Posted on 09/19/2012 at 01:57 PM by Global Reach
Choreograph Your Classroom! Think about all the transitions in during the day in your classroom. Have you choreographed coming to the gathering place? Getting books from the bookshelf? Putting laptops away?
Check this short video out from The Teaching Channel here!
The Parent Letter Generator allows teachers to quickly have a basic letter created for them that outlines the concerns they have about a particular student.
A teacher can then copy and paste the letter into an email or format it into a letter.
Let the parents know what concerns you have as well as what interventions you’ve already tried.
Let parents know that you would like to have a meeting with them or not.
Helpful Tools For Determining Which Strategy to Assign Students
From the 2 Sisters- www.thedailycafe.com
One of my teaching partners came to me with an assessment in her hand from her student, Johnathan. A brand new teacher, she had done a fabulous job of learning and administering the assessment. She could tell which CAFE area he needed to work on, but didn't know how to decide which strategy to begin with.
When assessing a child, we keep a CAFE menu near and ask ourselves two questions: at which of the CAFE goals is this child strongest? Which is the area of greatest need? We then have a couple of different tools to help us make an instructional decision regarding which strategy to introduce first.
The first tool we have is called From Assessment to Conferring: Sample Needs and Strategies. This one page guide is designed to support teachers by giving them suggestions for which strategy they might begin with, based on what they are seeing in a child's assessment.
The second tool is called The CAFE Menu 6-5-4-3. We are often asked if The CAFE Menu strategies should be taught in a sequential order. Since we teach based on student need, the answer to that will always be no. Yet what 6-5-4-3 indicates on the CAFE menu are the top strategies most commonly used by adult readers; The top six in Comprehension, five in Accuracy, four in Fluency, and three in Expanding Vocabulary. When assessing a student, if it isn't immediately obvious which of the strategies would be a logical choice, we look to those most often used. This is also a guide for which strategies we start teaching the whole group each year.
The third tool is our Discussion Board that facilitates collegial support. It is here that you can participate in worldwide brainstorming and support centered around matching readers to strategies.
The bottom line is this: Teaching reading is a process of observing a child, really watching and listening to what they are doing as a reader, reflecting and thinking about what the next step may be for them to support their growth, and then jumping into the teaching of that strategy. The power of frequently conferring with students is that if we find out it isn't a strategy that seems to be helping, we can change it!
" You take risks in order to learn."