Abel's oldTest Kit revised 1/04 / no longer maintained so I apologize if some links do not work

teacher supporting student from artoday.com  
Informal Assessments
for
Emergent and Young Readers
. . . to inform daily teaching decisions for working with individual students.
Not intended to replace "approved" assessments  (such as the TPRI).


Instructions:
1.  Cut on the lines to separate into individual assessment sheets. 
2.  Create sections for your notebook or kit:
          1.  Emergent Reader - Assessments & Strategies 
          2.  Early Reader - Assessments & Strategies 
          3.  Test Charts www.education.sfasu.edu/ele/classes/abel/testchart.html
          4.  Resources   (end of this page)
        5. Report sample www.suu.edu/faculty/lundd/6350Web/readngperfassess.htm

3.  Understand Reading / One-Stop Reading Review
4.  Evaluate and Monitor Progress / keep samples
5.  Continue your own Professional Development
Alternate Test Kits you may prefer to use  



<-------cut here------->
Language Dev.
Identifies Basic colors + simple vocabulary

Everyday language - red  yellow   blue   green   orange   purple   brown
Can name simple everyday objects (Dial): pencil, book,  leg, paper, tooth, hand, thumb, window, door


Materials:
set of basic crayons
pencil, book, window, door, paper or other everyday objects.

Instructions:
You:  What color is this crayon?  this one....this one....
You:  What is this?  (pencil)  What is this (book)  What is this (leg) Caution: Don't touch leg.....
As you talk with him, can he speak in sentences and can you understand what he is saying? (don't worry if he can't pronounce his words just right / can you "understand" what he is trying to tell you?)

Mastery:  all

How to help: Talk about the colors you are using as you color together.  Have nurse check for color-blindness if not learning colors. Be sure basic screening of vision and hearing have been done.  What language is spoken at home? Have engaging discussions with student(s) to encourage language use.  Be conscious of naming objects and using vocabulary to extend his. 

Red Flags:  Shorter sentences than peers / confusing syntax  /cannot understand kindergarten level student's sentences (even though speech may not be too good) / has trouble retrieving words or identifying pictures quickly  http://stills.nap.edu/html/prdyc/ch4.html (assuming he is not threatened by your presence or situation)  / child may say "this" or "that" or "the thing you put water in" when referring to a simple word such as "glass."

Hearing impaired will cry and coo as babies but no complex babble at 6 mos.  Further tests for younger students: "Receptive One Word Picture Vocabulary Test (l985) and Expressive One word Picture Voc Test-Revised (l990). Beyond 7 yrs of age: Peabody Picture Vocabulary Test-Revised (l981).

Bilingual:  Young children may exper difficulty when ordering sentences because words are placed in different order for diff langages - eg., the white cat (English) or the cat white (Spanish / el gato blanco). This is NOT a lang problem, just  temp confusion. Mixing English with Spanish is not a problem either, while children learn to speak in two languages.










Spatial Awareness / Understands
    concepts:  in, on, under, right "side" vs left "side"
Materials: none

Instructions:
You:  Let me see you climb under the table.  Can you put your hands on the table?  Now stand beside me....

Mastery:   all
Student does not have to know the word "right" but should be consistent in giving you one side vs. the other. He should be aware of the difference.

How to Help:
Play "maze" games and be sure to use these and other words while playing so students can learn them. Hokey Pokey.  Play music, dance and sing....carry on, over, under, around, and through.....enjoy!
Once this understanding is established, try it on a felt or magnetic board.
Ask student to place the circle above the house, etc.
Then take it the next step: ask student to draw a circle.  Then ask him to draw a line below (or above) that circle, etc.
Last, have him verbalize where he sees items in a simple picture.




One-to-One correspondence
           concept of word and space
Materials:
familiar nursery rhyme or favorite jingle the child has learned (or teach it well first)

Instructions:
1.  select a poem or jingle he knows
2.  print it carefully on sheet of paper
3.  demo. how to point to each word as you say the rhyme/jingle
4.  let him try
5.  Is he pointing to a word for every word that he says?
___way off
___idea / using rhythm, syllables
___close
___yes 

Mastery:  yes   no

How to help:
Morning messages dictated by children and pointed to as choral read.
Dictated sentences by child on page where he can illustrate it.  Point to individual words as he reads it.
Dictated sentences by child that you later cut up and place in envelope for future reassembling.
Interactive writing where child dictates sentence and you help him print the words (using finger to space between).  Use a scratch sheet and correction tape for creating difficult words.
Select favorite songs and create charts for child to point to words as the song is sung.
Establishing one-to-one coorespondence counting several objects should help. (Line them up on one side; then grab one at a time, slide it across the table in exaggerated fashion to the other side, pronouncing the number as you do this)




 


 
Follows 3-4 part command (by 4 yrs)  language and memory
Materials:  none

Instructions:
You:  I am going to say some things to see if you can do them.  Ready?
You:  Sit down.
Student:  sits down
You:  stand up
Student: stands up
You:  sit down and cross your legs
Student: complies
TEST:
You:  stand up, touch your head, and look way up high (3parts)
You:  get a piece of paper, fold the paper, and give it to me.(3parts)
You:  get a pencil, get a piece of paper,  put the paper on top of the pencil, sit down (4parts)
You:  get a book, put it on the table, get some crayons, and give the crayons to me (4parts)

Mastery:  yes  no

How to help.
Play games where you take turns with the student directing each other to do silly things.  Simon Says (without heavy consequences for losing) may help.  Positive reinforcement for careful listening.  Whole groups can perform 3-part requests before being dismissed for centers (e.g.,  "Take a sheet of paper. In the middle, draw a circle.  Fold it and give it to me.")  Believe it or not, reading exciting stories and discussing them will develop this, as well.



 




 
Articulates by 6 yrs
   Check for these sounds:    p   m   h  n  w  b  k  g  d  t  ng  f  y  r  l
(by 3 = pmhnwb)
(by 4 =  "  plus kgdt ng f y)
most difficult /by 8 yrs = s z v "th"
Instructions:
You:  Can you say the words I say?
You:    paper monster house NO wicked witch
       baseball ketchup    bubbleGum    dog
            telephone    running    fish yellow railroad    lion

Mastery:  Circle those mastered / enter #.  Not all speech sounds are mastered until 8 yr.
Adults should be able to understand what he is saying, even if not perfect.

How to help:
Consciously enunciate distinctly when you speak to student. A  role-model may be all that is needed.  Positively reinforce clear speech.  Encourage student to feel his throat or the position of his tongue when pronouncing certain words.  Look into mirror as you both attempt to pronounce "silly" words.  Laugh and have fun.  Don't get kids focused on this as a problem or it will certainly become one.  As with all others, be patient.  Children develop in similar ways on different time frames.  When one thing is pulling ahead, sometimes it is at the expense of another skill.  All in good time.  This is not about rushing; it is about offering opportunities and stimulation.  In a risk-free setting and with support, children learn best. Read:  "When are Speech Sounds Learned?" Journal of Speech & Hearing Disorders. 37, 55-63 http://www.overtonspeech.com/EmergenceVsMastery.html










Repeats 6-12 syllable sentence (by 4yr)
Language /grammar- syntactic development can limit the number of words one can speak in a single sentence /often confused with shyness / children are incapable of echoing sentences more syntactically advanced than one they can create alone (Gillet, 2000).  If beyond them, they will simplify it.
Instructions:
You:  "Try to say what I say."   (enunciating distinctly and not too fast or too slow)
You:   "Here goes: pickles"
Student:  pickles
You:  I like cookies.
Student:  I like cookies.
TEST:
You:  I am green with blue spots. (6 syllables)
You:  I like to play with my friends. (7 syllables)
You:  The new bicycle is over there.(9 syllables)
You:  I am happy when it is my birthday. (10 syllables)
You:  My friend gave me a present for my birthday.(11 syllables)
You:  Sam likes peanut butter and jelly sandwiches.(12)
Have others ready in case noise prevents student from hearing.

Mastery:   yes    no    (Enter # syllables)
Omission of word endings is OK if belong to dialect group (sometimes = sometime).
Substitution for more familiar word is OK (bicycle = bike)
Ignore speech problems on this one.

How to help:
We should not read sentences or ask them to read sentences too far beyond their level.
Help them get into the rhythm of language which helps them repeat longer sentences.  Consciously model standard English.  Facilitate reasons for students to need and use  language.  Discussions and enjoyment of stories.  Semantic webbing supports vocabulary development.

Research http://stills.nap.edu/html/prdyc/ch4.html
"From the results of those studies (Scarborough, 1998), it is clear that, on average, kindergartners' abilities to repeat sentences or to recall a brief story that was just read aloud to them are more strongly related to their future reading achievement than are their scores on digit span, word span, and pseudo-word repetition measures."





Print Concepts
Student identifies:  cover      where to begin      go next         now where (L-R sweep?)
                            top / bottom page          a word          2words      beginning of word
                           end of word       a letter      a period    What are these: "  "     end of story
Materials:
several simple picture books with words that will allow a student to easily find the above items.

Instructions:
You:  Would you pick a book for me to read? (watch how he  handles it)
You:  Show me the cover, where to begin, where do I go next, etc.......

Mastery: 8 out of 13 is satisfactory by end of kdgn.

How to help:
Read to student and point to words, emphasizing print concepts as you read.  Have student dictate stories for you to write for him.  Encourage student to begin writing own stories with your help.  All of this causes student to focus attention on these features of print and books.
Read: http://www.pbs.org/launchingreaders/pdfs/tips_all.pdf
Checkpoints of progress ages l - 6yrs: http://www.ed.gov/pubs/parents/Reader/part9.html
 
Retell  See Tompkins '98 Retell handout from TEA 2nd grade Reading Academies.

Retelling stories helps children to understand and remember what they read.  It also helps them develop a sense of story (form / grammar).  It improves comprehension because the student is required  to organize information, make inferences based on text, connect to and transfer their own knowledge (PK) into a personal rendition of what happened, and essentially "understand" the story.

Materials:  book and puppet or stuffed animal

Instructions:
Use handout(s) in packet or in the Learning Center (rm 118), or do the following:

Place puppet (or stuffed animal or doll) in box nearby but do not discuss.
Select a short story with an interesting cover that suggests what the story is about (not alot of dialogue).
1.  Discuss cover of book. Encourage student to predict.  Tell student to pay close attention to story to see if his predictions are right.
3.  Read the story.
4.  Bring out  puppet and ask student to tell puppet what the story was about.
5.  Prompt to get more detail.  (then what happened,  why...)
6.  Ask questions to see if child can remember details (explicit)
and if he can imagine what if or 'read between the lines' (implicit)

Mastery:  This must be taught.  Look for improvement.
____disconnected(random)
____connected theme (sequential/most parts included)
____awareness of you, the audience (there was...   and then she....)
Answers questions:
____explicit      (main characters, names, setting...)
____implicit      (why do you think....    what did the author mean by....)

How to help:
Read to students at least once a day; more often is preferred.  Model what you want him to do.  Discuss the funniest or the best parts first.  Warm up to the big retell.  Have fun discussing these stories and encourage student to offer his own reactions risk-free.  Learn to stop talking when student begins; follow his lead.  Sometimes students don't retell much because they see that you were there so you must already know about the story.  Bring in a guest "teddy bear" so that the student can retell to him.  Together you can write about the story to be sent home for mom to read.  Create stories with the student (shared writing) and model the need for story grammar (setting, characters, plot, sollution / beginning, middle, end).

TX language standards preK-3rd: http://www.edweek.org/ew/ewstory.cfm?slug=33stand.h20 (not in packet) PreK should remember 2 events in narrative; by 3rd grade, lots of detail expected.






 
Letter Recognition
Materials:
ABC sheet of  upper and lower case letters (included in packet)
or a collection of plastic or magnetic letters.
Form for teacher:  http://www.suu.edu/faculty/lundd/6350Web/Formsa/ltrassess.htm
Form for student:

Instructions:
"name" the letter:
You:  What is the "name" of this letter...
IF too difficult, have student
"identify" the letter:
You:  Can you find the ______?

Mastery:
Circle those  "names"  or   "identified"
Students do not need to be able to "name"  all letters before attempting serious reading / most of the uppercase and around half of the lower case is fine although eventually all must be mastered.
Goal - ultimately we want children to be able to say the letters (and eventually the sounds) around 1/sec. (fluent /automatic)


 
Rapid-naming - Eventually, child should be able to name these "easily"

How to help:
Learn those in student's name and use concrete manipulatives first.  Mold bodies and clay to create letters.  Fit ABC's into puzzle frames. Paint them, trace them in soap foam, form them with noodles, draw them with colored glue, use your own creation. Alphabet games....the "fun" ones.  Play with them, read them, write them, create words with them, enjoy them.  Read alphabet books.

Game(match upper/lower case): Materials needed: lower case letters to match with online uppercase http://www.quia.com/jfc/65834.html  Talk about the names of these letters as you match them.
Remember to seat student back 2' from computer screen and with good posture. Habits die hard.










L-S  Letter-Sound Knowledge
Knows the sound represented by each letter.
Materials:  Use ABC sheet  

Instructions:
You:  Here is the letter S.  Can you think of a word that begins with this letter?
TEST:
You:  Tell me a word that begins with this letter (point to it).
You:  How about this one...

Mastery:  Same as for ABC's.  Children don't need to know all before serious reading, but eventually they should master them.  Student can either give you the sound or a word beginning with that sound or emphasizing it.

Rapid-naming - Eventually, child should be able to say these sounds "automatically"...aprox'ly 1/sec.

How to Help:
Practice matching letters with concrete objects that begin with those sounds.  Lots of reading and writing and letter-sound games help. There are many in your packet.  As with learning the ABC's, get creative and have fun.  Enjoyable decodable text at instructional level with your gentle guidance offers the best opportunity to use and improve on this knowledge once established.

Game ideas: Alphabet Arc, Picture Sort L-S, and Sound Board: 
Learn to Read Games: http://www.starfall.com/n/level-a/index/load.htm?f
http://www.ldonline.org/ld_indepth/reading/straight_talk.html#activity%20to%20teach%20alphabet





KPAT,  Yopp-Singer
   phonemic awareness
Materials: 
KPAT sheet (included in packet or just use the others here)
Yopp-Singer http://teams.lacoe.edu/reading/assessments/yopp.html w.instructions
Yopp-Singer Formwww.suu.edu/faculty/lundd/6350Web/Formsa/yoppform.htm
PK for this
http://www.ldonline.org/ld_indepth/teaching_techniques/cld_hownow.html

KPAT Instructions:  on sheet
EASY LEVEL:Can he give you a word that rhymes with two you provide?
HARDER: Can he blend the sounds YOU make into a word? (e.g., You say: /b/  /a/  /t/ and he says "bat")
HARDEST: Can he tell you the sounds in words?  (e.g., You say: "bat" and he says  /b/  /a/  /t/)

KPAT Mastery  see sheet
Rhyme (out of l0)
Blend (l0)
Initial -Middle-Final sounds

How to Help:
Phonemic awareness / be aware of hierarchy and do not ask student to do something high on the list before laying a strong foundation below. Packet activities provided.

Phonological Awareness books:
http://www.ldonline.org/ld_indepth/teaching_techniques/cld_hownow.html
Rhyme patterns: "There's a Wocket in My Pocket" (Seuss, 1974)
Alliteration: "Faint Frogs Feeling Feverish" and "Other Terrifically
                        Tantalizing Tongue Twisters (Obligato, 1983)
Assonance: "Moses Supposes His Toeses Are Roses" (Patz, 1983)






10 Minute Writing
    Basically from Marie Clay in Observation Survey, p. 58 
    http://www.education.sfasu.edu/ele/classes/abel/318writingtest.html
Materials:
sheet of paper and pencil

Instructions:
You:  I want you to write as many words as you can write.
(prompt to get him going and to help him along)
You:  Can you write your name?  How about Daddy?  Any color words?  How about the word "no"....

Mastery:
each correct word = l point
5 l/2 = 5 words
6 yrs. = 30
>40 = ceases to be of any use / NOW ask him to write a "story"  (sentence)

Reversals = OK
Generating words (hit, hits, hitting) = OK  (each counts as l word)

How to Help:
Teach student to write his name, to write easy words important to him (Mom, Dad, brother, sister, dog, cat)
Teach student to generate words from one 'family' (cat, bat, mat, fat)
Help student create labels for play centers, to 'write' to  friends in class, to notice words in his environment, to make lists and write stories...
 












Writing Samples
    Basically from M.Clay, Observation Survey, p. 57
Materials:
Collect samples of student's writing

Instructions:
Encourage student to draw, write, express, retell

Mastery:
-Language Level
   pictures,  letters,  word,   2-word       sentence      punctuated story (2 sentences)      2 themes
-Message Quality
   symbols        message        copies       repeats sentence patterns (Here is a...)      creates
-Directional:
   no direction            some direction         direction            spaces         more complex

How to Help:
Provide many opportunities and incentives for writing.  Support and give helpful feedback as often as you can.
Model good writing and thinkalouds to encourage correct printing, inventive spelling, spacing between words, and letter-sound connections.  Dry erase boards are great since they allow students to easily erase until they are satisfied with attempts.

Ideas for writing crazy stuff (fun) e.g., think of ways food can make noise, what if rain suddenly froze in mid air.  http://www.teachnet.com/powertools/take5/index.html%20(not%20included%20in%20packet) (not included in packet)
Writing info., assessment, and activities (4-Blocks) www.k111.k12.il.us/lafayette/FourBlocks/writing_blocks.htm
Writing - Mini Lessons www.k111.k12.il.us/lafayette/FourBlocks/mini-lessons.htm





 
Invented Spelling
      pre-phonemic  phonemic 1-2-3, transitional, conventional  (simplified labels)
 
Materials:
Collect samples of student's writing.

Instructions:
Encourage student to draw, write

Mastery:
Determine invented spelling level from several samples of student's writing.
prephonemic..........no connection to letter-sounds
phonemic...............letters represent sounds
     level l................beginning sounds mostly evident (early letter)
     level 2...............final sounds often present
     level 3...............medial sounds emerge (letter name)
transitional............patterns emerge (CVCe, doubling consonants in "happe")
                               Probably learned from reading.   Grandma can read it!
conventional........ mostly correct

How to Help:
Fun with Writing: http://www.pbs.org/launchingreaders/pdfs/tips_4.pdf
Provide many opportunities and incentives for writing.  Support and give helpful feedback as often as you can.
Model good writing and thinkalouds to encourage good spelling and letter-sound connections.
Dry erase boards are great since they allow students to easily erase until they are satisfied with attempts.











Reads wordless book
         describes pictures, develops story, connected story
Materials:
Use wordless picture books or sequential puzzles.
Sample  (included in packet) or use "Pancakes for Breakfast" by dePaola or "A Boy, a Dog, and a Frog" by Mayer.
mentioned here: http://www.ed.gov/pubs/parents/Reader/children.html

Instructions:
Ask student to tell you a story using the picture book....or
Ask student to tell you the story in the sequential puzzle.

Mastery:
Story makes sense.
Notice how much detail he perceives from pictures.
Notice his language development and his speech.
Notice his attitude.

How to Help:
Enjoy picture books and regular books together as you support student in 'telling' the story.
Children first like to point to pictures and discuss them in relation to themselves.
Also, try using simple sequential puzzles / discussing what is happening first, next, and so on.
Later on, try to take puzzles apart and piece together again.  Retell the story.
Sequential puzzles may have:
baby, toddler, child, adult
egg, bird hatching from egg,  bird walking,  bird flying
from egg to butterfly; tadpole to frog; fall leaves to summer fun




 
"Sam" Assessment
Modified from "Book Buddies," by Johnson, Invernezzi, & Juel    http://www.guilford.com/cgi-bin/cartscript.cgi?page=edu/johnston.htm&cart_id=714869.15224
http://www.education.sfasu.edu/ele/classes/abel/samtest.html

Materials:
Sam sheet  (included in packet or find "baby" level 1-3 of your predictable books set)

Instructions given in class and on sheet.
Helps to pinpoint beginning reading level.
If no "Sam" sheet, find a simple level 1 or 2 predictable book.  Discuss it first.  Flip through pages.  Read it for the student.  Then ask him to read it.  How well can he do?  Easy?  Give him more this level and move forward.  Hard, drop back to reading to child and encouraging his participation.  Work on letter-sounds if weak in this area.

Mastery:  should see progress

How to Help:
Find best level to begin and support student at that level.  Packet pages give many ideas for each level and sources for obtaining leveled books.

Too difficult.....Go back to working on Print Concepts, read alouds, shared reading, modeled writing, and dictated sentences.
             Read pp.20-24,26:www.nifl.gov/partnershipforreading/publications/reading_pre.pdf
                 Try this assessment to check concept of word and ability to learn words
              Voice-Point http://www.education.sfasu.edu/ele/classes/abel/318voicepoint.html
Just right.......Try out some level l and 2 books to see how he does. Support him well until you are certain.
                     We don't want to give him a bad impression of reading.
                   Read "What to do at Home" for K-3: www.nifl.gov/partnershipforreading/publications/becomes_read2.html
Easy.......... Try some level 3 books to see how he does; progress forward if these, too, are easy.
                   Read "What to do at Home" for K-3: www.nifl.gov/partnershipforreading/publications/becomes_read2.html
               Word Play: http://www.pbs.org/launchingreaders/pdfs/tips_2.pdf

See packet, and check "Running Records" assessment card and "Book Resources" for leveled book sources.
Order these booklets FREE from the govt: http://www.nifl.gov/partnershipforreading/publications/





 
Fry Word List  - High Frequency Words (can also use Dolch word list)
    Online Fry word lists with games http://www.readwritesite.com/
    http://www.education.sfasu.edu/ele/classes/abel/318FRY.html
Materials:(included in packet)
word lists for student (and one for teacher for marking)

Instructions:  included in packet
Only show a few words at a time.
Score only words read correctly in decent amount of time (should be almost automatic)
Note decoding skills (no other skills can be used / no picture, context)
Remain neutral and praise effort, not correct responses.
Be subtle about scoring or student will become too engrossed on right/wrong

Mastery:
Percentage Known (should be increasing)
Base - Ceiling
 


Rapid-naming - high frequency words:  yes  no
Can child say them quickly and easily?  This list can be used as a rough placement in books that will be easy to read since can't use other clues when identifying words.  Ultimately must be quick "by sight."  Chart progress.
Learn to read these words / learn to spell them.
How to help:
Fun with Words: http://www.pbs.org/launchingreaders/pdfs/tips_3.pdf
Making Words - How to Play the Game www.k111.k12.il.us/lafayette/FourBlocks/making_your_own.htm
Templates for Making Words www.k111.k12.il.us/lafayette/FourBlocks/making_your_own.htm
Word Wall Routine http://www.k111.k12.il.us/lafayette/FourBlocks/word_wall_routine.htm
Teaching High Frequency words / ideas: http://www.eduplace.com/rdg/res/frequent.html (not in packet)
Word Study and High Frequency Words: http://www.ablongman.com/html/gunningtour/pdf/Gunning_Ch4.pdf


 
Nonsense words (or use names test, Understanding Reading Problems by Gillet & Temple)
        pattern recognition in words (CVCe, CVC, CVVC, r-controlled.....)
        Why is this important: http://www.stenhouse.com/pdfs/0055ch06.pdf (31 pages / not copied in your packet)
Materials:
USE new TX Quick Phonics Screener or
Create a pile of nonsense words such as fap, fapping, fappest to determine which patterns student can recognize.
Print on dry erase as you ask student or create word list in 'viewer' ahead of time.
Names Test (alternative) http://www.suu.edu/faculty/lundd/6350Web/nametest.htm
Names Test Forms: http://www.suu.edu/faculty/lundd/6350Web/Formsa/namestest.htm

Instructions:
Ask student to read the 'funny' words

Mastery:
Note which patterns student needs work on and support

How to Help:
As for any spelling effort / open and closed word sorts, onset and rime wheels, "familiar patterns" word walls, writing opportunities, reading by analogy, modeled thinkalouds.  Packet ideas.

The Phonics Game Room: http://members.aol.com/phonicsrm/index.html
Game - match rhyming words http://www.quia.com/mc/65765.html
Game - next level rhyming http://www.quia.com/mc/65870.html
Word Study and High Frequency Words: http://www.ablongman.com/html/gunningtour/pdf/Gunning_Ch4.pdf
Consider 140 sequential "making words" lessons in book: "Systematic Sequential Phonics They Use" by P. Cunningham ISBN: 0-88724-581-1 (Teacher Terrific on N.Street sells it)









 
Running Record
Running Records measure how well a child reads. They help us
  • evaluate text difficulty so we can offer the student an appropriate book at his level
  • group and re-group children for instruction
  • accelerate a child or move him/her back to an easier level
  • quickly place new students
  • see what student is doing when reading (what cueing strategies he uses)


Easier Way / Create rubric showing what's important (recognizes most words, uses expression, stops at punctuation, pace is normal).  Determine Independent, Instructional, Frustrational reading levels
and good comprehension (around75%) by asking questions to check understanding.

Harder Way - Use these IRI directions http://www.suu.edu/faculty/lundd/6350Web/iri.htm
(Note: we are using diff. % in this class)

Materials:
Grade level text from classroom, SFA samples in reserve room 2nd shelf, from leveled books online
Use tape recorder until you get good at this.

Instructions:
Both discussed  in class. Packet pages.

How to help:
This helps you place student in reading material where he can be successful and find enjoyment.
     independent = easy, fun, homework and test level (95% or better / misses less than l in 20 words))
     instructional = with you for gentle positive scaffolded guidance
                           (reads with 90-94% accuracy)
     frustrational = careful. could turn student off to reading. (misses more than 1 in 10 words / <90% accuracy)
                          Redirect or give lots of support (read together)
Often they demand these texts(seen predictably in 2nd grade with chapter books) to impress friends.   Don't embarrass them by handing them a juvenile book in front of peers. Allow them to continue pretending--this at least reassures you that he still wants to be a reader (a good sign). Options:  Find high interest lower level texts or create a story dictated by student; these are easily written on lower level but never obvious to judgemental peers.  Joke books, trivia books, and informational books also can give you a high interest level written at lower levels. Many "Choose your own adventure" stories also work well.  They are short, exciting, and usually easier to read.  Game boards have many high frequency words on them; playing games masks the 'flash card' benefit here.  Mad Libs are tons of fun for kids and again, it is not obvious that the wording has been simplified (3rd grades and up): http://www.eduplace.com/tales/index.html (well worth your time)


 
Reading Strategies:
What does the student do when he reads? Help him learn what he is not using as a tool.
Strengths:  ___V-Grapho-phonics       ___M-Semantics          ___S-Syntax

Does he:
__SC       __Skips / reads on    __no attempt          ___seeksT-support
 ___relies on pictures       ___uses context         ___breaks down multisyllabic
 ___Structural Analysis (root word,affix)         ___careless           ___ad libs

How to help:  Lots of wonderful salient useful relevant reading and writing works best / Don't turn kids off to reading by making too many irritating demands on students through extension activities as part of your reading lessons.  Guided support with a sensitive informed and supportive teacher can accellerate reading achievement.  RDG 320 will give you more ideas as will many pages in your packet.

Remember always to first determine the  (PAC) Primary Area of  Concern--what is fueling the problem?
The two prerequisites for reading comprehension are quick word recognition and understanding the words read.  Can student do both well?

Leveled Books: SFA library has lists and books to go with them. Online lists (many use different ratings but you will soon get the feel for which level, number, or letter is equal to another / Just watch the student--struggles, drop back till you get a proud smile on his face)
http://teacher.scholastic.com/products/paperbacks/downloads/leveled.pdf(not in your packet)
Book Lists / all kinds http://teams.lacoe.edu/documentation/places/language.html#booklists(not in packet)




Comprehension
Can he think and read at the same time?
Does he do better than this?  Is he really understanding what he is reading?
How about the ultimate:  Does he enjoy it ?
What to look for:  PAC Primary Area of Concern
Materials:   none

Instructions:
Casual conversation may work best.  It must be 'risk-free' or kids can clam up or forget what they know. Engage student in discussions or do whatever it takes to find out what he knows about what he just read. Don't badger him with empty pointless questions no one would want to remember about a book they read; be thoughtful in what you ask to get the most info.

Sometimes you can find out if he is comprehending while reading by asking a question or two as he reads along.  If his answers make sense, he is comprehending; if not, he probably isn't.  Note: There is a difference between paying attention while reading (to make sense) and recall (remembering details, theme, inferences and being able to discuss them after the reading).

Possible reasons for poor comprehension: (look closely for evidence)
-is struggling to identify every word.
-is trying to impress you with his 'reading' of the words and forgetting to pay attention.
-doesn't understand enough of the English language yet to make sense of what he is reading.
-has a poor vocabulary and the words in this book are beyond his background knowledge level.
-doesn't understand idioms and other English expressions because he is bilingual.
-hates what he is reading and would prefer to be reading something he enjoys.
-is distracted by other events going on in the room or around him or from home.
-doesn't want his peers to know he is capable (older child under peer influence).
-is having a bad hair day.
-I am sure you can think of others.

Mastery:
If he remembers anything, he is probably comprehending.   

Now, at what level? 
lst graders can 'infer' www.stenhouse.com/pdfs/0307ch02.pdf
Read Bloom's Taxonomy www.teachervision.com/lesson-plans/lesson-2171.html

___STRONG: Has he really internalized it-- knows it in depth, and has some opinions about how he might have done this or that differently?
___AVERAGE:  Can tell you a few things about what he read.
___WEAK:  Can't tell you much.

MOTIVATION:
Maybe he isn't comprehending because he hates the piece you gave him to read!
We need to know about his interest in reading material when tested:
___strong    ___average     ___weak

VOCABULARY / STRUCTURAL ANALYSIS
Maybe he doesn't read well because he doesn't understand what he is reading.
Are the words too hard?  Is his language/grammar development not strong?
Is his own vocabulary development or background knowledge empty or weak

___strong    ___average     ___weak

We need to know about his own language/vocabulary: www.suu.edu/faculty/lundd/6350Web/vocab.htm
The impact of vocabulary development: http://www.signonsandiego.com/news/education/20020722-0026-ca-satessay-critics.html
Research suggests the teacher's vocabulary may have an impact: 
 http://epaa.asu.edu/epaa/v10n36.html

FLUENCY
Maybe he is poor at quick work recognition / perhaps he is a reader but is not fluent (automatic word recognition, accurate word recognition, thoughtful 'thinking as he reads' word recognition)

 
Comprehension
How to help:   Lots of wonderful salient useful relevant reading and writing works best / Don't turn kids off to reading by making too many irritating demands on students through extension activities as part of your reading lessons.  Guided support with a sensitive informed and supportive teacher can accellerate reading achievement.  A contagious 'community of readers and writers' works wonders
Online book club publishes kids's work: http://www.eduplace.com/readingscene/index.html(not in packet)
(e.g., the contagious fever on Harry Poter and others
 / not in packet: http://www.edweek.com/ew/newstory.cfm?slug=22worth.h21&keywords=reading%20).
But then again, Harry Potter isn't for everyone.  Find out what this student needs/ wants/ desires/ deserves.  Don't forget to consider "The War Against Boys" by Summers, reminding us that what we might think they would like is probably what we woud like.  Model what you do to comprehend and 'stay interested' or keep yourself paying attention when material (like tests and required texts) isn't interesting.  Make sure student understands that some reading is 'wonderful' and so enjoyable the reader can't put it down.  They must learn there is a difference between 'required' boring or hard reading vs reading for information one needs or  for sheer enjoyment.   Parents may be encouraged to sign up for library cards and visit often, or provide nighttime bed lamp and special priviledge to stay up a bit later reading before 'lights out.'  Placing new books weekly throughout the house can trigger interest as can joining magazine or book clubs.  RDG 320 will give you more ideas as will many pages in your packet.

Game: Scavenger hunt  / high 2nd grade and up /  lots of painless reading and scanning practice: http://www.ldonline.org/kidzone/inter_act/index.html

If you suspect a language barrier, begin developing vocabulary, draw idioms, act out unusual English expressions, encourage dialogue between students, model standard English and help all to appreciate time and place for the variety spoken in America.  Bilingualism is a plus which takes time to develop, but don't forget English is the goal in America for full participation in society.  See packet for ideas.
Need & Use is critical.

Vocabulary - "the research" on developing it www.tea.state.tx.us/reading/practices/redbk5.pdf
Voc. devlopment game:  match insect with bee and mammal with lion, etc. www.quia.com/jfc/269580.html
More vocabulary development/ idioms, etc. www.ohiou.edu/esl/english/vocabulary.html
Game: Grammar Gorilla www.funbrain.com/
Game / older students: Matching root words: http://english.glendale.cc.ca.us/roots.html
Finish someone else's story / upper level: http://kidbibs.com/home.htm
Looking for Books to develop character? http://shop.ascd.org/ProductDisplay.cfm?ProductID=100036
Comic books are popular: www.washingtonpost.com/wp-dyn/articles/A41144-2002May19.html
Comprehension
___sequences
___summarizes
___ makes inferences
Mastery:    yes  no
SEQUENCE:  Can he retell it in order (or is it all jumbled and rearranged according to how it 'pops' up in his head)?
SUMMARIZE:  Can he summarize (What was it about?)
INFERENCES:   (not stated in text) When the author says something unusual or odd or doesn't complete the idea, allowing for the reader to 'fill in' and make the mental leap on his own, can the student figure out what the author is trying to tell the reader?  (e.g., "The soup tasted like a corpse"........what does that really mean?  We know it doesn't literally mean it tasted like a dead body).  This is difficult for kids under 4th grade.

How to help:
http://www.education.sfasu.edu/ele/CENTERS/learningcenter/sld009.htm
Refer to other Comprehension section.
Also: Reading and writing self-created stories and then illustrating beginning, middle, end and eventually all  story grammar helps remind students there are special parts that go into stories.  Creating video advertisements for favorite books require students to summarize for their audience.  When discussing stories in small groups, require students to show where' in the text'  it 'states'  or 'suggests' this or that.  Some are literal, some are inferential.  A mystery paragraph could become part of the daily program where something is not entirely 'stated in the text' which would require readers to 'read between the lines' to discover hidden meaning and messages.  Because these texts would be short, they would be more manageable. Perhaps making analogies to Bin Laudin's secret messages or when people 'beat around the bush' or don't state directly their opinions in order not to hurt someone's feelings might bring home what we are doing here.  Begin easy and work your way up slowly.  Poetry, even art and music, all send 'hidden' or indirect messages and  can support this skill, as well, but don't turn them off to the arts while investigating.

Quick word recognition Fluency and beyond: http://www.stenhouse.com/pdfs/0330ch01.pdf (not in packet)
More ideas here:
http://www.stenhouse.com/pdfs/0055ch03.pdf  (not in packet)

Vocabulary Fix-its: http://www.education.sfasu.edu/ele/CENTERS/learningcenter/sld008.htm
Graphic Organizers (venn, story grammar, KWL) www.k111.k12.il.us/lafayette/fourblocks/graphic_organizers.htm
Vocabulary Games, primary grade level: http://www.stenhouse.com/pdfs/0085appc.pdf

Reading Fluency
Done only with students who know how to read and have good decoding skills in place.
Rate = _______ wcpm
Reading is:   word by word, reckless,  mixed phrasing, fluent
Materials:
Packet pages.
Grade level texts from classroom, IRI, or leveled books in SFA library
Stop watch or watch with second hand

Instructions: 
Cold reading.
You may talk about the book first.
Ideally it will be one that attracts your student.
Tell student to read his best (not too fast /must be able to think as read)  

Stop him at 60 sec. The words he read correctly = wcpm (without a formula)
or
Allow him to read over l00 words or several pages or to the end of the passage and use this formula:

#words correct          x 60    =    wcpm  (words correct per minute)
        seconds

Self corrections, repetitions, insertions, accents and dialects  = don't count as errors
Obviously if there are too many insertions, we don't have a valid score.

Mastery:
General rule:
60 wcpm................beg. 2nd grade
80...........................3rd
100.........................4th           
200.........................6th        Refer to packet chart from TEA for specific levels.

How to Help:
http://www.education.sfasu.edu/ele/CENTERS/learningcenter/sld007.htm
Lots of enjoyable reading both independent and guided instructional, readers theater, student charting progress, partner reading.  See packet for ideas on how to get kids reading and reading again and again. 
Try Technology / software http://www.education.sfasu.edu/ele/CENTERS/learningcenter/sld013.htm
Speed Reading Fun http://readingsoft.com/quiz.html
Learn-to-Read Games: http://www.starfall.com/n/level-a/index/load.htm?f


VAK-T
 Visual, Auditory, Kinesthetic-Tactile preference for learning
Materials:
VAKT checklist  (included in packet)
very simple words the child can read and write
sort into 3 lists of about 5 each

Instructions:
VISUAL:
You:  I am going to show you some words.  Look at them for awhile and then I will take them away and ask you to write them.
AUDITORY:
You:  I am going to spell some words for you.  When I finish with all of them, I want you to write as many as you can remember.
KINESTHETIC-TACTILE:
You:  I am going to spell some words for you and I want you to write them down.
You:  Now I would like you to write those words down again.
You:  Now I want you to turn your paper over and see how many you can remember. Write them please.

Mastery:  none / just try to determine which is strongest preference for how this student learns best

How to Help:  Be sure to include the child's strongest modality for learning when trying to teach him.  Encourage him to utilize others, as well.
Brain Loves Music: http://www.pbs.org/newshour/extra/

Interest Survey
To discover interests, attitudes about reading and learning, perceptions about what to do when reading (fix-it strategies), PK, etc. about a student to help you better select appropriate books and to better connect learning.
samples:
http://www.suu.edu/faculty/lundd/6350Web/initint.htm
 http://www.education.sfasu.edu/ele/classes/abel/318interestsurvey.html
Materials:
Create your own list of questions to find out about your student, but don't get too personal.  Some teachers like to create a sample collage about themselves and then ask student to construct one showing his interests, family members, etc.

Instructions:
Have fun; it is a sharing time and an opportunity to begin getting to know each other.  There will be other opportunities along the way to find out more about your student as you go along.

Mastery:   NA

How to Help: You MUST find out what is important in your student's life.  Think about yourself;  what do you like to read?  Your student deserves the same savory experience of reading something meaningful for HIM.  If, when you ask yourself, nothing comes up, ask yourself why?  Then fix this for your student;  we don't want him in the same boat.

Kids suggesting good books: http://www.eduplace.com/kids/rdg/chall.html (not in packet)

A word about classics.  These are timeless pieces;  because they have endured over time it suggests they speak to something human in all of us.  However, young new readers may not be ready for such deep reading and subtle flavors.  Let's not spoil this luxury best left till later in life.  If the classic does not wait, then perhaps it has lost its classic touch.  The truly timeless pieces survive.  The same with art, music, language, societies, fashion, reading rubrics (smile), anything that endures over time.

If you're really daring, or perhaps it will piqué your own interest / Banned Books Online: http://www-2.cs.cmu.edu/People/spok/banned-books.html

 
 


 
 
 
 
 
 
 


 
 
 
 
 

RESOURCES:

Quick KEY Sources:
TEKSChecklistwww.education.sfasu.edu/ele/classes/abel/TEKScreate.html

Commissioner's List  - approved assessments in TX www.tea.state.tx.us/reading/ordering/02-03FinalERIGuide073002.pdf
This Test Kit is not on this list because it is an informal assortment of assessments to be used with individual students who continue to perplex you or to back up or check progress re other more formal TX assessments such as the TPRI.

TAKS http://www.tea.state.tx.us/student.assessment/
Info and study guides
http://www.tea.state.tx.us/student.assessment/resources/guides/study/index.html

Assessment & Correction / Older Students http://readingserver.edb.utexas.edu/downloads/guides/2000_IntRandW.pdf
Assessment RESEARCH http://stills.nap.edu/html/prdyc/ch4.html

How to Teach Reading: http://www.cde.ca.gov/cilbranch/teachrd.htm
Reading Timeline: http://www.cde.ca.gov/cilbranch/eltdiv/everychild2.htm

SFA Libr Levelled Bookswww.lexile.com/faq.asp#4

Language  Translator http://babelfish.altavista.com/
Assisting English Language Learners (p. 22-32)
http://www.nap.edu/books/0309064147/html/index.html
How Kids Develop PreK-adolescent http://oit.sfasu.edu/faculty/rrumph/eps380/unit2slides/sld001.htm

What
Teacher should know
Students should know (Prek - 3rd)
and How to teach it
http://www.cde.ca.gov/cilbranch/teachrd.htm

Checkpoints for Progress:
Birth-12th gradewww.ed.gov/pubs/CheckTeachers/
Kindergarten:www.ed.gov/pubs/CheckTeachers/4kinder.html
3rd grade:www.ed.gov/pubs/CheckTeachers/5third.html

Chart Progress www.cde.ca.gov/cilbranch/eltdiv/everychild2.htm

Red Flags  www.ed.gov/pubs/parents/adolescence/partx6.html

Activities
5 - 11 yrs  www.ed.gov/pubs/parents/Succeed/index.html
10 - 14 yrs  www.ed.gov/pubs/parents/Succeed/index.html

Tutoring Activities - 3rd gd strugglers http://readingserver.edb.utexas.edu/downloads/Gr3TutoringGuide.pdf



Special Needs
Dyslexiawww.education.sfasu.edu/ele/classes/abel/dyslexia.html
TX Dyslexia Handbook: http://www.tea.state.tx.us/reading/interest/wordysstu.html
DiverseLearnerwww.education.sfasu.edu/ele/classes/abel/318diverselnr.html
LDwww.education.sfasu.edu/ele/classes/abel/summarythree.html

Special Ed & the LAW: http://oitcourses.sfasu.edu/spe329/unitslides/Chapter1Slides/index.htm (not in packet)
ESL: Effective Instructional Practices: http://www.stenhouse.com/0065samp.htm(sample page in packet)
HOW TO Teach LD and ADHD Kids: http://www.heinemann.com/shared/onlineresources/E00435/chapter7.pdf

Special Ed in Texas: http://www.tea.state.tx.us/special.ed/
PL94-142, IDEA, 504: http://www.ed.gov/offices/OSERS/IDEA/
Disabilities by Grade Level: http://www.disAbility.gov/SecLevel.asp?intCategoryId=1
Govt. on Disabilities: http://www.disAbility.gov
Inclusion: http://www.coled.umn.edu/NCEO/overview/overview.html
Interactive Parent Guide to Special Ed: http://www.ldonline.org/index.html
You Can: http://www.ucando.org/ 
Ideas for Reluctant Reader: http://kidbibs.com/home.htm
Students w. Difficulties / Help for the Teacher:  http://www.hellofriend.org 
Ritalin / ADHD (don't recommend): http://www.freep.com/news/education/drugs24_20011224.htm 
ADHD Fact Sheet: http://www.chadd.org/facts/add_facts.htm 
Pocket Edition:  http://www.tea.state.tx.us/perfreport/pocked/ 
Dyslexia: http://www.interdys.org 
Learning Disabilities: http://www.ncld.org 
Compensatory Pgms: http://www.ed.gov/offices/OESE/CEP/index.html

GIFTED 

GTwww.education.sfasu.edu/ele/classes/abel/quicktests.html#resources Gifted in Texas (different states have diff. requiremts.):  http://www.tea.state.tx.us/gted.gtlawd.htm and http://www.tea.state.tx.us/gted.steplanq.html
Washington Post on Ignoring Gifted:  http://washingtonpost.com/wp-dyn/education/specials/learning/gifted/
What it's like to be Gifted: http://www.resourceroom.net/giftedLD/cheetah.htm
Games for learning l00 most frequent voc. for SAT exam http://webct.sfasu.edu/webct/public/home.pl?action=setup_frames&curr=top
Mind Games: http://www.pbs.org/launchingreaders/pdfs/tips_5.pdf
Quotes for Critical Thinking / 6th grade up http://www.stenhouse.com/pdfs/0085appb.pdf

ESL 

ESLwww.education.sfasu.edu/ele/classes/abel/318ESL.html
George Bush on bilingual ed: http://www.edweek.com/ew/ewstory.cfm?slug=23biling.h20
FREE online reading from the 'research' people:
"Educating Lang. Minority Children"http://www.nap.edu/books/030-064147/html/index.html
Learning to Read While Learning English: http://www.edweek.com/ew/talkback/talkback_frameset.cfm?slug=34goldenberg.h20 
Bush on Bilingual Ed: http://www.edweek.com/ew/ewstory.cfm?slug=23biling.h20
Dual Language Programs Getting Some Attention: http://chicagotribune.com/news/local/article/0,1051,SAV-0102130290,00.html
Bilingual Resources     http://www.eduplace.com/bil/index.html
ESL Jump Station     http://www.cyberus.ca/~kristen/jumpstation.html
Bilingual Teaching Controversy     http://www.pdkintl.org/kappan/krot9805.htm
Activities for ESL     http://www.aitech.ac.jp/~iteslj/s/
TESL Online Journal     http://www.aitech.ac.jp/~iteslj/
Working with Different Cultures     http://www.cwrl.utexas.edu/~scoggins/esl/cccctext.html
NAME/Nat'l Assoc.for Multicultural Ed     http://www.inform.umd.edu/NAME/ index.html
On Standard English: www.slip.net/~teacher/language.html
Bilingual Education:  The Controversy www.pdkintl.org/kappan/krot9805.htm
Vocabulary Dev.& Support for ESL students' Lang.Dev / idioms, synonyms, word games:http://www.ohiou.edu/esl/english/vocabulary.html
Assessment:  http://www.ed.gov/databases/ERIC_Digests/ed357131.html
If your child learns in two languages (patient, loads slowly but worth reading)
http://www.ncela.gwu.edu/ncbepubs/parent/index.htm
current publications on ell:  http://www.ncela.gwu.edu/ncbepubs/index.htm
 

 

Teaching Ideas that Work
Tutoring Activities - Slap, Road Race, other activities to build phonemic awareness and fluency http://readingserver.edb.utexas.edu/downloads/Essential_Reading_Stgy.pdf
Phonics Games http://www.starfall.com/n/level-a/index/play.htm
Systematic Sequential Phonics They Use Cunningham (140 lessons)  ISBN:0-88724-581-1

Add pages (included in packet)
Consider purchasing book, "Word Matters" by Pinnell and Fountas www.heineman.com
or "Phonological Awareness and Primary Phonics" by Thomas Gunning   www.abacon.com
Keep only your BEST ideas in here.

 


Testing
Testing in Texas: http://www.tea.state.tx.us/student.assessment/
TAKS: http://www.tea.state.tx.us/curriculum/taks.html
Why test little kids? What to look for? http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5lk5.htm
Hills (1992) describes the major purposes of assessment in programs for young children: "Instructional planning and communicating with parents  What are this child's strengths, needs, and learning processes? How is this child doing? How will this child's instruction and guidance be planned?  What and how can the teacher best communicate with the parents about the status and progress of their child?  Identification of children with special needs . . .  Can this child's needs be met in this program?   If not, how does this program need to be supplemented, or what program is required?   Program evaluation and accountability.   Is this program  meeting its goals and objectives?" (p. 45) 
How to assess kids without testing them: http://www.ed.gov/databases/ERIC_Digests/ed382407.html
Ideal assessments for kids: http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l144.htm
How to inform mom: http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5lk20.htm
(portfolios, newsletters, dialogue, samples)
What goes in the child's portfolio? http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm

ASSESSMENT
TEKS-all subjects: http://www.tea.state.tx.us/teks/index.html 
Pre-K TEKS:  http://www.tea.state.tx.us/curriculum/early/index.html 
Lang.Arts TEKS: http://www.tea.state.tx.us/rules/tac/ch110_128a.html
Teaching TEKS: http://www.tenet.edu/teks/web/language_arts/el.html 
TEKS-based Assmt: http://www.tea.state.tx.us/student.assessment/guides/guide.htm 
Texas Assessment: http://www.tea.state.tx.us/tea/curric.html 
/ using technology, http://fno.org/ 
Interpreting data: http://www.tea.state.tx.us/tea/data.html 
TAAS / Testing Fun! http://www.dallasnews.com/metro/stories/348126_kidprov_25met..html
Helping ALL children achieve / Teaching to the Test: http://www.ascd.org/readingroom/edlead/0103/frame0103el.html?SB
Scaled Scores - What are they? http://aera.net/anews/bbarch/pubs/ea00-022.htm
TEKS / curriculum dev. through scholastic / downloads for free
http://teacher.scholastic.com/products/paperbacks/index.htm
Students grading each other's papers: Yes, it is legal but be careful:
The Supreme Court on Feb. 19 2002 held that the common classroom practice of allowing students to score the work of their peers as the teacher explains the answers does not run afoul of the Family Education Rights and Privacy Act (FERPA). 

Check Points - Red Flags - Checking Progress
Checkpoints for Progress Reading & Writing 
Birth-12th grade: http://www.ed.gov/pubs/CheckTeachers/
Kindergarten: http://www.ed.gov/pubs/CheckTeachers/4kinder.html
3rd grade: http://www.ed.gov/pubs/CheckTeachers/5third.html
Govt. on "If you Think There is a Problem"  http://www.ed.gov/pubs/parents/Reader/part7.html

Quiz Lab - make testing more fun
http://www.funbrain.com/quiz/index.html

 

Lesson Planning (for delivering a lesson to whole class / included in packet)

Grouping - How to differentiate instruction
http://www.stenhouse.com/pdfs/0055ch04.pdf(15 pages/not copied in packet)
Try to set aside long blocks of time (up to 90 minutes)  Pick a theme for the week (or the month) or a TEKS skill all students need to learn and teach the whole group.  Give them assignments that require them to use this learning (must be multi-level so that kids can work at own levels easily / e.g., write a story about...    or construct a game to teach you friends to....  or write an advertisement for your favorite book...)   As students work on own, reinforce this well until they can work independently without you. Only then can you begin to use  this time to meet with small groups and make head-way on specific needs of students / research tells us that small groups with the teacher can accellerate learning best.  Sit facing the rest of your group so you can still monitor what is going on.  Set out a conference sheet nearby for students to sign up to talk with you about confusions. When you have class 'experts,' these students can be consulted for various skill needs.  (When you do this, every student's name must be on the chart for something he does well).   When finished with group(s), conference with "emergencies" or "firsts on sheet" and use TEKS Charts, time permitting.  Volunteers in the classrom can help you differentiate (see principal about clearance concerns). Computers help differentiate learning / sign up sheet or posted rules are necessary / screen must face you.  Internet use requires parent signature.  Be sure your activities cover the range of talents, abilities, and skills in your room (upper end as well as lower end).  Over time, you will develop many exciting projects and centers where your students can extend learning on their own.  Laminate them and spend the money and time up front to make them durable, professional  (printing must be perfect in every way), user-friendly, multi-level, attractive and engaging.  The time-on-task research tells us that you must not waste a precious moment--everything you offer and do COUNTS.  Over time, it matters.

How to Plan a Unit (not in packet)
http://denver.rockymountainnews.com/teachers/dani3.shtml
Web Quests / this sample is Stellaluna in English and Spanish: http://projects.edtech.sandi.net/chavez/batquest/
Unit Projects online (by grade level): http://projects.edtech.sandi.net/projects/
Sample at this site (with voice, etc. 3rd up): Cinderella Around the World http://projects.edtech.sandi.net/king/fairytales/

 

TEACHING IN TEXAS
Teaching in Texas: Major web sites all listed here (not in packet) http://libweb.sfasu.edu/subject/eleedu/Texeduc.htm
Super ideas / brand new Texas site for teachers: http://www.tea.state.tx.us/reading/interest/interest.html
Texas Education Agency http://www.tea.state.tx.us/
Local Schools http://AskTED.tea.state.tx.us/org-bin/menus/ORG_MAIN_B
Region Service Centers (we are #7)   http://www.tea.state.tx.us/ESC/ 
State Board Meetings: http://www.sbec.state.tx.us/geninfo/board_meet_agenda.htm 
State, Local Ed Improvement: http://www.ed.gov/legislation/GOALS2000/TheAct/sec301.html 
Texas Education Websites  / index:  http://www.tea.state.tx.us/tea/division.html 
Assessment in Texas http://www.tenet.edu/teachers/assessment.html 
Language Arts in Texas http://readingserver.edb.utexas.edu/ 
Teaching Pre-Kindergarten in Texas
http://www.tea.state.tx.us/curriculum/early/prekguide.html 
Teaching Bilingual Students in Texas
http://www.tea.state.tx.us/teks/spanish/ 
http://www.ed.gov/offices/OBEMLA/ 
TEKS for LOTE (students speaking languages other than English) 
http://www.tenet.edu/teks/web/lote/ 
Teaching Gifted in Texas http://www.tenet.edu/te ks/web/support/gifted.html 
Teaching Special Ed in Texas http://www.tenet.edu/t eks/web/support/special.html 
Student Teaching: http://www.education.sfasu.edu/ele/studentteachers/
Required:  Student Teaching Handbook / available at the U.C. book store.
UC Book Store: http://www.sfasu.edu/ucbooks/storehours.htm
Texas rates BEST TEACHING SITES http://www.tenet.edu/halls/main.html
Texas CODE of Ethics (new) http://www.sbec.state.tx.us/pd/propreviscoe.pdf

TEKS Activities
Take a look / not immediately obvious but TEKS are connected with teaching activities:  http://www.tenet.edu/teks/web/language_arts/ela2.html
Here also: http://www.tenet.edu/%20teks/web/language_arts/el.html
All Subject areas: http://www.tenet.edu/teks/web/
 

EXCET / TExES
Website for NEW EC-4 Generalist:
http://www.texes.nesinc.com/prepmanuals/PDFs/TExES_fld101_prepmanual.pdf
reading part = ques. 1-17
ExCET Review Schedule - to be posted here:
http://www.education.sfasu.edu/excet/schedules.html
ExCET Prep sites: http://www.education.sfasu.edu/ele/ExCET.html
Barron's How to Prepare for the ExCET....McCune (optional purchase avail. at U.C. Book Stores)
Preparation manuals for the new Texas Examinations of Educator Standards (TExES) at http://www.texes.nesinc.com/.  The first TExES exams, and their corresponding certificates, will be offered for the first time in fall 2002.  If you have questions or comments about the new TExES certification examination, please call the SBEC office of Accountability at 512/469-3008.

TEACHER EVALUATION
PDAS:  http://www.tea.state.tx.us/PDAS/ 
BTAPT:  http://www.education.sfasu.edu/ele/classes/abel/btaptoriginal.html
TXBess: http://www.sbec.state.tx.us/siteindex.htm (scroll down) 
TX Supports Beginning Teachers http://www.sbec.state.tx.us/txbess/txbess_supportsys.htm
Best Teachers  http://www.pdkintl.org/kappan/kgoldb.htm
Teaching as a Profession http://www.edweek.org/context/topics/issuespage.cfm?id=25
TX Teacher of the Year http://www.tea.state.tx.us/awards/toy
Professional Development http://www.tenet.edu/

 
 

PLANNING & TEACHING
Games to reinforce teaching: http://www.quia.com/dir/
Create your own game here: http://www.quia.com/tutoract.html
Lesson Plans & reproducables http://teacher.scholastic.com/lessonrepro/
Lesson Plans created by teachers / over 600 / all levels:http://www.col-ed.org/index_lessons.html
TEA Teaching Tool Bag    http://penick.tea.state.tx.us/TeachersToolBag/Home/home.asp
Texas Teacher Support Site /All Content Areas    http://www.esc7.net/esc7/school.html
Instructional Materials    http://www.lessonstop.org
Contribute a Lesson Plan    http://geminfo.org/Participation
Lesson Plans for Little Kids    http://PrimaryResources.co.uk/
Ideas That Work    http://www.ncte.org/teach2000/ideas.shtml
More Help Links    http://multimedia.tamu-commerce.edu/Library/edu.htm
PBS TV Schedule: http://www.kera.org/tv/
Teaching Resources: http://www.creativeclassroom.org/index.html 
Sample Centers:  http://www.galstar.com/~davii/Learningcentersadescription.htm 
Free Govt. Resources: http://www.ed.gov/free/
Have your Students Create a Quiz:  http://www.education-world.com/a_curr/curr154.shtml
Teaching Ideas:  http://www.galstar.com/~davii/jilllink.html 
ECH Lesson Plans: http://www.pbs.org/teachersource/prek2.htm
Lessons with awards: http://www.ehr.nsf.gov/pres_awards/lessons.htm
Lesson Plans: http://www.proteacher.com/070087.shtml
Music - Our American Roots: http://www.pbs.org/americanrootsmusic/
Instructive Classroom Oddities - Humor in the classroom
http://www.washingtonpost.com/ac2/wp-dyn/A53474-2001Jun11?language=printer
African American Teacher Lounge / lots of ideas here: http://members.tripod.com/~teacherslounge/index.html
Govt. Resources for Teachers - FREE  http://www.ed.gov/free/

BASIC SKILLS
Brush up on Math / online games: http://www.quia.com/nom/math/
Brush up on Amer. Govt: http://www.quia.com/nom/Government/ 
Brush up on Technology terms: http://www.quia.com/dir/tech/
Brush up on Geography: http://members.aol.com/bowermanb/101.html 
Test your Phonics  http://english.glendale.cc.ca.us/phonics.html
English Terms http://www.eduplace.com/parents/pub.html
Test Your Grammar http://www.brownlee.org/durk/grammar/
Test Your Grammar & Vocabulary http://www.eduplace.com/parents/pub.html
Basic Skills: study guides for taking reading, writing, math, all kinds of tests:
http://www.iss.stthomas.edu/studyguides/index.htm

BOOK LISTS
Reading Recovery List (at SFA) http://libweb.sfasu.edu/subject/eleedu/pdf/readinglist.PDF
Information page (SFA) http://libweb.sfasu.edu/subject/eleedu/children/leveled/Leveled%20Reading.htm
Guided Reading Levels (SFA) http://libweb.sfasu.edu/subject/eleedu/children/leveled/Guided.htm
Leveled Books - Reading A-Z.com  http://www.readinga-z.com/newfiles/whatsnew.html
Leveled books at SFA for kids who READ (uses lexile #): http://www.lexile.com/faq.asp#4
Book Lists: http://www.reading.org/choices/
Book Lists: http://teams.lacoe.edu/documentation/places/language.html#booklists
Books: http://www.carolhurst.com/
Books / Earth Day: http://www.earthday.com/books_art.htm 
Books: Character Ed: http://shop.ascd.org/ProductDisplay.cfm?ProductID=100036 
Best Books http://www.pdkintl.org/kappan/kohan972.htm
Picture Books http://www.nypl.org/branch/kids/gloria.html
Jr. Great Books http://www.greatbooks.org/junior/index.html
Lone Star Blue Bonnet Books http://www.txla.org/groups/tasl/
Blue Bonnet Books in SFA LIBRARY http://www.education.sfasu.edu/ele/classes/abel/Bluebonnet2003.html
Children's Choice http://www.cbcbooks.org/
Talking Books Pgm. http://www.tsl.state.tx.us/tbp/ 
TX Electronic Library http://www.link.tsl.state.tx.us/
TX Reading Club http://www.tsl.state.tx.us/ld/projects/trc/index.html
Educational Texts http://www.wested.org
Children's Books & Authors: http://www.quia.com/jg/65623.html 
Character Ed / Habits of Heart & Mind: http://shop.ascd.org/ProductDisplay.cfm?ProductID=100036
Basic Literature Terms: http://www.quia.com/jg/65549list.html
Book lists:  http://teams.lacoe.edu/documentation/places/language.html#booklists
Literature Site / Includes Hurst's http://www.tenet.edu/academia/lang.html
Matching Books & Authors Test/older: http://www.quia.com/dir/cl/
Govt. Rcmda's http://www.pbs.org/launchingreaders/resources.html#5
Association for Library Services to Children   www.ala.org/alsc/awards.html
Includes lists of winners of the Newbery Medal,Caldecott Medal, and Notable Children's Books.
The Children's Literature Web Guide  www.ucalgary.ca/~dkbrown
Internet resources related to books for children and young adults.
Choices Booklists www.reading.org/choices
The International Reading Association's annual list of the favorite books of children,  teachers, and young adults.
Reading Rockets www.readingrockets.org
Includes monthly theme-based recommended books for ages 0-9.
Books that Heal: http://www.cynthialeitichsmith.com/healingus.html

READING
Best First Grade Teaching, Best 4th grade teaching, and more: http://cela.albany.edu/research/project1.2.htm
Between the Lions: http://pbskids.org/lions/
Reading Online with kids: http://www.pbs.org/wgbh/lions/
PBS Launching Young Readers Series http://www.pbs.org/launchingreaders/
Interactive stories are here (cloze samples / super / lst gd level):http://teacher.scholastic.com/clifford1/index.htm
came from this index that lists LOTS of online activities:http://teacher.scholastic.com/activities/index.htm
Pic Tac Toe and other lng. games here:http://teacher.scholastic.com/clifford1/flash/index.htm
DRTA, Reading Ideas, Making Words (scroll to bottom): http://kidbibs.com/home.htm
Reading Partners & Power Lunch: http://www.everybodywins.org/home.shtml
Reading Rainbow: http://gpn.unl.edu/rainbow/teachers/mainfs.htm
Famous People speak on Literacy: http://www.npr.org/programs/morning/features/2001/mar/010319.literacy.quotes.html 
America Reads Challenge http://www.ed.gov/inits/americareads/index.html
Reading Excellence Act http://www.ed.gov/offices/OESE/REA/index.html
http://pbskids.org/writeon/get_real/
Learning to Read Video: http://www.ldonline.org/ld_indepth/reading/teaching_children_to_read.html
PBS KIDS! ARE READY TO LEARN - Hear from other kids how to get better in a subject
Long/short vowels:http://english.glendale.cc.ca.us/vowel.sounds.html
dipthongs:http://english.glendale.cc.ca.us/vowel.sounds.html
r-controlled vowels:http://english.glendale.cc.ca.us/vowel.sounds.html
phonics practice quiz:http://english.glendale.cc.ca.us/phonics.html
syllables http://english.glendale.cc.ca.us/SYLLABLES.html
Root words to learn:http://english.glendale.cc.ca.us/roots.dict.html
practice quiz using root words:http://english.glendale.cc.ca.us/roots.html
SQ3Rhttp://www.iss.stthomas.edu/studyguides/texred2.htm
Evaluating Textbooks: http://www.galstar.com/~davii/text.htm 
Balanced Reading Activities http://pbskids.org/lions/kguide/ 

Study Skills / Research http://www.suu.edu/faculty/lundd/6350Web/resnref.htm 

SOCIAL STUDIES
"Become an ambassador and represent your country!" http://projects.edtech.sandi.net/balboa/nations/
Narnia / Travel to: http://www.narnia.com/
2002 Olympics http://sportsillustrated.cnn.com/olympics/2002/
Holidays: http://www.education-world.com/a_lesson/TM/archives/holidays.shtml
Christmas ideas / lang. and soc. st.http://teacher.scholastic.com/lessonrepro/k_2theme/index.htm
Earth Day: http://www.earthday.net/howto/schools.stm
IRA on Diversity http://www.reading.org/focus/langdiv.html
Social Studies Lesson Plans 
http://www.infoseek.com/Education/K_12/Resources_for_educastors/For_teachers/Social_studies/Social_studies_lesson_plans_for_k_5?sv=N6
Reading,Soc.Stud. Standards http://www.aft.org//index.htm
NAME / Nat'l Assoc. for Multicultural Ed http://www.inform.umd.edu/NAME/index.html
TENET on Multiculturalism http://www.tenet.edu/academia/multi.html
Multicultural Ed Guide http://eric-web.tc.columbia.edu/guides/pg6.html
Teaching Tolerance http://www.splcenter.org/teachingtolerance/tt-index.html
About Culture / culture wars: http://chronicle.com/indepth/culture/
Character Ed: http://www.ascd.org/readingroom/books/100033.html(critical considerate thinking) 
Multicultural Education / A Review:  http://www.mcreview.com/mcrbultn.htm
Famous Black Americans: http://www.historychannel.com/cgi-bin/frameit.cgi?p=http%3A//www.historychannel.com/exhibits/blackhist/proindex.html
Black History: http://www.kn.pacbell.com/wired/BHM/AfroAm.html#hunt
Ebonics by AFT President, Albert Shanker, Jan. 5, l997
http://www.aft.org/stand/previous/1997/010597.html
Holidays: http://www.mln.lib.ma.us/kacey/hol.htm
Biographies: http://www.biography.com/
Culture Wars: http://chronicle.com/indepth/culture/
Native Americans:  http://www.nctimes.com/news/2001/20010306/nnn.html
presidents / WAX museum http://www.quia.com/jg/65621list.html
Presidents Game: http://www.quia.com/hm/22746.html
History / Help for Regents Exam: http://www.quia.com/dir/hist/index_by_author.html
Changes in Teaching Diversity / College level  www.diversityweb.org/
How to Read History http://www.pdkintl.org/kappan/kwin9903.htm
Follow the Election http://www.whitehouse.gov/
Character Awards http://www.character.org/schools/index.cgi
 

WRITING
Writing Help:http://www.furman.edu/~moakes/Powerwrite/writingtoc.htm
More writing help:http://www.furman.edu/~moakes/Powerwrite/links.htm
Writing, Grammar Quizes: http://members.delphi.com/bynellwilson/index.html
Writing / grammar:http://teams.lacoe.edu/documentation/places/language.html#literaturebasedscroll down
Emailing Senior Citizens:http://www.education-world.com/a_curr/curr159.shtml
TX site/ Student help page in TEXAS published kids: http://www.tenet.edu/jumpstart/students.html 
Teaching Writing - Tips from Harvard Ed. Letter http://www.edletter.org/past/issues/2000-ja/tips.shtml
What are we Evaluating / Writing Rubric http://www.eduplace.com/rdg/res/anecdit.html
Editing / mechanicshttp://www.furman.edu/~moakes/Powerwrite/edit.htm
Grammar review:http://www.furman.edu/~moakes/Powerwrite/grammartoc.htm
 

MATH
Math Challenges: http://www.mathforum.com/students/
Stock market game for teachers: http://www.education-world.com/a_curr/curr240.shtml 
National Library of Virtual Manipulatives for Interactive Mathematics http://matti.usu.edu/nlvm/index.html
Math demos - free online: http://www.matharena.com/ 
Harcourt Multimedia Math Glossary http://www.hbschool.com/glossary/math/glossary8.html 
Mega Math http://www.c3.lanl.gov/mega-math 
Figure This! Math Challenges for Families http://www.figurethis.org/index40.htm 
Math Archives http://archives.math.utk.edu/ 
Math Ideas: http://www.illuminations.nctm.org
Mathline http://www.pbs.org/teachersource/math.htm
M ath Challenge http://www.pbs.org/teachersource/mathline/challenges/jun00/puzzle1.shtm
Math Teacher's Forum http://forum.swarthmore.edu/teachers/
 

SCIENCE
Upper Level Science Lessons such as how to grow crystals: http://www.col-ed.org/cur/science.html
How Stuff Works http://howstuffworks.com/
Dinosaur Unit: 
http://www.museumspot.com/todo/crossword.htm
http://www.discovery.com/exp/fossilzone/bonesgame.html
http://sdnhm.org/kids/dinosaur/namegame/how2play.html
http://www.fmnh.org/sue/kids.html
Teaching Outer space: http://www.space.com/teachspace/
Teaching Science using Literature: http://www.pbg.mcgraw-hill.com/ltp/tps.html
Science Units K - 6: http://acad.uwsuper.edu/uwsscied/Teaching/SCIUNITS.HTM
Science Experiments: http://www2.tltc.ttu.edu/thomas/science%20demos/index.htm
Science Teaching Ideas: http://www.education-world.com/science/
"in search of stellaluna"k - 3 grades http://projects.edtech.sandi.net/chavez/batquest/
Bats & echolocation: http://projects.edtech.sandi.net/chavez/batquest/process.html#fly 
Gardening: http://store.yahoo.com/nationalgardening/-310.html
Become a Silly Putty Expert: http://www.thebuzz.net/silly.htm
 

TECHNOLOGY
Computers good for young kids? People disagree /June 2002 http://www.electronic-school.com/2001/06/0601f1.html
Govt. on Learning with Computers http://www.ed.gov/pubs/parents/Reader/part6.html#computer
Kids and the WEB: http://orange.ces.state.nc.us/staff/clangley/Kidsweb/index.html
How to keep kids safer on the web: http://www.safekids.com/
Cornell on computer ergonomics: http://ergo.human.cornell.edu/  neither of these are in packet
The Newest TEKS - Viewing and Representing
Unit planning / integrating Technology: http://projects.edtech.sandi.net/projects/featured/featured.html
Using Technology - Ideas for Classrooms:  http://www.education-world.com/a_curr/archives/tech.shtml 
Technology, reading, content,  K-3: http://projects.edtech.sandi.net/projects/
High Tech Science Fairs stimiulate creativity: http://www.dallasnews.com/metro/286816_sciencefairs_1.html
Evolution / Back in the Curriculum / Kansas http://www.cnn.com/2001/US/02/14/kansas.evolution.02/index.html
Inquiry Learning: http://www.pbs.org/teachersource/whats_new/science/thismonth_science.shtm
Introduce Girls to Tech. Day - Feb. 22, 2001 http://www.techweb.com/wire/story/TWB20010208S0015
How Stuff Works http://howstuffworks.com/
Teaching Technology www.ascd.org/readingroom/studyguides/lewin01.html
Software for the Classroom http://www.microsoft.com/education/ 
Technology for Learning: http://fno.org/
Stop signs on the Web - What different countries are doing/planning
http://www.economist.com/displayStory.cfm?Story_ID=471742
Technology & teaching site:  http://www.education-world.com/a_curr/archives/tech.shtml
Create your own Online Games    http://www.education-world.com/a_curr/curr154.shtml
or pick from their list: http://www.quia.com/dir/
sample Rhyming words match game: http://www.quia.com/mc/65765.html
Concentration version:http://www.quia.com/cc/65870.html
GT Kids Create Virtual (power point)Tour of Community: http://www.education-world.com/a_curr/curr202.shtml
Technology to teach Reading: http://smartbrief.rs88.net/servlet/cc?lIDVZYTEJHILsFlMHlNDLKNEaEVA
Technology Use in the Classroom / NCATE(national) support: http://www.catalise.org/news.html 
Technology concerns / ergonomics: http://ergo.human.cornell.edu/
Effective Teaching with Technology: http://www.electronic-school.com/2001/01/0101f2.html 
 

BEHAVIOR MANAGEMENT
Routines: http://www.education-world.com/early_childhood/
Classroom Management: http://www.lhbe.edu.on.ca/teach2000/resources/general/classroom_management.html 
Discipline Profile Chart: http://www.mcrel.org/products/noteworthy/noteworthy/dtable.html 
What is your Classroom Management Style?:  http://educ.indiana.edu/cas/tt/v1i2/what.html 
Positive Discipline:  http://www.ed.gov/databases/ERIC_Digests/ed327271.html 
Help with Discipline:    http://www.esc7.net/esc7/scho/teacher.html
 

PARENTS
Parent Tips for helping kids: http://www.cta.org/family_tips/
Parent Tips:  http://www.pbs.org/teachersource/prek2/pconnect/printablearchive.shtm 
Student help page in TEXAS http://www.tenet.edu/jumpstart/students.html
Texas PTA  http://www.txpta.org/
Govt. on Teaching Activities for Ages l - 6 yrs  http://www.ed.gov/pubs/parents/Reader/part7.html
PBS Parents raising kids ready to learn: www.pbskids.org/readytolearn
PBS Parents raising kids ready to read: www.pbs.org/parents/talkingandreading 
Put Reading First: Helping Your Child Learn to Read (for parents)
www.nifl.gov/partnershipforreading/publications/reading_first2.html
Parents Read Aloud: Reach Out and Read  www.reachoutandread.org

GENERAL REFERENCE
Education Around the World http://library.thinkquest.org/18402/index.html
Critical Thinking / How to question the answers (Socratic): http://washingtonpost.com/wp-dyn/education/A57906-2001May21.html
What is DAP?   http://www.galstar.com/~davii/developmentallyappropriate.htm 
Preoperational Child: http://www.galstar.com/~davii/threetoseven.htm
Importance of Play: http://www.tnpc.com/parentalk/preschoolers/presch7.html 
Kinds of Play:  http://www.parentstoyguide.com/importance_of_play.htm 
Stages of Play:  http://www.galstar.com/~davii/Stagesofplay.htm 
Reggio Approach: http://child.etsu.edu/center/training/reggio/reggio.htm
Learning Centers involving Play:  http://www.galstar.com/~davii/Learningcentersanapproach.htm 
Assessment, Management, MIT, Multicultural Ed, Brain & Learning, Phonics/Wh Lang, Learning Styles, School Safety, Curriculum integration, Differentiating Instruction, Character Ed, Cooperative Lng, Inclusion, Beginning Math, Constructivism, School Climate: http://webserver2ascd.org/tutorials/ 
Learning Theories: http://www.funderstanding.com/about_learning.cfm 
Project Approach / Chard: http://www.project-approach.com/ 
Project approach by L. Katz http://www.ericeece.org/pubs/digests/1994/katzpr94.html
Teaching Meaty Units: http://www.ascd.org/trainingopportunities/tutorials.html?SB
Click:  Performance Assessment  Click: Great Performances: Our Journey Begins
Testing Issues:  http://www.ascd.org/readingroom/edlead/0103/frame0103el.html?SB 
Learning Styles: http://www.proteacher.com/040009.shtml 
VAKT, Multiple Intellig: http://www.proteacher.com/040009.shtml 
 

LAW
Legal Advice for Teachers: http://www.tsta.org/legal/index.shtml
School Law & Rules - Texas http://www.tea.state.tx.us/tea/law.html
Texas Education Index http://www.tea.state.tx.us/tea/division.html
Code of Ethics:  http://info.sos.state.tx.us/pub/plsql/readtac$ext.ViewTAC?tac_view=4&ti=19&pt=7&ch=247&rl=Y 
  and   http://www.education.sfasu.edu/ele/classes/abel/COE.html 
Handling Controversial Topics:  http://www.freep.com/news/education/dholt26_20011226.htm
 

PROFESSIONAL DEVELOPMENT
What is Professional Development?  http://teacher.scholastic.com/professional/profdev/grow.htm
Harvard - the Purpose of Ed: http://gseweb.harvard.edu/~hepg/p01.htm#mitch
Children who can read are choosing not to read: http://washingtonpost.com/wp-dyn/articles/A23370-2001May13.html
Possible solution: http://www.pdkintl.org/kappan/kohan972.htm 
Bloom / Need for Culture of Inquisitive and Critical Thinking: http://www.edweek.com/ew/ewstory.cfm?slug=26barell.h20
 

STAY INFORMED
Announcements to K-12 educators: http://www.smartbrief.com/media/pr_submission_form.htm
SFA Elem.Ed.Newsletter http://www.education.sfasu.edu/Newsletter/index.html
The Chronicle  http://chronicle.merit.edu/colloquy/colloquy.htm
Education Week Archives http://www.edweek.org/edsearch.cfm
TSRA News Update / What's new with Reading in Texas: http://www.texasira.org/news.html
Harvard Educational Review / Online Journal: http://hugse1.harvard.edu/~hepg/her.html
Conferences SFAhttp://www.ce.sfasu.edu/conferences.htm
Educational Discussions http://www.pbs.org/merrow/tmr_radio/contentsnpr2.html
FREE Online Books - includes the research fueling your ExCET: http://www.nap.edu/  Type in: "reading research" and it will take you to this critical research piece: http://www.nap.edu/books/030906418X/html/
Research Links: http://www.ciera.org/links/index.html
International Reading Association: http://www.reading.org/index.html 
Curent Topics & Issues http://www.edweek.org/context/topics/issuespage.cfm?id=16
Reading About the Issues: http://www.education.sfasu.edu/ele/classes/507optionalreading.html
Ed Leadership Online Reading (Inclusion, Teaching to  Test, Standards, High  Expectations, more): http://www.ascd.org/readingroom/edlead/0103/frame0103el.html?SB
NCATE (National Board): http://www.nbpts.org/right.html 
Southern Early Childhood Associationhttp://www.seca50.org/
NAEYC National Association of Educators of Young Children  http://www.naeyc.org/
AERA American Educational Research Association http://www.aera.net/
AFT / American Federation of Teachers http://www.aft.org
Texas Teachers:  http://www.tcta.org
NMA National Middle School Association http://www.nmsa.org/ 
Professional Resources     http://www.education.sfasu.edu/Newsletter/professional.html
Teacher Magazine    http://www.teachermagazine.org/
NCES Classroom    http://nces.ed.gov/nceskids/

CONTROVERSIES
ISSUES behind standards & accountability: http://epaa.asu.edu/epaa/v9n11.html
AFT on Testing Teachers:  http://www.aft.org/stand/previous/2000/0600.html
Making Standards work by ignoring them when they get in the way: http://www.aft.org/stand/previous/1999/0499.html 
by AFT President, Sandra Feldman, Ap. l999
Too Competitive? http://smartbrief.rs88.net/servlet/cc?lIDUYWYEJHILsFlMHlNDLKNEaEVT
President Bush - Reading First / No Child Left Behind: http://www.edweek.com/ew/ewstory.cfm?slug=22read.h20
Issues in Education - Talk-Back: http://www.edweek.com/ew/talkback/talkback_listing.cfm
High Stakes Testing http://www.aera.net/divisions/g/gnews/fall00-1.htm
Home Schooling: http://nces.ed.gov/pubs2001/HomeSchool/
Merit Pay http://www.aft.org/stand/previous/2000/0300.html
by AFT President Sandra Feldman Mar, 2000 (Nat'l Board Certification is a clear standard of teaching excellence)
Standards / Basics  FIRST:  http://www.aft.org/stand/previous/2001/0301.html
Testing Uproar - don't overdo them: http://www.aft.org/stand/previous/2000/0700.html
 Everyone benefits when you pay teachers well: http://www.aft.org/stand/previous/2001/0401.html
How young is too young? http://www.electronic-school.com/2001/06/0601f1.html
Should BOYS begin kindergarten later than GIRLS?  <http://smartbrief.rs88.net/servlet/cc?lIDUYWYEJHILsFlMHlNDLKNEaEUX
Non-Traditional Principals: http://washingtonpost.com/wp-dyn/education/A9945-2001Jul2.html
Rewarding  Expertise - http://www.edmatters.org/2001sp/16odden.html
Bush's Passion for Making a Difference in Education: http://www.boston.com/dailyglobe2/039/nation/Bush_follows_legacy_of_school_priorities+.shtml
Culture Wars: http://chronicle.com/indepth/culture/
Brain Research / Caution: http://washingtonpost.com/wp-dyn/education/A59598-2001Mar12.html
What's Next?  It's About Instruction, Stupid  http://www.catalyst-chicago.org/02-01/0201main1.htm

OTHER
Teacher Unions: http://www.aft.org/stand/previous/2000/0900.html
Public Schools Online: http://www.edweek.com/ew/ewstory.cfm?slug=26bennett.h20
Hirsch's Core Knowledge Lesson Plans    http://www.coreknowledge.org/
National Standards - Linked  http://www.readingonline.org/electronic/watch/adamsangeles/
Charter Schools- Successful http://www.freepress.com/news/education/nskul8_20010208.htm

NEW TEACHER
Sample / online resume: http://www.galstar.com/~davii/resume.htm 
Sample Philosophy: http://www.galstar.com/~davii/philosophy.htm
Sample Classroom Management Plan: http://www.galstar.com/~davii/management.htm 
Portfolio Samples: http://curry.edschool.virginia.edu/curry/class/edes/589_004/sample.html 
Kelly's Teaching Portfolio:  http://www.mandia.com/kelly/portfolio.htm 
Certification Renewal Requirements http://www.sbec.state.tx.us/for_educators.htm
My Journey through National Board Certification:  http://teacher.scholastic.com/professional/profdev/natlbdcert.htm
When you begin applying for jobs, get organized first.  I still need my original files.  Proofread everything more than once. Set yourself apart from others with your cover letter and don't forget to follow up with a phone call or thank you letter after interviews.
Continue to collect all evidence of ANY continuous learning and Professional Develoment.
NOTE: The author of this impressive webpage (http://www.mandia.com/kelly/nacerima.htm) reminds his students to be meticulous about giving credit where credit is due, yet on this page   (http://www.mandia.com/kelly/portfolio.htm)  and others, he does not refer to the reference sources:  (http://www.mandia.com/kelly/portfolio.htm and   http://www.msu.edu/~jdowell/miner.html).  A small mention is appropriate. 
1st day of school / what to do?  http://www.education-world.com/a_special/back_to_school_2000.shtml
Importance of Routines: http://www.education-world.com/early_childhood/
Creating a Safe & Orderly Environment:  http://www.mcrel.org/products/noteworthy/noteworthy/franm.asp 
Our BEST Teachers: http://www.ncate.org/resources/factsheettq.htm 
NCATE's  Advice to Future Teachers: http://www.ncate.org/future/m_future.htm 
Teacher Stories:  http://www.fastcompany.com/online/53/teaching.html 
That Special First Year http://www.pbs.org/merrow/tv/first/index.html
Survival Guide for New Teachers http://www.ed.gov/pubs/survivalguide/
Free Pgm. for First Year Teachers  http://www.ncte.org/teach2000/
BEST BOOKS: 
"How to"  Teach 1-2nd Grade: 
"A Child Went Forth: Reflective Teaching with Young  Readers and Writers" 
 by Janine C. Carr (Heinemann, l999)  ISBN:0-325-00171-5 
"How to"  Teach 3 - 6 Grade: 
"Enter Teaching: The Essential Guide for Teachers  New to Grades 3-6" 
by Mary Kitagawa (Heinemann, 2000) ISBN:0-325-00291-6 
 "How to" Teach All Grade Levels / New Teachers and Veteran Teachers share experiences: 
"Teachers in Action,"  P. Cunningham et al., Longman: 2000, ISBN: 0801334241 
Disclaimer: Caution expected when sending children to any web site. Cannot control what you might find on these sites when you visit.
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Alternatives  for Test Kit Construction / very nice options

ONLINE - not listed in any particular order

       lst grade: http://www.k111.k12.il.us/lafayette/fourblocks/angie's_assessment_(1st_gr).htm
       others: www.k111.k12.il.us/lafayette/fourblocks/assessment.htm


EXCELLENT BOOKS - with test kit parts and teaching activities (some have been placed on reserve or are in our classroom on table from time to time)
    Sound Systems by Lyon & Moore 
   Preventing Reading Difficulties by Gillet & Temple
    Learning Center Assessments - room 118 SFA
    Book Buddies by Francine R. Johnston, Marcia Invernizzi, Connie Juel 
    Building Words by T Gunning  www.abacon.com
    Phonological Awareness and Primary Phonics by T Gunning www.abacon.com
    Word Matters by Pinnell and Fountas www.heineman.com  

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Observation Survey Info (Texas approves pt. 2 of this Assessment battery)
Forms/ masters ONLINE http://www.heinemann.com/shared/products/E00534.asp
Order the book here http://www.heinemann.com/shared/products/E00484.asp
All Observation Survey pages online at www.amazon.com
http://www.amazon.com/exec/obidos/tg/detail/-/0435087630/ref=lib_dp_sp_1/104-2527270-1760709?v=glance&s=books&vi=slide-show#reader-link
The tests in Observa Survey
http://www.spa3.k12.sc.us/Cowpens/Teachers/Hall/Web%20Pages/observation%20survey.htm
How To Video, now 81$ purchsed online
http://www.heinemann.com/shared/products/002087.asp
Observation Survey and other assessment manuals by hienemann
http://www.heinemann.com/shared/resources/new_titles.asp#79