This video will explain how to determine your students' F & P independent reading level.
Watch more Child Education videos: http://www.howcast.com/videos/386906-How-to-Know-If-Your-Child-Is-Reading-at-Grade-Level Although students in each grade level exhibit a range of reading abilities, the Lexile Reader and Text Measures make it possible to map their reading ability to typical grade-level scores. Step 1: Consult a grade equivalence chart Consult an online Lexile grade-level equivalence chart. The chart shows a range of Lexile scores for each grade level at its website. Step 2: Check your child's report card Check your child's report card to see whether it lists a Lexile reading score. If it does, compare the score with the Reader Measures in the chart to determine the child's reading level. Tip Ask your child's teacher if the school uses the Lexile index if a score does not appear in the report card. Step 3: Have lexile score measured Have the child's Lexile score measured at a private learning center that uses the index if the child's school does not. Tip Lexile is used in some way in all 50 states. Step 4: Compare text measures Compare the Lexile text measures for any book the child wants to read with the Text Measures in the grade-equivalence chart to determine the grade level the books correspond to. Did You Know? The world's oldest book, The Diamond Sutra, was published in 868 C.E.
3rd grade lesson using Frog & Toad to identify the main idea and supporting details. Aligned to MA Curriculum Standards: RI 3.1 (Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers) and RI 3.2 (Determine the main idea of a text; recount the key details and explain how they support the main idea).
Get a free nonfiction reading packet! http://classroomcaboodle.com/high-interest-nonfiction-freebie Betsy Weigle explains how to make your reading assessments (DRA's) super-effective, both for determining reading levels accurately and for building pride and excitement in students about their progress.
Help students learn how to find the main idea and supporting details in a text with this fun, engaging animation. Visit http://www.flexliteracy.com to learn more about or sample this reading intervention program.
This video demonstrates how teachers administer running records to students and then use that information to calculate reading levels.
This video describes and gives examples of the reading levels that kindergarten students will move through this year.
Here is a brief video by gradelevelreading.net The Campaign for Grade-Level Reading is a collaborative effort by dozens of funders and nonprofit partners across the nation to ensure that more of our low-income children succeed in school and graduate prepared for college, a career, and active citizenship. The Campaign focuses on the most important predictor of school success and high school graduation—grade-level reading by the end of third grade.
This video is about how to calculate the Fog and Flesch-Kincaid reading indices. Super fun and easy, can be used for any form of writing. Citations: “The Gunning’s Fog Index (or FOG) Readability Formula.” THE GUNNING FOG READABILITY FORMULA, www.readabilityformulas.com/gunning-fog-readability-formula.php. “Gunning Fog Index.” Wikipedia, Wikimedia Foundation, 7 Dec. 2017, en.wikipedia.org/wiki/Gunning_fog_index. “The Flesch Grade Level Readability Formula.” THE FLESCH GRADE LEVEL READABILITY FORMULA, www.readabilityformulas.com/flesch-grade-level-readability-formula.php. “Flesch–Kincaid Readability Tests.” Wikipedia, Wikimedia Foundation, 19 Nov. 2017, en.wikipedia.org/wiki/Flesch%E2%80%93Kincaid_readability_tests.
Cause and Effect Review Lesson for Elementary Students!
A review lesson on Cause & Effect! Geared toward third graders.
In today's episode, I discuss how to increase your child's grade reading level. In a nutshell, we need to remove the blame from the students. Every good educator knows (trigger warning) that the success of their children/students depends on their ability to effectively communicate ideas and principles to said children. We also need to give them the confidence that they can increase their reading level. If they have a positive outlook on improvement, results are sure to follow. That's why I promote my Mnemonic Phonic Technique in almost every video--it teaches kids the 72 Orton phonograms which are the key to learning English sounds. Watch it here for free: https://www.youtube.com/watch?v=uX_FZN-1OZ8 Sources: The Spalding method is effective in teaching kids to read (and increasing reading levels) and raises test scores: http://www.spalding.org/images/pdf/wrtrprogram/research/Spalding-year1_full.pdf http://www.cusd80.com/cms/lib6/AZ01001175/centricity/domain/1224/Why_Spalding_Works.pdf We have our Flash Card Phonogram Pack available for purchase--they come in black and white. This gives children (and educators) the added advantage to color the original card, or educators can make copies of the original for their students to color. You can purchase our Flash Card Phonogram Pack here: https://www.yesphonics.com/store/ You can download our Mnemonic Phonic Technique for your iPhone or Android device: App store (lite version): https://itunes.apple.com/us/app/mnemonic-phonic-technique/id1082825044?ls=1&mt=8 Google Play (lite version): https://play.google.com/store/apps/details?id=com.yesphonics.lite.yesphonics App Store:https://itunes.apple.com/us/app/mnemonic-phonic-technique/id1054630315?ls=1&mt=8 Google Play: https://play.google.com/store/apps/details?id=com.yesphonics.pro.yesphonics Download our free Mnemonic Phonic Technique Lite--plays all 26 phonograms with our signature mnemonic catch phrases: https://play.google.com/store/apps/details?id=com.yesphonics.lite.yesphonics&hl=en#details-reviews Download our full version here: https://play.google.com/store/apps/details?id=com.yesphonics.pro.yesphonics&hl=en App Store: Mnemonic Phonic Technique Lite Learn the 72 sounds of English for FREE - Mnemonic Phonic Technique: https://www.youtube.com/watch?v=uX_FZN-1OZ8 It's ideal for teaching K-3rd graders and ESL students the 72 sounds of English. Subscribe to my blog at: http://www.yesphonics.com/Blog Tweet us @ http://www.twitter.com/YesPhonics Like us @ http://www.facebook.com/YesPhonics http://www.yesphonics.com Check out my acting work: https://www.youtube.com/user/Cheyemos Have a topic you'd like me to talk about? Send me a personal message. I'll be happy to do a video on it.
This fun literacy skills cartoon shows students how to identify themes in a story as Aesop tells the fable of The Monkey and The Dolphin.
This tutorial will walk St. Mary's University students through the process of administering and finding oral accuracy levels on the Qualitative Inventory-6th Edition. Sorry about my raspy voice!
Find more than 1500 educational videos at http://youtube.com/ikenedu Have you ever tried to read maps? It's very interesting to read it. Finding new places, rivers etc on a map is very interesting and it becomes even more interesting when you watch the video in which JC learns reading Maps from Genie of wonderland. Enjoy watching the interesting story and learn reading Maps.
Brown, M-Lesson Plan for Video- EDTL 6120 Learning Outcomes: 1. Students will be able to identify the main idea of a story or selection by hearing or reading a book. 2. Students will be able to describe key details of the story that support the main idea. Standards: CCSS.ELA-Literacy. RL. 1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Lesson: Verbal Pre-assessment and Intro: • Review new vocabulary for the week-main idea and details- by writing the definition together on the SMART Board. • State today’s objectives • Invite students up to the carpet to read through “Click, Clack, Moo” by Doreen Cronin. We will discuss what happened in the story and what we think the main idea and details of the story are. Use a web to do this on the SMART Board. Activities: • Utilize the SMARTBoard to review some short passages and determine the main idea and details of each. • Review definitions of main idea and details and move into learning centers • There will be 4 learning centers today. One center students will continue to use the same program we just did together on the SMARTBoard to continue practicing. At a second center students will choose between one of three books to write the main idea and 2 details on a piece of paper. At the third center students will use a picture to complete a main idea and details worksheet. At the final center students will work with their teacher using an ipad. We will read a story together and then answer some comprehension questions about what we read. Closing: • Regroup with students at the SMART Board for final review and discussion on our assessment. • Students return to their seats to take their post-assessment.
It's critically important that water from gutter downspouts and roof overhangs drains away from your house. You need pitch or grade--a slope--away from your house of at least 1/8" per foot. Use this cheap but accurate method to measure grade and make sure you have good drainage. This method is also great for measuring slope under a deck or porch. Make certain water flows away from your house!
Watch more How to Teach Your Child to Read videos: http://www.howcast.com/videos/460468-How-to-Encourage-Children-to-Read-Reading-Lessons Hi. my name is Anne Glass. I'm a reading and learning specialist at a private school in New York City and I work with Kindergarteners through 3rd graders on Reading, Word Study, and Writing Skills. In addition to be a reading specialist and learning specialist, I'm also a parent and today I'm going to talk to you about topics in reading. Almost every school from at least first grade on, requires students to read about 20 -30 minutes each night. Now getting your child to actually sit down and read the book can often be a challenge and I hear from parents all the time that it usually culminates in a battle involving bribery, threats, pleading, and all kinds of drama. There are some things you can do to avoid getting to this point. The first one is to model your own reading. If your child sees you reading and enjoying a book, he's going to be much more likely to sit down and do it. It's a great way to avoid a do as a say and not as I do scenario. And children who grow up in a household where reading is a desired activity are much more likely to be independent readers on their own. The next suggestion is to make sure your child has a designated reading place. That could be in bed, or a special chair, or on the sofa, or just anywhere in your home where he feels comfortable reading. You can even have a discussion around that, discussing where you enjoy reading. You might have a special chair, and you can talk about how that feels comfortable to you and its a place where you can really concentrate and create a quiet bubble for reading for yourself. Another important tip for enforcing reading time at home and making it a pleasant thing to do is to eliminate possible distractions. That means turning off the TV, and turning off the computer, and also making sure that noisy siblings are out of the way and quiet, which I know is easier said than done. It's also completely acceptable to provide a small bribe or gimmick to your child if you think that will motivate them to start reading. I recently gave my son a book light and he actually thought it was fantastic and he looks forward every night to getting into bed at bedtime and pulling the covers up over his head, turning on his book light, and reading for about a half an hour. So that's actually worked out really nicely, and it felt like a treat for him and it made it something fun to do, and he's also told me that it just creates silence around him where its just him and his book. One gimmick that I would advise against, and I've seen a few of these, are these bookmarks that have a digital clock on them and you can actually set the clock for the 20 or 30 minutes that is required for reading. The problem with this is that its the only thing your childs going to pay attention to and they will watch the minutes tick down until the required time is up. So there's never going to be an opportunity for that child to really dig into the book and have the pleasure of losing himself in a story.
http://reading2success.com Comprehension - Determine Main Idea Children need to read to learn new concepts and ideas. Children need to know the structure of non-fiction text. In this activity, children will learn to identify topics, main ideas, and supporting details.
How to use a Laser Transit (or laser level). Learn about how we use this tool to establish elevations and find the grade for our new road to the barn in this video from www.thisishomesteady.com. We are putting in a road today, and to make sure our road is level, and at the right elevation from start to finish, we are using a laser transit. A laser transit is a great tool for earthworks. By sending a level laser beam out across your property, it allows you to check elevations on all of your excavations.
http://www.berproducts.org/video-training/literacy/guided-reading/using-guided-reading-strengthen-students-reading-skills-at-emergent-dveloping-fluent-levels-grades-k-3.html Effective, balanced literacy programs for young children are rich in varied reading and writing experiences. A critical component of these programs is direct instruction that meets children's immediate learning needs. Guided reading provides this instruction by combining a set of powerful teaching strategies to strengthen students' reading skills. Meeting together in small, flexible groupings, teachers and students work with texts closely matched to students' instructional reading levels. In this video training program, viewers see emergent-level readers participating in guided reading lessons. The lessons are structured to nurture and support students' development of sight vocabulary and phonics skills, appropriate use of text illustrations, and growth in reading fluency. For more information on this video and other training options from Bureau of Education & Research, please visit http://www.ber.org.
About 20% of children are struggling readers. However, only a small percentage qualify for specialized help in school. Arnold Reading Clinic specializes exclusively in struggling readers. All struggling readers qualify for help, whether the cause is dyslexia, a learning disability, or some other cause. We start with a comprehensive evaluation to determine the cause or causes of the reading difficulty, progress made in the basic reading skills, and determine the present reading grade level. We change the course of children's lives.
Grafton Public School reading instruction series demonstrating the approved procedures for determining Reading a-z instructional levels.
Why do some children learn to read easily and some children struggle? It’s a question that our schools and even our government have spent billions of dollars trying to answer. It’s a complex problem. Some children have learning disabilities, others do not speak English as their first language and still others come from families so stressed by poverty that they cannot provide the support their children need to learn to read easily. What does the stress of poverty have to do with learning to read? The National Assessment of Educational Progress (NAEP) was created in 1988 by the federal government. It tests not all, but many samples of students representing the geographical, racial, ethnic, and socioeconomic diversity of students in our country. The results of the tests are compared based on a variety of variables, including the finances of the families of children who are taking the test. The test results indicate that the reading scores of children in all grades who are eligible for Free Breakfast and Lunch are statistically lower than the scores of students whose families are adjudged able to afford to pay for in-school meals. These scores show that a child’s chances of becoming a successful reader are impacted by the financial situation of their families. Because of the high percentage of families in Jasper County whose income is low enough to qualify for supplemental nutrition assistance and/or Temporary Assistance for Needy Families, all Jasper County public schools participate in the CEP program. Marva Tigner, Chief of Academics for the Jasper County School District, noted “interventions” the district provides for students who struggle with reading The best way to ensure students learn to read is to start early. In 2017 the district hired Dr. Laquandra Stevenson as their Early Childhood Coordinator. She is having success training pre-school through second-grade teachers. Stevenson supports teachers in data analysis, implementation of standards-based curriculum, on-site classroom support and curriculum development. She also conducts classroom observations and provides feedback to teachers. The 2016-17 results from the Developmental Reading Assessment indicate student growth from 41 percent to 86 percent. Progress in reading is often during second grade. That is when reading comprehension becomes a bigger focus. In the Jasper County schools, if students are determined to be reading one to one-and-half grades below their grade level they are entered into the Level Literacy Intervention program (LLI). In the 2015-16 school year, teachers specially trained in reading instruction began using individual LLI kits for each child. Each child works through the levels in their kit as their own pace until they are reading at grade level. Once that happens, teachers can move on to helping other students. Students with severe reading problems —reading two or more grades below their grade level— are enrolled in the System 44 program. System 44 is a reading program supported with on-going teacher training from the Scholastic company. It was implemented in the middle school in 2014 and in the two elementary schools since 2017. Data based on regular evaluations indicates that the overwhelming numbers of Jasper County students in grades 3-8 are making significant improvement in reading. Changes and adjustments suggested by Scholastic were planned for the 2017-18 school year and those results will be available in the fall of 2018. Show love through reading Writing is like silent speaking while reading is like listening with your eyes and sometimes with your mouth if you are reading aloud. That is why a child who is encouraged to carry on conversations with adults and is read to at an early age is better prepared to learn to read. One of the most powerful things a parent can do for a young child is hold the child while reading to him or her. Children are like love sponges; they can never get enough love. By holding the child and giving that child your undivided attention you are signaling love. Then you add reading an age-appropriate book to the child and the message you are sending is: Reading is one of the ways parents and children show love for each other. The best way to deliver that kind of message is by making it a habit. Many parents like to read to a child at bedtime. It becomes a way for them to relax together and end a day on a peaceful, loving note. As the child grows, he or she can read to a younger child at bedtime. That will help both children become better readers. When a young child learns to read on his own, parents or older siblings can become listeners. Eventually children and teenagers can share books with parents and everyone can read the same book and discuss it.
As you work with your child on your reading homework, this is the level of fluency we are looking for as the year progresses. This student has met the fluency requirement and now the focus is placed on expression and comprehension.
Teachers have the difficult tasks of not only teaching a child how to read, but also determining how to help them if they are struggling. Dr. Louisa Moats gives examples of how teachers can be better prepared to enter the classroom and identify potential reading difficulties in their students. For instance, she discusses the importance of not only teaching children the alphabet, but also showing them how to associate sounds with letters. She also shares an inspirational story about one teacher who came to her distraught because his students were moving onto the next grade level without being able to read. After learning some effective methods for teaching children to read, he is now passing students with flying colors. For more information about teaching kids to read and helping those who struggle, visit www.readingrockets.org. Reading Rockets is a national education service of public television station WETA. Funding is provided by a grant from the U.S.
http://www.berproducts.org/video-training/literacy/guided-reading/using-guided-reading-strengthen-students-reading-skills-at-emergent-dveloping-fluent-levels-grades-k-3.html As children progress to near-fluent and fluent levels of literacy, they continue to reap great benefits from the structure and support that guided reading provides. In small, flexible guided reading groups young readers are able to strengthen their fluency, comprehension, and higher-level thinking skills over a wide variety of text, both fiction and nonfiction. Children learn how to draw meaning from and make connections with increasingly sophisticated text. In this video training program viewers see near-fluent and fluent-level readers actively engaged in guided reading lessons. Nancy Paulson and Nancy Nos, exceptional guided reading practitioners, provide instructional models, explanations, and suggestions for how to develop practical, meaningful guided reading experiences for young, fluent readers. The texts used in these demonstrations come from a variety of sources rather than a single publisher. The instructional strategies are also varied and reflect good literacy-teaching practices rather than a narrow philosophical viewpoint. For more information on this video and other training options from Bureau of Education & Research, please visit http://www.ber.org.