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This document provides a detailed overview of the writing process for teachers of and students in secondary schools (grades 7-12). It provides numerous strategies teachers in all content areas can employ to encourage students to write more frequency and with more fluency. The document is organized in chronological order according to the steps of the writing process (Generating Ideas, Developing and Organizing Ideas, and Revising and Editing). Each of these steps in the writing process is described and accompanied by detailed activities. The explicit guidelines (instructions) for each activity could be easily utilized by a novice teacher, but even a seasoned master teacher can benefit from exploring the strategies posed in this document. To address our identified learning gap (that secondary students struggle to elaborate on initial ideas in their writing), the section on "Adding Content" on p. 104 of this document is especially helpful.

This article focuses on the struggling reader and how an educator can use interventions properly.

Automatically Populated when I entered URL...Former senior producer at Edutopia Beaverton School District secondary literacy specialist Credit: Grace Rubenstein Janet Fortier had her educational epiphany two years ago, when she started bumping into teachers with their arms full of easy reading assignments. "I'm running off articles because my kids can't read the textbook," they told her. Article is relevant to closing the instructional gap to help improve reading levels.

I thought this site was interesting for educators. 112 Learners are taking this course and 101 more learners... Review 21st century literacies. Explore free image sites. Create playlists with great video content. Be inspired to create content and contribute to the world. Class recording and slides available to all enrollees Language of Instruction: English Course Description In the 21st century, we are all consumers of digital content.

The website helps guide teachers as well as parents to focus on the building blocks of reading and writing. This Pre-K guide is designed to walk teachers through several important building blocks, including sounds, print awareness, letters and more. Within each section, you'll find easy to read and use resources for learning more, and for trying some activities within your setting. Short videos bring concepts to life, booklists provide ideas for extension, and we provide guidance about when to have concerns about a child's development.

(Week 7: Ruchel and Beth) This journal article is accessible through the link given above by accessing the UMUC library. This journal article discuss practical strategies to help with teaching the alphabet. The importance of the alphabet for early literacy skills is discussed in the article. The article stresses the flaw with the popular "letter of the week" way of teaching the alphabet including the fact that this method takes 26 weeks just to cover the alphabet as well as the fact that if students know a number of letters those weeks are a waste of valuable class time. Teachers can use this article to further their instructional practices in the early childhood classroom by focusing on EAK (Enhanced Alphabet Knowledge Instruction) which "emphasizes identifying the letter name and sound, recognizing the letter in text, and producing the letter form, through flexible, distributed cycles of review based on factors that influence acquisition of alphabet knowledge" (Jones, Clark & Reutzel, 2013). "Rather than the traditional method of one cycle of massed instruction, EAK instruction advocates teaching letters through multiple, distributed instructional cycles which allows for letters to be introduced, practiced, and revisited several times, as needed, during the school year" (Jones et al., 2013). References Jones, C., Clark, S., & Reutzel, D. (2013). Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators. Early Childhood Education Journal, 41(2), 81-89. doi:10.1007/s10643-012-0534-9

This is a portion of a website called Reading A-Z which focuses on various strategies used to teach students to ID letters and their corresponding sounds. Some of the segments of information include: the alphabet song, alphabet books (these are available through Reading A-Z if you have a membership), teaching sounds, writing letters and alphabet activities. Many of these activities are multi-sensory and interactive, engaging ways to teach the alphabet and sounds to young children. They would make good whole group, small group or literacy center activities in the classroom.

On Starfall.com, there is an entire phonics section titled "Learn to Read" that begins with focus on beginning sounds, making words and word families and gradually gets harder as you progress through. It is an interactive making words game where students that are playing can hear a word, see a matching picture, select a letter that begins the word, hear the sound that the selected letter makes and hear the completed word - all in the context of word families. The game is also self correcting - there is a buzzer noise if you select the wrong beginning sound/letter, so students know to choose again. Within the "Learn to Read" section, there are also books that use the words from the making words activities and videos for students to watch. This would be a great tool to use for a student to independently practice phonics at a literacy center when they can't be working with the teacher because it is visual, it reads to the student, it is easy to use and follow, and it is self-correcting so that students are practicing correctly.

The article from Response To Intervention (RTI) focuses on ELLs and how we can support them with learning a new language. Some key points highlighted in the article that align to our teams EQ and would support ELL learners include: monitoring student progress 3 or more times a year, review a 3 tier system RTI outlines, and encourage general educators to participate in ESL/ESOL professional developments focused on meeting the needs of the ELLs in their classroom.

Article discusses literacy instruction and strategies in regards to ELL students.

Week 9- By: Tanya S. Wright and Susan B. Neuman This article shows that their is a lack of vocabulary acquisition and instruction in kindergarten classrooms. The author expresses that there is a possibility that this limit can cause lasting consequences in literacy development as students get older. This article helps teachers by emphasizing the importance of incorporating explicit vocabulary instruction while teaching reading.

this is a "protocol students can use to share and gain knowledge in preparation for an assessment."

I would rate the Go Go Mo protocol a 4 in the Rigor and Relevance dimension. While using this protocol, students are not only thinking (when they are giving) but also working. Students are actively moving around the classroom seeking out others from whom they can get new information. The teacher also suggested that they take their readings with them, which may hint at the fact that may still need to actively search for information. My group's SMART goal is that students will be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real-life problems and scenarios. This method could be effective (may be used on a smaller scale with 2-3 people for word problems) in that all students will have to identify information that they deem important and share with their classmates. From here, they can begin to decide what information is actually most important to solving the problem that is proposed and work together to solve the problem.

This activity will help close the learning gap by enabling collaboration and information sharing between students prior to exams.

Explicit, intensive, persistent instructionTo become good readers, most students require explicit, intensive, and persistent instruction.[1] In explicit comprehension strategy instruction, the teacher chooses strategies that are closely aligned with the text students are reading.

(Week 7: Adiatu, Julie, and Heather) This journal article was found by Adiatu on Diigo, and is accessible through the link given above by accessing readingrockets.org. The journal article is focused on elements of effective reading comprehension instruction. The authors of the article state that effective comprehension instruction is when students "are able to develop, control, and use a variety of comprehension strategies to ensure that they understand what they read." (readingrockets.org) The article discusses various instruction strategies that students can also use independently in their learning; for example - thinking aloud. This journal article is useful to teachers in that it provides useful information on how to select appropriate reading materials for students, and it suggests instruction practices that motivate students to read widely in order to reach higher literacy levels. This journal article is useful to our group because the teachers' artifacts are based on the reading comprehension and vocabulary gaps of their students, and they are currently implementing instruction techniques to achieve SMART learning goals. Reference: What is effective comprehension instruction? (2009, January 2). Retrieved from http://www.readingrockets.org/article/what-effective-comprehension-instruction

Videos: EL Education provides a variety of educational resources for teachers across the world. This bookmarked section includes videos of teachers and students engaged in a variety of strategies for learning. One or more of these videos could be helpful as a strategy to include in your data action plan.

A great educational site with video and resources for teacher to help enhance teaching and learning across difference disciplines.

EDTC615 Fall2018 Group 6 Dimension: Student Engagement. The video EL Education- Policing in America: Using Powerful Topics and Tasks to Challenge, Engage, and Empower Students. Student Engagement. My SMART Learning goal is that "The percentage of students who will score 90% will increase by 80%. This means that 80% of the students will score 90%.". The dimension is Student Engagement. The video is appropriate for grade 9-12 and it covers social studies literacy. Moreover, the video provides strategies that educators can employ to challenge, engage and empower students. This is done by introducing students to topics that affect them every day. This is a good instructional tactics that can be employed by my team. During our review, we realized the important of student's engagement and team work to learning and understating the topics in the assessment data that we reviewed. Having students work in groups and on projects goes a long way to improve collaboration, team building and learning among students. In addition, students were given complex topics to explore and they were introduced to research paper. Educators can use the protocol to determine the level of engagements, design innovative curriculum and instructions, and increase students strategic reasoning skills. For instance, we may use some assessment tool like quizlet live to build collaborative learning and engagement among students. Student can become innovative through learning from the real-world related concepts or hands-on activities. The protocol can serve as blue print in this regard. EDTC615 Fall2018

This article, How We Learn. Ask The Cognitive Scientist. The Usefulness of Brief Instruction in Reading Comprehension Strategies, was found in Diigo. Written by cognitive psychology professor Daniel T. Willingham, he surfaces the importance of teaching reading comprehension strategies that students may benefit and receive all they're supposed to out of their reading.