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Download full textKosanovich, Marcia; Verhagen, Connie – Center on Instruction, 2012
The Common Core State Standards (CCSS) initiative is a state-led effort that establishes a set of clear educational standards for English language arts and mathematics that states can voluntarily adopt. The standards have been informed by the best available evidence and the highest standards across the country and the world. They have been…
Descriptors: Academic Standards, State Standards, Reading Skills, Basic Skills
Peer reviewed
Direct linkZugel, Kevin – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2012
This article discusses the use of a reading curriculum designed to incorporate all of the proven practice components of reading as suggested in the United States National Reading Panel report (National Institute of Child Health and Human Development, 2000). These practices are phonemic awareness, phonics, vocabulary, fluency, and comprehension.…
Descriptors: Curriculum Design, Phonemic Awareness, Phonics, Vocabulary
Verhagen, Connie – Center on Instruction, 2012
This publication helps educators create differentiated reading instruction experiences for their students by showing the relationship between two distinct resources: Student Center Activities (SCAs) and the Common Core State Standards (CCSSs). Reading specialists, reading coaches, and teachers will find this document useful in lesson planning, as…
Descriptors: Individualized Instruction, Reading Instruction, Small Group Instruction, Learning Activities
Stecker, Pamela M.; Lembke, Erica S. – National Center on Student Progress Monitoring, 2011
Progress monitoring refers to a system of ongoing data collection on academic skills of interest. Short samples of student performance are collected on a regular basis, and the scores from these short samples of performance are graphed to create a picture of student progress. Teachers can use the graphed student performance as they make…
Descriptors: Curriculum Based Assessment, Reading, Formative Evaluation, Student Evaluation
LaGue, Kristina M.; Wilson, Katrina – Education Digest: Essential Readings Condensed for Quick Review, 2011
The influential report "Teaching Children to Read: An Evidenced-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction," published by the National Reading Panel in 2000, presented recommendations for daily literacy instruction in five key areas: phonemic awareness, phonics, fluency,…
Descriptors: Curriculum Development, Reading Comprehension, Intervention, Reading Programs
Allor, Jill H.; Mathes, Patricia G.; Jones, Francesca G.; Champlin, Tammi M.; Cheatham, Jennifer P. – TEACHING Exceptional Children, 2010
Jacob, Bart, and Carl are children with intellectual disabilities (ID; i.e., mental retardation) who experience significant difficulty in learning to read. In the past, most research about reading methods for students with ID focused on teaching students to memorize sight words, a method that is clearly effective. Memorization of sight words is…
Descriptors: Phonics, Mental Retardation, Sight Vocabulary, Phonemic Awareness
