Saturday, May 31, 2014

Nonfiction Reading Comprehension Worksheets

CCSS high school reading comprehension worksheets | Nonfiction High School English Reading Worksheets with Reading Comprehension Questions and Extended Response Questions


FREE Printable nonfiction high school reading comprehension worksheets to prepare for the College and Career Ready Goals | 2014-2015 CCSS ELA Reading standards. Use the nonfiction reading passages and worksheets below to prepare for End of Course English Assessments. 

High School Nonfiction Reading Passage: Swords and Swordsmanship

A sword is a weapon (edged weapon) used primarily for cutting or thrusting. The precise definition of the term varies with the historical epoch or the geographical region under consideration. A sword in the most narrow sense consists of a straight blade with two edges and a hilt. However, in nearly every case, the term may also be used to refer to weapons with a single edge (back-sword).

The word sword comes from the Old English sword, cognate to swert, Old Norse sverð, from a Proto-Indo-European root *swer- "to wound, to cut". Non-European weapons called "sword" include single-edged weapons such as the Middle Eastern saif, the Chinese dao and the related Japanese katana. The Chinese jian is an example of a non-European double-edged sword, like the European models derived from the double-edged Iron Age sword.

Historically, the sword developed in the Bronze Age, evolving from the dagger; the earliest specimens date to ca. 1600 BC. The Iron Age sword remained fairly short and without a cross-guard The spatha as it developed in the Late Roman army became the predecessor of the European sword of the Middle Ages, at first adopted as the Migration period sword, and only in the High Middle Ages developed into the classical arming sword with cross-guard

The use of a sword is known as swordsmanship or (in an early modern or modern context) as fencing. In the Early Modern period, the sword developed into the rapier and eventually the small-sword, surviving into the 18th century only in the role of dueling weapon. By the 19th century, swords were reduced to the status of either ceremonial weapon or sport equipment in modern fencing.

The sword is said to be the emblem of military honor and should incite the bearer to a just and generous pursuit of honor and virtue. It is symbolic of liberty and strength. In the Middle Ages, the sword was often used as a symbol of the word of God. The names given to many swords in mythology, literature, and history reflect the high prestige of the weapon and the wealth of the owner.

Socratic Question Stem: Why are swords or edged weapons part of every early culture?

What was the predecessor of the sword? 

A. dagger B. rapier C. small-sword 

Extended Response Question: Why did swords become relegated to ceremonial purposes?  

Nonfiction High School Reading Worksheets and Reading Passages 
  1. An African Heritage in Chicago identify and support the main idea in a nonfiction passage 
  2. Bold Plans, Big Dreams, City Progress identify and support the theme of a text 
  3. Changing the Ecosystem infer and support the main idea of a passage 
  4. Changing the Ecosystem with Multiple Choice Questions and Activities
  5. Chicago is a City of Possibilities: Deval Patrick, Leader for Chicago analyze a text and write an extended response based on it 
  6. Deval Patrick's Acceptance Speech infer and support the main idea of a passage 
  7. George Washington Carver
  8. Gwendolyn Brooks, An African American Poet
  9. Honest Abe infer and support the main idea of a passage 
  10. Inaugural Address by John F. Kennedy evaluate information, summarize, and identify and support a main idea
  11. Inferential Questions: Harold Washington's Acceptance Speech 
  12. Labor Day Address--Barack Obama Speech infer and support the main idea of a passage 
  13. Learn about Physical Therapists evaluate information, summarize, and identify and support a main idea 
  14. Learn about South Africa evaluate information, summarize, and identify and support a main idea 
  15. Maintaining Cultural Continuity infer and support the main idea of a passage 
  16. New Leadership analyze a speech 
  17. Settlement infer and support the main idea of a passage 
  18. Settlement with Multiple Choice Questions and Activities
  19. Transportation Changes infer and support the main idea of a passage 
  20. What is Your Own Big Plan? (Barack Obama speech) analyze a text and respond to the issues it presents, write an extended response to a persuasive text 
  21. What Values Have Shaped Chicago? identify the main idea of a passage 
  22. Why is Community Service Important? identify the main idea and supporting information 
  23. Chicago High Schools infer predictions 
  24. Chicago Legacy: DuSable's Choices and Changes infer and support the main idea of a passage 
  25. Deval Patrick's Acceptance Speech infer and support the main idea of a passage 
  26. Harold Washington's Acceptance Speech
  27. Frederick Douglass Speech on Women's Suffrage
  28. John F. Kennedy's Remarks in the Rudolph Wilde Platz, Berlin
  29. Abraham Lincoln's Gettysburg Address
  30. President Barack Obama's Speech to Students
  31. President Franklin D. Roosevelt's First Inaugural Address

Thursday, May 29, 2014

Flipped English Class | Special Ed High School

Flipped English Classroom Ideas | High School Special Ed Classrooms

Flipped teaching or a flipped classroom is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance, tutoring and interaction with students, instead of lecturing. This is also known as backwards classroom or flipped classroom. Wiki

A few things I would do If I was teaching a High School Special Education English Class!
  • First Flip your Classroom! Hard Stuff is Done in Class | Easy, Fun Stuff is Done at Home! 

    Shakespeares Plays

  • Create a series of single page Socratic Seminars that include modeled reading fluency videos 
  • In class have your students help make simple videos of students or teachers reading the one page socratic passages, the goal being your students will be practicing fluency to make their own videos
  • Use your class time to practice and model Socratic seminars and that include introspective discussions on amazing topics
  • Use class time to create, discuss, question, analyze, and act out elements of fiction or non-fiction 
  • Usually you will have more boys in a Special Education High School English Class, so have them read and discuss high interest topics like the treatise Sun Tzu Art of War
  • The students should use the videos as reading fluency homework to increase word recognition, speed and accuracy, predicting syntax, practice reading fluency with expression. The video is used as the guide and models quality reading. The goal is increase reading fluency weekly by five extra words per week
  • Play literacy games that teach literary elements, text features and reading comprehension skills. 
Struggling Readers read less than ten pages per day that's about 2,000-4,000 words per day, or 400,000 words for the whole year!

Grade Level Fluency Goals
  • 1st             80 Words Correct Per Minute
  • 2nd            140 WCPM
  • 3rd             160 
  • 4th             180 
  • 5th             195 
  • 6th             205 
  • 7th             210 
  • 8th             215 

Digital Resources to Make Flipped Classroom Videos

ScreenChomp app for Android and Ipod

Free online screen recorder for one-click recording for free | They have free apps also for all devices
Screencast-O-Matic - Free online screen recorder for instant ...

This is a sample Screencast-O-Matic that took literally 5 minutes to make and upload to Youtube! The Videos do not need to be great, time consuming, expensive, they are best when made by the classroom teacher for their individual students.


The Legendary Lands is a fun way for students to study Tier 3 Academic Vocabulary! The Game is Free and is one reason 95% of my class passes the EOG reading test! "The Legendary Lands"


Flipped Classroom Bell Ringer!

501 Reading Comprehension Questions Complete book
on Reading Comprehension Strategies and Yes 501 Reading
Comprehension Questions.

501 GRAMMAR AND WRITING QUESTIONS
501 Critical Reading Questions
501 Sentence Completion Questions

More Resources for Creating High School Socratic Reading Passages
Grade Level Nonfiction Passages | 8th-10th Grade Reading Level
Preoperational Set: The story below is the opening to Sun Tzu Art of War, and makes a not so subtle point of being brutal to get the point across to the reader.

Background Ideas: The original Brothers Grimm tales used brutal stories to teach life’s hardest lessons to our children so they would learn without the pain of experience. We live in a time when we are seeking instant gratification in all the things we do. The problem for many children today is, instant gratification is not fast enough and neither gratifying enough for many, so they lose motivation.

Philosophical Ideas: “By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third, by experience, which is the most bitter.” Confucius

Sun Tzu Wu was a native of the state of Ch`i. His ART OF
WAR brought him to the notice of Ho Lu, King of Wu. Ho
Lu said to him: "I have carefully perused your 13 chapters.
May I submit your theory of managing soldiers to a slight test?"
Sun Tzu replied: "You may."

Ho Lu asked: "May the test be applied to girls?"
The answer was again in the affirmative, so arrangements
were made to bring 180 handmaidens out of the Palace. Sun Tzu
divided them into two companies, and placed one of the King's
favorite handmaidens at the head of each. He then bade them
all take spears in their hands, and addressed them thus: "I
presume you know the difference between front and back, right
hand and left hand?"
The girls replied: Yes.

Sun Tzu went on: "When I say "Eyes front," you must
look straight ahead. When I say "Left turn," you must face
towards your left hand. When I say "Right turn," you must
face towards your right hand. When I say "About turn," you
must face right round towards your back."

Again the girls assented. The words of command having
been thus explained, he set up the halberds and battle-axes
in order to begin the drill. Then, to the sound of drums, he
gave the order "Right turn." But the girls only burst out
laughing. Sun Tzu said: "If words of command are not clear
and distinct, if orders are not thoroughly understood, then
the general is to blame."

So he started drilling them again, and this time gave
the order "Left turn," whereupon the girls once more burst
into fits of laughter. Sun Tzu: "If words of command are
not clear and distinct, if orders are not thoroughly
understood, the general is to blame. But if his orders ARE
clear, and the soldiers nevertheless disobey, then it is the
fault of their officers."

So saying, he ordered the leaders of the two companies
to be beheaded. Now the king of Wu was watching the scene
from the top of a raised pavilion; and when he saw that his
favorite handmaidens were about to be executed, he was greatly
alarmed and hurriedly sent down the following message: "We
are now quite satisfied as to our general's ability to handle
troops. If We are bereft of these two handmaidens, our meat
and drink will lose their savor. It is our wish that they
shall not be beheaded."

Sun Tzu replied: "Having once received His Majesty's
commission to be the general of his forces, there are certain
commands of His Majesty which, acting in that capacity, I am
unable to accept."

Accordingly, he had the two leaders beheaded, and
straightway installed the pair next in order as leaders in
their place. When this had been done, the drum was sounded
for the drill once more; and the girls went through all the
evolutions, turning to the right or to the left, marching
ahead or wheeling back, kneeling or standing, with perfect
accuracy and precision, not venturing to utter a sound. Then
Sun Tzu sent a messenger to the King saying: "Your soldiers,
Sire, are now properly drilled and disciplined, and ready for
your majesty's inspection. They can be put to any use that
their sovereign may desire; bid them go through fire and
water, and they will not disobey."
But the King replied: "Let our general cease drilling
and return to camp. As for us, We have no wish to come down
and inspect the troops."

Thereupon Sun Tzu said: "The King is only fond of
words, and cannot translate them into deeds."
After that, Ho Lu saw that Sun Tzu was one who knew how
to handle an army, and finally appointed him general. In the
west, he defeated the Ch`u State and forced his way into
Ying, the capital; to the north he put fear into the States
of Ch`i and Chin, and spread his fame abroad amongst the
feudal princes. And Sun Tzu shared in the might of the King.

Why is the author sharing this story with the reader? 

Rank the five most important ideas that the author shares in the reading passage 

Saturday, May 24, 2014

2nd-3rd Grade Reading Fluency Practice

CCSS ELA Grade 2 and 3 Fluency Passages with Reading Comprehension Questions | Common Core 2nd-3rd Grade Reading Drills Fiction and Nonfiction Fluency Test Practice


Free PDF Reading Fluency drills for 2nd and 3rd Grade.

2nd-3rd Grade Level Fiction Passages
2nd-3rd Grade Reading Level
The Ants and the Grasshopper
A Better Community
The Big Game
The Boy Who Cried "Wolf!"
Changing Our Street (realistic fiction)
Community Meeting
Community Meeting
Community Progress
The First Flag
Flying
How the Firefly Got Its Light
Letter to Grandmother
Little Pink Riding Hood English / Spanish
The Little Red Hen
Making Progress
Mama's Happy Christmas
More Trees
My Community
My First Baseball Game
My Job
My New Brother
My Sister, the Soldier
My Summer
The New Family
Our Lemons
Prairie Farmers
Potawatomi Prairie
See Our Progress
Spring is Coming
The Turtle and the Rabbit
The Turtle and the Ducks
Why Did Mamma Change Her Mind?The Ants and the Grasshopper
A Better Community
The Big Game
The Boy Who Cried "Wolf!"
Changing Our Street (realistic fiction)
Community Meeting
Community Meeting
Community Progress
The First Flag
Flying
How the Firefly Got Its Light
Letter to Grandmother
Little Pink Riding Hood English / Spanish
The Little Red Hen
Making Progress
Mama's Happy Christmas
More Trees
My Community
My First Baseball Game
My Job
My New Brother
My Sister, the Soldier
My Summer
The New Family
Our Lemons
Prairie Farmers
Potawatomi Prairie
See Our Progress
Spring is Coming
The Turtle and the Rabbit
The Turtle and the Ducks
Why Did Mamma Change Her Mind?


2nd-3rd Grade Level Nonfiction Reading Passages
2nd-3rd Grade Reading Level
After the Chicago Fire sequence and summarize
American Explorers evaluate information, summarize, and identify and support a main idea
Animal Studies infer and support the main idea of a passage
Block Clubs infer and support the main idea of a passage
The Captain's Job infer and support the main idea of a passage
Chicago Changes identify and support the main idea in nonfiction texts
Chicago Fire sequence events, infer motive, and write about nonfiction
Chicago Legacy: Burnham's Plan locate and use information to analyze a situation, write about a topic English / Spanish
Chicago Legacy, DuSable's Choices and Changes locate and use information to analyze a situation, then write about it English / Spanish
Chicago's First Leader infer and support the main idea of a passage
The First Flyers infer and support the main idea of a passage
George Washington Carver
Grant Park write an extended response about a nonfiction reading
Gwendolyn Brooks, An African American Poet
Learn about Ghana infer and support the main idea of a passage
Letter to the Mayor evaluate information, summarize, and identify and support a main idea
Native American Life--Potawatomi Profile
Native American Life--Potawatomi Profile with Multiple Choice Questions and Activities
Natural Gas: An Energy Resource infer and support the main idea of a passage
A New Park evaluate information, summarize, and identify and support a main idea
Pigeon Creek infer and support the main idea of a passage
Pioneer Families infer and support the main idea of a passage
Prairie Ecology analyze information in a nonfiction text
Prairie Ecology with Multiple Choice Questions and Activities
Read to Learn about Symbols, Maps, and Art evaluate information, summarize, and identify and support a main idea
Saving Your Family's Energy Dollar infer and support the main idea of a passage
Settlement infer and support the main idea of a passage
Staying in Phoenix summarize a passage
Transportation Changes infer and support the main idea of a passage

Sample Reading Fluency Drills all grades

The Story of Doctor Dolittle
The Straw, the Coal, and the Bean
Treasure Island
Snow-White and Rose-Red
Alice in Wonderland
The Story that Wouldn’t be Told
The Wind in the Willows
The legend of Sleepy Hallow
Macavity the Mystery Cat
Under the Lilacs
The Wonderful Wizard of Oz
Special Sounds
Hurry with my Food and Drink, Boy!
John Carter of Mars 6th Grade Fluency Drill With DOK Questions

Fluency Drills By Grade Level
Fluency Drills: 6th Grade
Fluency Drills: 5th Grade
Fluency Drills: 4th Grade
Fluency Drills: 3rd Grade
Fluency Drills: 2nd Grade

Grade Level Fluency Drills K-5 | Florida Assessments for Instruction in Reading

Struggling Readers read less than ten
pages per day that's about 2,000-4,000
words per day, or 400,000 words for
the whole year!

Reading Boot Camp students read
27,000 to 40,000 words per day for 20
days. A half million words read in 20
days! That’s 180 to 240 minutes of on task
decoding daily.

Free Fluency Charts Pdf. and doc. files
Reading Fluency Charts
Repeated Reading Chart

NY Summer Reading Programs 2014

New York Summer Reading Camps, Theater Programs, Parent Reading Information, Schedules, Free Programs, Camps, Arts and Summer Fun. New York, Buffalo, Rochester, Yonkers, Syracuse, Albany...

NY Summer Reading at New York Libraries Welcome to the 2014 Summer Reading at New York Libraries! Summertime is fun time for readers of all ages! Browse through our site for summer reading-related materials. “Fizz Boom Read ” this summer at your local library. To join in the fun of Summer Reading today, just find your local library Web Site using our link, and register!

NY Summer Reading Program - Fordham University New York 2014 Summer Reading Programs for Children and Adults

Programs on Campus and at over 25 Locations throughout New York For an enjoyable activity with lifelong benefits, we recommend one of our eight different reading skills programs designed and taught by instructors from the Institute of Reading Development. Programs have been offered as a community service through Fordham School of Professional and Continuing Studies since 1999.

For information, or to enroll online, please select an age group below:
4-Year-Olds and Entering Kindergarteners
Entering 1st Graders
Entering 2nd Graders
Entering 3rd Graders
Entering 4th or 5th Graders
Entering 6th, 7th, or 8th Graders
Entering 9th, 10th, or 11th Graders
Entering 12th Graders, College Students, or Adults

To speak with a program coordinator, or enroll by phone, call 800-964-8888. Our hours are 8AM-10PM, Mon.-Fri., 8AM-7PM, Sat., 9AM-7PM, Sun.

Summer Reading - New York State Library Information and Resources Downloadable Materials
Importance of Summer Reading Summer Reader Explore New York  Summer Reading at New York Libraries is an annual program that brings children and families into local public libraries for reading and activities. Over 1.76 million New York children and teens participated in the State Library-sponsored program in 2014.

Summer Reading Info - Summer Reading 2014 What’s going on at my public library this summer?
There are all kinds of great programs going on at New York City’s public library systems: Brooklyn Public Library, The New York Public Library (serving the Bronx, Manhattan and Staten Island) and Queens Library. There are reading programs, celebrations, author events, book discussions, craft programs, music programs…and almost everything at the library is free. Find out more in the Events section of summerreading.org.

Kids Summer Reading Programs in New York City | Work-Life Kids Summer Reading Programs in New York CityTake advantage of New York City's wonderful opportunities for kids of all ages to get involved in summer reading clubs and programs:

Summer Reading 2014 | Brooklyn Public Library Read your way to fun prizes!
Starting June 5, 2014, pick up your Summer Reading Gameboard or Challenge at the library! 

Everyone who finishes a Summer Reading Gameboard or Challenge will be entered into a drawing for cool prizes.Kids, as you read and do activities on the Gameboard, you will receive stickers to help you complete the game. Click here this summer for websites and databases to help you earn stickers. Tweens, teens, and adults, complete your Summer Reading Challenge to turn in your prize drawing entry form to a librarian. 
Summer Reading Program @ Fordham University - Institute ... fordham.readingprograms.org/
Summer reading skills programs for children and adults in Brentwood, Bronx, Bronxville, ... Programs on Campus and at over 25 Locations throughout New York.


Free Printable PDFs summer reading lists:

Summer Reading List K-2nd grade – color
Summer Reading List K-2nd grade – black & white
Summer Reading List 3rd-5th grade – color
Summer Reading List 3rd-5th grade – black & white
Summer Reading List 6th-8th grade – color
Summer Reading List 6th-8th grade – black & white

Babies, Toddlers
Grades Kindergarten - 5
Teens
Adults
Libros en español para niños, jóvenes y adultos
LARGE PRINT babies, toddlers
LARGE PRINT pre-K-5
LARGE PRINT adult
LARGE PRINT spanish
NYPL High School List
NYPL Middle School List 

Monday, May 19, 2014

Meditation In School: Beating Stress with Mindfulness

Mindfulness Meditation in school is a practice in which the teacher and or students train their mind to induce a mode of focused consciousness, to realize a positive benefit that include alleviating stress, increasing attention, self monitoring feelings, and helping students redirect focus on academic content. Meditation in the classroom can be as simple as listening to calming music and breathing deeply. Meditation in the form of Mindfulness practice, is being employed in psychology to alleviate a variety of mental and physical conditions, including depression, anxiety, eating disorders, cutting, addictions, self-destructive behaviors, obsessive-compulsive disorder, and in the prevention of relapse in depression.

Wellness Works is a great resource for Mindfulness curriculum and teacher training if schools are interested in bringing Mindfulness benefits to their students.

Wellness Works in Schools™ is designed to motivate, educate and support students, teachers and families in developing the mental, emotional, physical, and social competencies to handle life's challenges healthfully, across school, home, work and community. Wellness Works embraces a whole person/whole child perspective and is grounded on universal health and wellness principles and incorporates mindful awareness, contemporary neuroscience, and executive function approaches to optimize strident achievement and behavior while supporting classroom teachers.

Mindfulness: A Guide for Teachers By Dr. Amy Saltzman Mindfulness is a meditative practice which originates in Buddhism, but has gained worldwide popularity as a distinctive method to handle emotions.

Words from Children on Meditation and Mindfulness Classes By Dr. Amy Saltzman

• I think mindfulness has truly helped me become more aware of focusing. I learned to bring
my attention back when it wandered which helped me with hard or confusing tests.
• It feels sort of strange but peaceful. I can’t really tell how I use mindfulness at home, but I
do know it helps me when I am mad at my brother.
• It helps you concentrate. I use it every time I have a hard test. It brings my attention back
to the test and the problem.
• When I am sad or kind of in a bad mood I take about 10 breaths and I get relaxed. I also
forget about my worries. I learned this from mindfulness. I enjoy coming here because I
forget about my troubles and I forget about all the things in my life that is sad. My sadness
just fades.
  

Sunday, May 18, 2014

Georgia CRCT Online Retests Summer Schedule 2014

Georgia CRCT Online Retests Summer Schedule And Practice Test 2014 

Georgia CRCT Online Retests Elementary School Testing Dates (*adjusted for inclement weather) 
 
May 20 – 22, 2014 *Criterion Referenced Competency (CRCT) – Retest Grades 3 and 5 
May 20 – 22, 2014 *Criterion Referenced Competency Modified (CRCT-M) – Retest Grades 3 and 5 
 
Georgia CRCT Online Retests Middle School Testing Dates (*adjusted for inclement weather) 
 
May 20 – 22, 2014 *Criterion Referenced Competency (CRCT) – Retest Grade 8 
May 20 – 22, 2014 *Criterion Referenced Competency Modified (CRCT-M) – Retest Grade 8 
 
Georgia CRCT Online Retests High School Testing Dates 
 
May 5 – 16, 2014 Advanced Placement (AP) Exams AP Students 
Jun. 23 -24, 2014 End of Course Test (EOCT) Summer/Retest Administration Grades 9 – 12 
Jul. 14 – 18, 2014 Georgia High School Graduation (GHSGT) Retest Grades 11 -12 


Georgia CRCT Practice Retests Third Grade

Language
Grammar/Sentence ConstructionReasearch/Writing Process
Math
Computation and EstimationGeometry and MeasurementNumber Sense and NumerationPatterns and Relationships/AlgebraProblem SolvingStatictics and Probability
Reading
ComprehensionReading for InformationReading for Literacy ComprehensionReading Skills and Vocabulary AcquisitionVocabulary
Science
Earth ScienceLife SciencePhysical Science
Social Studies
CivicsCore SkillsEconomicsGeographyHistory

Fourth Grade

Language
Grammar/Sentence ConstructionResearch/Writing Process
Math
Computation and EstimationGeometry and MeasurementNumber Sense and NumerationPatterns, Relationships, and AlgebraProblem SolvingStatistics and Probability
Reading
Reading for InformationReading for Literacy ComprehensionReading Skills and Vocabulary Acquisition
Science
Earth ScienceHydrology and MeteorologyLife SciencePhysical Science
Social Studies
CivicsCore SkillsEconomicsGeographyHistory

Fifth Grade

Language
Grammar/Sentence ConstructionResearch/Writing Process
Math
Computation and EstimationGeometry and MeasurementNumber Sense and NumerationPatterns and Relationships/AlgebraProblem SolvingStatistics and Probability
Reading
ComprehensionReading for InformationReading for Literary ComprehensionResearch/Writing ProcessVocabulary
Science
Earth ScienceGeologyHydrology and MeteorologyLife SciencePhysical Science
Social Studies
CivicsCore SkillsEconomicsGeographyHistory

Helping Students Pass CCSS Reading Test

How to Help Students Pass and Exceed Common Core Reading Test: Proficient vs. Exceeds

Reading assessments will be standardized in 47 states starting in 2015 with the adoption of CCSS. The CCSS reading assessments will be more rigorous and require a deeper understanding of rhetorical thinking. Teaching students to read and reason is an art not a science and requires students to read quality literature.

Let the child be encouraged to tell over the story, which he has just read, in language of his own. Let his faults be pointed out to him, with such simplicity, and clearness of illustration as shall make him sensible of what is meant,–and with such kindness, as shall secure his gratitude for the corrections made: and those teachers who have not before tried the experiment, will, it is believed, be surprised at its results. Professor William H. McGuffey

My list of must does to prepare all students to succeed on any standardised reading test. 
  1. Reading quality fluency passages daily up to four times per day with a peer to peers running record model. Sample passages
  2. Read high quality literature daily for a minimum of 60 minutes per day with kid friendly socratic seminars.  
  3. Word work and word study with a twist. Studying 30 minutes daily grade level tier 2 and tier 3 academic vocabulary with board games and vocabulary brain breaks like vocabulary sparkle
  4. Singing and learning songs with poetic lyrics. With a song book and a cd player or youtube karaoke songs this is a must for fun and fluency.  
  5. Study latin and greek roots in a fun and novel way. We read Harry Potter every year and the class does a affix, prefix, and suffix hunt. The students also create their own spells using what they are learning about latin and greek roots. 
  6. Make reading and talking about books fun, exciting and an adventure. 
  7. Model ,model, and model great reading strategies and thinking. Always correct students when they make errors in a way they can examine and try new reading strategies. 

Friday, May 16, 2014

Helping Dyslexic Students Read

How to Help Struggling Dyslexic Students Learn to Read and Succeed!

As a dyslexic reading teacher and literacy blogger, I have received hundreds of emails and questions on how to help struggling dyslexic students and learning disabled students read and succeed. The simple answer is READ! My long held philosophy as a classroom teachers is find amazing books with wonderful stories and read and read! My students hear me say twenty times a day as we read, "track with your finger" the message is, see the words, hear the words and make connections (meaning) to what you already know and what you want to learn. Students that struggle with reading can have trouble with tracking, decoding, predicting syntax and context, discerning proper nouns, have a lack of background literary knowledge, and many other instructional deficits and or cognitive errors interfering with success. This can cause many struggling readers including me to lose interest in reading and shut down. The secret is the amount of time dedicated to on task reading, exposure to quality literature, and the modeled strategies of successful readers. 

Let the child be encouraged to tell over the story, which he has just read, in language of his own. Let his faults be pointed out to him, with such simplicity, and clearness of illustration as shall make him sensible of what is meant,–and with such kindness, as shall secure his gratitude for the corrections made: and those teachers who have not before tried the experiment, will, it is believed, be surprised at its results. Professor William H. McGuffey

Working out substantive differentiations or efficacious instructional solutions for a reading class that has poor reading performance is always a challenge. Creating positive students outcomes for many or all can be accomplished with outside of the box thinking. For the last eleven years the first twenty days of school are spent reading. We spend 200-300 minutes a day reading and modeling the absolute best practices in reading with me or their peers. I started this idea 11 years ago, and I now call the first 20 days of school Reading Boot Camp to male the educational point that without the ability to read and comprehend you will not thrive and succeed in school.

So many reading programs that promise to cure dyslexia or close the achievement gap, break the reading process down into so much confusing minutia that kills any real desire to dive in with your heart and soul. Standardization of district-wide curriculum and the reliance on basil reading programs create more problems than they prevent in many cases. I read books with my students that inspire, teach, confront, surprise, scare, excite, and demonstrate that books are amazing teachers and portals to great adventures. 

Sean Taylor M.Ed The Dyslexic Reading Teacher

Monday, May 12, 2014

CCSS Pretest Math Reading ELA

CCSS Practice and Training Tests Grade 3, 4, 5, 6, 7, and 8 | Common Core Field Test

Use the CCSS ELA Reading and Math practice test (pretest) to prepare for the 2014-2015 Smarter Balanced and PARCC assessments.

Smarter Balanced Online Practice Test Portal   Good place to evaluate the online test format 

Grade 3 Mathematics Annotated 2013 State Test Questions
Grade 4 ELA Annotated 2013 State Test Questions
Grade 4 Mathematics Annotated 2013 State Test Questions
Grade 5 ELA Annotated 2013 State Test Questions
Grade 5 Mathematics Annotated 2013 State Test Questions
Grade 6 ELA Annotated 2013 State Test Questions
Grade 6 Mathematics Annotated 2013 State Test Questions
Grade 7 ELA Annotated 2013 State Test Questions
Grade 7 Mathematics Annotated 2013 State Test Questions
Grade 8 ELA Annotated 2013 State Test Questions
Grade 8 Mathematics Annotated 2013 State Test Questions


PARCC Common Core ELA Test Question Samples

Grade 3 ELA Test Question Samples
GR 3 PARCC ELA Item 1.pdf
GR 3 PARCC ELA Item 2.pdf

Grade 6 ELA Test Question Samples
GR 6 PARCC ELA Item 1.pdf
GR 6 PARCC ELA Item 2.pdf
GR 6 PARCC ELA Item 3.pdf
GR 6 PARCC ELA Item 4.pdf

Grade 7 ELA Test Question Samples
Gr 7 PARCC ELA Item 1.pdf
Gr 7 PARCC ELA Item 2.pdf
Gr 7 PARCC ELA Item 3.pdf

Grade 10 ELA Test Question Samples
GR 10 PARCC ELA Item 1.pdf
GR 10 PARCC ELA Item 2.pdf
GR 10 PARCC ELA Item 3.pdf
GR 10 PARCC ELA Item 4.pdf

Scoring Rubrics Writing
Grade 3 ELA Expanded Rubric FOR ANALYTIC AND NARRATIVE WRITING.pdf
Grade 4-5 ELA Expanded Rubric FOR ANALYTIC AND NARRATIVE WRITING.pdf
Grade 6-11 ELA Expanded Rubric FOR ANALYTIC AND NARRATIVE WRITING.pdf

Grade 3

Mathematics Sample Illustrative Items


Vocabulary

Second Grade
Language
Grammar/Phonics
Physical Science
Social Studies
Civics
History

Fourth Grade
Language
Grammar/Sentence Construction
Physical Science

Social Studies
Civics
History

Fifth Grade

Language
Grammar/Sentence Construction

End of Grade Reading Test | Use the EOC Test at One Grade Above to Meet the Common Core Higher Lexile Reading Levels