2.E.2 Use oral/aural language and Apply skills at scaffolding explicit, systematic Read Session Nine: writing experiences to enhance Elements of fluency; difficulties with fluency; fluency and ELLs; instruction by correctly ordering specific fluency (e.g., poetry charts, song practices for fluency; NRP findings and instructional strategies and justifying the lyrics). implications; measuring and assessing fluency; six placement of each strategy. instructional strategies; choral reading and ELLs Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented 2.E.3 (3.2., 5.12) Recognize, describe, Read Session Nine: Apply skills at scaffolding explicit, systematic and incorporate appropriate Elements of fluency; difficulties with fluency; fluency and ELLs; instruction by correctly order specific fluency assessments to guide research-based practices for fluency; NRP findings and instructional strategies and justify the instruction. implications; measuring and assessing fluency; six placement of each strategy. Identify instructional strategies; choral reading and ELLs; appropriate fluency assessments and describe how they could be used to guide instruction. Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented 2.F.1 Performance Indicator F: Read Session Six: Describe how vocabulary instruction is explicitly Vocabulary Vocabulary research and development (listening, speaking, and systematically provided in the participant’s (2.D was Apply reading, writing); effective instruction and comprehension; classroom. “identify”) intentional, explicit, systematic vocabulary and ELLs; developing effective practices in instructional practices to scaffold instruction; selecting vocabulary for instruction; assessing vocabulary and concept vocab; categories of vocab instruction (word associations, development (e.g., shared reading, categorizing, visual imaging, analyzing, contextualizing, word semantic mapping, etc.). analysis, wide reading, referencing, interactive word walls); pre, during, and after reading vocabulary strategies Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Access & view videos of strategies being implemented Read procedures of various instructional strategies
2.E.2 Use oral/aural language and writing experiences to enhance fluency (e.g., poetry charts, song lyrics). Read Session Nine: Elements of fluency; difficulties with fluency; fluency and ELLs; practices for fluency; NRP findings and implications; measuring and assessing fluency; six instructional strategies; choral reading and ELLs Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented Apply skills at scaffolding explicit, systematic instruction by correctly ordering specific instructional strategies and justifying the placement of each strategy. 2.E.3 (3.2., 5.12) Recognize, describe, and incorporate appropriate fluency assessments to guide instruction. Read Session Nine: Elements of fluency; difficulties with fluency; fluency and ELLs; research-based practices for fluency; NRP findings and implications; measuring and assessing fluency; six instructional strategies; choral reading and ELLs; Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Read step-by-step procedures of various instructional strategies Access & view videos of strategies being implemented Apply skills at scaffolding explicit, systematic instruction by correctly order specific instructional strategies and justify the placement of each strategy. Identify appropriate fluency assessments and describe how they could be used to guide instruction. 2.F.1 Performance Indicator F: Vocabulary (2.D was “identify”) Apply intentional, explicit, systematic instructional practices to scaffold vocabulary and concept development (e.g., shared reading, semantic mapping, etc.). Read Session Six: Vocabulary research and development (listening, speaking, reading, writing); effective instruction and comprehension; vocabulary and ELLs; developing effective practices in instruction; selecting vocabulary for instruction; assessing vocab; categories of vocab instruction (word associations, categorizing, visual imaging, analyzing, contextualizing, word analysis, wide reading, referencing, interactive word walls); pre, during, and after reading vocabulary strategies Activities: Access and read external articles Engage in interactive formative assessment Read formative assessment feedback Access & view videos of strategies being implemented Read procedures of various instructional strategies Describe how vocabulary instruction is explicitly and systematically provided in the participant’s classroom.
BeaconReadingMatrix2012.docx