engage in other strategic literacy learning activities to meet varying levels of need. ||
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Extended Learning Opportunities (ELO) || Resources for Extended Learning Opportunities are outlined for teachers in the BEEP Teacher Portal and include:

|| Core Curriculum, Secondary Reading, 8/25/11 6


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> (http://www.gutenberg.org/wiki/Main_Page) - Complex texts in the > Public Domain > Fluency Passages, more (BEEP) > (http://learn.nefec.org/) > teachingbooks.net, more) > The Instructional Focus Calendar also provides additional suggestions for Differentiated Instruction and Supplemental and Digital Tools and Resources. ||
 * Comprehension Instructional Sequence
 * Common Core State Standards Text Exemplars (App B)
 * Lit2Go (http://etc.usf.edu/lit2go/) and Project Gutenberg
 * Articles of the Week (Kelly Gallagher/others - BEEP)
 * Vocabulary Through Morphemes
 * Word Generation (http://wordgeneration.org/)
 * Edge FCAT Connections Lessons (BEEP)
 * Edge Online Teacher Resources (Reteaching Lessons, Novel Guides.
 * Topics from the Restless
 * Jamestown Signatures/Jamestown Critical Reading Series
 * Impact 3.0 (Interpreting Data & Technical Extensions)
 * FAIR Toolkit - Scaffolded Discussion Templates
 * FCAT Explorer (http://www.florida-achieves.com/)
 * Florida Focus (http://www.florida-achieves.com/)
 * Literacy Essentials And Reading Network (LEaRN)
 * Thinkfinity's Read Write Think (http://www.readwritethink.org/)
 * Beep Student Portal Databases (Opposing Viewpoints,
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Professional Development/PLC – Lesson Study ||

Technology Integration || Core Curriculum, Secondary Reading, 8/25/11 7
 * Ongoing professional development is provided to coaches, teachers, administrators, district and school support staff by the Secondary Reading department. A calendar of face-to-face workshops is published each semester and during the summer of workshops for reading endorsement, reading strategies, and program-specific (REWARDS and Edge) instruction.
 * Resources for self-paced and collaborative study are posted in BEEP, in CAB conferences, on Wikis, in Blackboard and other resources.
 * Reading Coaches provide modeling, support, and co-planning and co- teaching of lessons to support teachers at their schools.
 * It is highly recommended that teachers teaching Edge co-plan and share resources, engage in Lesson Study with one another, and support and learn from Model Classrooms at their schools. ||
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 * Supplemental digital materials and resources are identified on the Secondary Struggling Reader Chart and may include, but are not limited to, Edge Online, Teen Biz, netTrekker, SunSentinel online, and other resources in the BEEP Teacher and Student Portal.
 * Digital tools recommended for enhancing instruction in the classroom ||


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include an LCD projector, a document camera, an interactive white board, audio enhancement system, and student responders.
 * Each unit in the Edge curriculum is based on an Essential Question for engaging students in authentic real-world inquiry. Project-based learning is built into the Edge curriculum in each unit around those essential questions and many of the projects incorporate the use of digital tools and strategies.
 * The district’s Global Learning Initiative through Digital Education for Students (GLIDES) is an opportunity for students to using digital tools and strategies in developing authentic, real world projects that answer and respond to meaningful essential questions.

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 * Classroom Library Resources || * All intensive reading classrooms should include a classroom library of literary fiction, non-fiction/informational texts, magazines, newspapers, multimedia and audio books, and other resources that should appeal to adolescents of varying interests and reading skill levels.
 * The Media Specialist works closely with the reading teachers to create rich “text sets” of books and multimedia resources around a specific theme or topic of research/inquiry.
 * Literature circles, group and independent reading are an integral component of reading interventions for struggling adolescents.
 * Literary fiction and informational texts were included in the Edge adoption for all schools.
 * During the transition from the NGSSS to the Common Core State Standards beginning with the 2011-2012 school year, there will be a greater focus on supporting instruction for students to gain increasing independence with complex, literary and informational grade level texts. This has been incorporated into the Edge Curriculum through the option of using the Comprehension Instructional Sequence in place of the Edge Cluster 3 instruction. ||
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Teacher’s Use of Media Center ||


 * The Media Specialist is a literacy partner to all reading and content area teachers and students.
 * The Media Specialist works closely with the reading and content area teachers to create rich “text sets” of books and multimedia resources around a specific theme or topic of research/inquiry.
 * Teachers and students check out books and other materials on a regular basis for independent reading, research and/or other content specific inquiry. ||
 * [[image:http://maldenells.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50 width="200" height="50" caption="page8image29128"]]

Formative & Summative || Assessments and Progress Monitoring for Edge B and Edge C: • Reader Reflections

|| Core Curriculum, Secondary Reading, 8/25/11 8


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Assessments ||

• Cluster 1, 2, 3 Tests

• Oral Reading Fluency

• Unit Reading and Literary Analysis Test

• Unit Project Rubric

• Unit Self Assessment

• Reteaching Prescriptions

• Learning Logs

• Edge Benchmark Assessment Tests for Clusters 1, 2, 3 • Vocabulary Notebooks Assessment and Monitoring for Vocabulary Through Morphemes: > below.) > lively; provide an understanding of the foundation morphological concept, and move on. Provide differentiated instruction for students who are struggling, as needed. > Pre-and Post- Tests: Use the final assessment in each part of the Blackline Masters Practice Pages: >> p 49.  >> Roots Review, pp. 110-111. >> Mid-unit Progress Monitoring: Use the General Review Assessment for each part for mid-unit progress monitoring  >>> part. >>> 95  >>> Ongoing Progress Monitoring:
 * Use the assessments provided and monitor daily progress. (See
 * Do not expect 100% student mastery of each lesson. Keep the pace
 * Unit 1: Suffix Study - Morphology Math (Final Suffix Review)
 * Unit 2: Prefix Study – Final Prefix Review, p. 79
 * Unit 3: Roots Study – Final Greek Combing Forms and Latin
 * Unit 1: Suffix Study – General Review p 35.
 * Unit 2: Prefix Study – There is no mid-unit review for this
 * Unit 3: Roots Study – Greek Combining Forms Review, p.
 * Unit 3: Roots Study – Latin Roots Review, p. 109

> (See the Reading Coach for more information on giving these > assessments.) > more than once every 4 -6 weeks. > Formal Assessments: > > • Progress Monitoring using the FAIR or FORF > > • Grade Level Lexiled Passages (GLLP) and NAEP Fluency Rubric • FAIR Toolkit > > • BATs (district schedule) > > • BAT minis (school schedule)
 * Use the Scaffolded Discussion Templates from the FAIR Toolkit.
 * The FAIR Scaffolded Discussion Templates should not be given

|| Core Curriculum, Secondary Reading, 8/25/11 9

• FCAT Practice/Release Tests (school schedule) • Edge Placement Test (as needed)
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• FCAT (and other district/state assessments) || || Using Data to Inform Instruction: > Informal Teacher Checklists: > Motivation and Engagement of Students through Student Data Chats > each student feel safe to take risks. > successful while gradually withdrawing support so students build > independence as learners. > know exactly what their data is and means, and the relevance and importance of this data in the short and long term. || Core Curriculum, Secondary Reading, 8/25/11 10
 * Data Analysis/Data Chats (Teachers and Students)
 * Teachers should record all data for progress monitoring.
 * Students should record and chart their own data for personal progress monitoring and as an incentive for success.
 * Teachers must prepare carefully for each lesson, model the skills and strategies explicitly and directly, using the gradual release model of I Do, We Do, and You Do, and provide immediate and effective feedback and correction of errors.
 * Teachers should keep an informal student checklist to record behaviors that demonstrate that students are progressing.
 * For example, indicators for student progress include students showing interest in words, student’s use of targeted words in small and whole class discussion and writing, use of word strategies to figure out unknown words encountered in reading texts across all content areas, generating and answering one’s own inquiry questions, showing interest in class discussions and activities, writing to the text, and writing more extensive and reflective responses.
 * Teachers should keep a “Status of the Class” checklist of student’s literacy activities (independent reading – titles, page numbers, notes from student-teacher conferences during “Clipboard Cruising”) as well as progress on writing and project-based learning.
 * Data chats with students help establish a positive climate that makes
 * Teachers need to provide just enough scaffolding for students to be
 * In data chats with students, students will be more motivated if they

<span style="font-family: 'Times New Roman',Times,serif;">**Marking up the text template**: <span style="font-family: 'Times New Roman',Times,serif;"> Online resorces:

<span style="font-family: 'Times New Roman',Times,serif;">LEXIA Online Intervention for ELLs The following are letters for parents to install the program at home in multiple languages.
 * Lexia **


 * Directions for Parents to Download Lexia **

iPad app: Lexia Reading on the iPad: http://www.lexialearning.com/lrtraining/documentation/LR_ER_iPad.pdf

Download on iPad: https://itunes.apple.com/app/lexia-°©‐reading/id555676901?mt=8 Administrator's App for iPad: http://www.lexialearning.com/lrtraining/documentation/LQGMAA.pdf

Resources: https://www.mylexia.com/admin/resources.php