Passing the STAAR Retest 2017-2018

Passing the STAAR Grade 5 and 8 math and reading retest starts with a review of Tier 2 and Tier 3 Academic Resting Vocabulary. 

STAAR TEST PREPARATION starts with Tier 2 and 3 Academic vocabulary word-work! Students that lack knowledge and understanding of key Academic Vocabulary is always deadly to a students success on the STAAR assessments. Academic vocabulary is king when you want your students to succeed on today's rigorous assessments. 

The first step in passing any STAAR Reading or Math test is understanding the types of academic vocabulary that students will see on the test. Tier 3 and Tier 2 vocabulary are the hardest to learn and remember, these words give students the most problems on test!

Tier 1 Academic Vocabulary: Basic words that commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction.Examples of Tier 1 words are clock, baby, happy and walk.

Tier 2 Academic Vocabulary: Less high frequency words used by mature language users across several academic content areas. Because of their lack of redundancy in oral language and their multiple meaning or descriptive nature, Tier 2 words present challenges to students who primarily meet them in print and on test. Examples of Tier 2 words are obvious, complex, establish and verify. Blooms and Webb's DOK verbs are integral to any successful reading instruction or intervention.

http://www.opsu.edu/www/education/BuildAcademicVoc.pdf

Tier 3 Academic Vocabulary: Low Frequency words that are not frequently used except in specific academic content areas or domains. Tier 3 words are central to building backgrounds knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.

Links to PDF Academic Word List                                                                                                     The Tennessee Academic Vocabulary Project
Oklahoma Academic Vocabulary Suggested Words and Terms  Marzano based list
The Tennessee Academic Vocabulary Project Prepared for the State of Tennessee Department of Education by Marzano & Associates

• NWEA Academic Vocabulary 
• http://www.hasd.org/cms_files/resources/MAPs%20Vocabulary.pdf
• NWEA Academic Vocabulary 
• NWEA Reading Test Questions  

CST and CAHSEE Academic Vocabulary
Academic Vocabulary At a Glance – New Vocabulary Words by RIT Bands for Reading
ISAT Reading Vocabulary List (Word) doc

• ISAT Language Usage Vocabulary List (Word)
• ISAT Math Vocabulary List (Word)

STAAR Grade 5 Mathematics (retest)STAAR  Grade 8 Mathematics (retest)

STAAR Grade 5 Reading (retest) STAAR Grade 8 Reading (retest)

Grade	Test Forms	Answer Keys
3	Mathematics: 2016 | 2014 | 2013	Mathematics: 2016 | 2014 | 2013
	Reading: 2016 | 2015 | 2014 | 2013	Reading: 2016 | 2015 | 2014 | 2013
4	Mathematics: 2016 | 2014 | 2013	Mathematics: 2016 | 2014 | 2013
	Reading: 2016 | 2015 | 2014 | 2013	Reading: 2016 | 2015 | 2014 | 2013
	Writing: 2016 | 2015 | 2014 | 2013	Writing: 2016 | 2015 | 2014 | 2013
5	Mathematics: 2016 | 2014 | 2013	Mathematics: 2016 | 2014 | 2013
	Reading: 2016 | 2015 | 2014 | 2013	Reading: 2016 | 2015 | 2014 | 2013
	Science: 2016 | 2015 | 2014 | 2013	Science: 2016 | 2015 | 2014 | 2013
6	Mathematics: 2016 | 2014 | 2013	Mathematics: 2016 | 2014 | 2013
	Reading: 2016 | 2015 | 2014 | 2013	Reading: 2016 | 2015 | 2014 | 2013
7	Mathematics: 2016 | 2014 | 2013	Mathematics: 2016 | 2014 | 2013
	Reading: 2016 | 2015 | 2014 | 2013	Reading: 2016 | 2015 | 2014 | 2013
	Writing: 2016 | 2015 | 2014 | 2013	Writing: 2016 | 2015 | 2014 | 2013
8	Mathematics: 2016 | 2014 | 2013	Mathematics: 2016 | 2014 | 2013
	Reading: 2016 | 2015 | 2014 | 2013	Reading: 2016 | 2015 | 2014 | 2013
	Science: 2016 | 2015 | 2014 | 2013	Science: 2016 | 2015 | 2014 | 2013
	Social Studies: 2016 | 2015 | 2014 | 2013	Social Studies: 2016 | 2015 | 2014 | 2013
High School	Algebra I: 2016 | 2015 | 2014 | 2013	Algebra I: 2016 | 2015 | 2014 | 2013
	English I: 2016 | 2015 | 2014 | 2013 Reading | 2013 Writing	English I: 2016 | 2015 | 2014 | 2013 Reading | 2013 Writing
	English II: 2016 | 2015 | 2014 | 2013 Reading | 2013 Writing	English II: 2016 | 2015 | 2014 | 2013 Reading | 2013 Writing
	Biology: 2016 | 2015 | 2014 | 2013	Biology: 2016 | 2015 | 2014 | 2013
	U.S. History: 2016 | 2015 | 2014 | 2013	U.S. History: 2016 | 2015 | 2014 | 2013

Literary Devices, Literary Techniques, and Literary Elements

Developing advanced reading comprehension skills, close reading skills, and literary analysis begins with learning how authors use Literary Devices, Literary Techniques, and Literary Elements.


Students and teachers need to analyze, understand, discuss, and

explore the author's craft, multiple writing styles, and literary structures of rich texts at deepest levels. Most literary analysis presented or represented in basal reading programs today is superficial. Readers have always needed to dive deeper into the five elements of plot, literary themes, inferential language, and authors point of view. Today, if you want students to go beyond the basics of surface reading or skimming they need to develop their literary analysis skills; the skill, ability and background knowledge to identify and use literary devices, literary techniques, and literary elements, explore the author's craft, multiple writing styles, and literary structures of rich texts at deepest levels. Most, literary analysis presented or represented in basal reading programs today is superficial. Readers have always needed to dive deeper into the five elements of plot, literary themes, inferential language, and authors point of view. Today, if you want students to go beyond the basics of surface reading or skimming they need to develop their literary analysis skills; the skill, ability and background knowledge to identify and use literary devices, literary techniques, and literary elements.

Within literature, there are various techniques, devices, and elements we all use or experience on a day-to-day basis when we read or write. For example, authors will obtain the attention of the reader with certain writing techniques while relying on the themes to keep the attention afterward. However, there is actually a difference between devices, techniques, and elements. As we continue our journey to better understand the language and how it is made up, we can see the definitions of the three down below;

Literary Elements - Essentially, this term describes certain characteristics within a piece of text. Instead of being used, they simply exist in texts such as a theme of a story. In every story, there will always be a theme, conflict, setting, and the piece will be written from a certain perspective. Although we can’t write these things directly, they are very much a by-product of what we do. Often, it is the literary elements that are discussed most for a piece of text.

Literary Techniques - On the other hand, this term describes the meaning that comes from deliberate constructions of the language. With literary techniques, these are like weapons authors can use at any time when writing whether it is a phrase or just one word. In addition to this, they also have another difference to elements in that they aren't always visible in every passage of text. Since they are actively inserted by the writer, they aren't always present.

Literary Devices - Thirdly, we have literary devices which are a particular section of work we can recognize and then analyze thereafter. In truth, this has a mixture of the two above but falls more closely on the side of techniques because they can be entered into text actively for the reader to then analyze.

Before we head any further, we should point out that ‘literary terms’ are the actual words used in the techniques and elements we discussed previously. While the ‘technique’ might cover a whole phrase or section of writing, the literary term will be the word/s used in this writing.

Today, we are going to bring you some of the main combinations and differences that often leave people confused. As an example, are you aware of the differences between an epilogue and a prologue? If you are, well done, but stay tuned for much more like this to see the tools that authors have at their disposal. As you will see, we have separated them into sections depending on whether it discusses how the text is formed or details within the text itself.

General Writing Structures

In this first section, we have comparisons of a general nature with writing. Rather than delving into the writing itself, we will compare and contrast what makes up a story or nonfiction work.

Nonfiction v Fiction - Let’s start with an easy one! With fiction, this is any piece of writing coming purely from the imagination so it could cover science fiction, fantasy books, romance, thrillers, and any other with no ounce of reality or truth. With nonfiction, this is based on fact and could be a detailed guide to butterflies or the wars throughout time.

Fairy tale v Folktale - Leading on from the previous point, fairy tales are often based around magical and mythical creatures such as witches, dragons, and unicorns. On the flip side, a folktale is based around a truth or real-life phenomenon; they are both instructive. 

The Crystal Ball (fairy tale)

A sorceress was afraid of her three sons. She turned the oldest into an eagle and the second into a whale, and each could take his human form for only two hours a day. The youngest son fled before he could suffer the same fate and went off to seek the king's daughter, bewitched and held prisoner in the Castle of the Golden Sun. He saw two giants quarreling over a wishing cap and they asked him to settle the dispute. He put on the cap, forgot he had it on, and wished himself to the castle.
The king's daughter told him that only a crystal ball would break the enchantment. She directed him to go down the mountain and fight a wild bull beside a spring. If he killed it, a bird would spring out of it. If the bird was forced to let free an egg in its body, the crystal ball was its yolk, but the egg would light everything about it on fire if dropped on the land.
He fought the bull. The bird sprang free, but his brother the eagle harried it until it dropped the egg. This landed on a fisherman's hut, setting it ablaze, but his brother the whale drowned the hut with waves. The youngest brother took the crystal ball to the enchanter, who admitted himself defeated and told him that the ball would also break the spell on his brothers. The youngest hurried to the princess, and they exchanged rings.

Prologue v Epilogue - Essentially, these are actually opposites with one coming before the bulk of the story and the other after. A prologue is an introduction to a story that establishes the context and gives background details, most often an earlier story that ties into the main one. If you look at the prefixes meaning ‘pro’ and ‘epi,' we see that the former is before the story while the latter appears at the end to tell the audience what happens to the characters or historical figures.  An epilogue is different from an afterword.  An afterword is a literary device that is found at the end of a piece of literature. It usually covers how the book or story was developed, or the inceptions of the characters, plot, themes, idea or source texts for the book.

Perspective v Point of View - Surprisingly, these two do have their differences and it can be a tricky topic. With point of view, the focus is on who is telling the story. In a work of fiction, you will often get first and third person writing (rarely with a second person too). In terms of perspective, it looks into the background of the person telling the story and from what position they are talking.

Antagonist v Protagonist - As you may know, these terms describe characters, concepts, or groups of people in a story. For the good person and main character in the story, this will normally be the protagonist and the antagonist will be the opposition. Typically, the antagonist will oppose the protagonist.

Plot v Theme - With the plot, this will be the subject of a story and the meaning according to the author. On the other hand, a theme will be the noticeable recurring topic/s running through the text.

Resolution v Exposition - In every story, there will be a climax and everything preceding this helps to build anticipation. Ultimately, the exposition is an introduction and the starting point of the building; the resolution is after the climax where the antagonist and protagonist normally meet.

Mood v Tone - When reading a story, you sometimes get a feeling or some emotions and this explains the mood of the text. With tone, this is things the author chooses such as theme, word choice, setting, plot, etc.

Character Traits v Characterization - When you read a fictional story and notice the actions or behaviors of a character, these are the traits they portray. Sometimes, it could even be their attitude and personality. With each character, they will have both good and bad traits and this is what normally makes them so likable or frustrating to the reader.

With characterization, this is the process of revealing the character’s personality through writing. With direct characterization, the author will tell the reader something about the character’s personality and indirect characterization comes through actions and various other tools.

Legend v Myth - Over time, these two words seem to be used interchangeably more and more but this shouldn't be the case. With a ‘legend’, you start with a story that is partly true. Eventually, it gets passed from one person to the next and it has meaning. Normally, there will always be an element of truth somewhere whereas a myth is purely speculation and doesn’t offer much in the way of truth at all.

Fable v Parable - In a parable, a religious or moral lesson will be shown in a prose or verse story. In fables, this is very different because they tend to rely on plants, animals, and even inanimate objects to tell the story.

Parody v Satire - When the author uses humor, exaggeration, and perhaps even ridicule or irony to expose someone or something, this is known as satire. Not to be confused with parody, the latter can be a form of satire but it focuses more on mocking the style or personality of another. Most commonly, we see this with artists, musicians, and various other celebrities from impressionists.

Writing

With the general topics covered, we are now going to look into things that may appear within the writing itself starting with another fairly easy comparison.

Rhythm v Rhyme - When you are rhyming, you follow the first word with other similar-sounding words. Commonly, this is seen within poetry at the end of each line; i.e. bark, shark, and park. With rhythm, this is similar to the beats in a rhyme. When reading a poem, we normally fall into a rhythm subconsciously and this is down to a number of syllables in a single line.

Stereotype v Archetype - A stereotype is having a belief or opinion about a whole group of society rather than judging them individually. Often, this is a prejudice based on a common theme or perhaps even a not-so-common theme. However, a stereotype doesn’t always have to be negative which is a common misconception today. On the other hand, discrimination can lead from stereotyping and this denies the rights of someone just because they belong to a particular group.

With archetype, this is actually an original pattern; from here, the copies or a prototype is then made. In writing, the author may suggest an ‘old-style diner’ since the original pattern has already been developed. Despite this realization or recognition, there is no judgment or stereotyping thereafter which is the important difference.

Irony v Paradox - When a writer uses a paradox, it is the bringing together of two seemingly opposite themes. Although both sides of the statement are true, they don’t quite fit together and prime examples of a paradox would be ‘jumbo shrimp’ or ‘bittersweet’. With irony, this is where the evident meaning is incongruous with the intended meaning.

Adage v Maxim - If an adage describes the general rule of conduct, this is seen as a maxim. However, the adage itself is perhaps an old saying or expression; for example, ‘you know the old adage…’.

Aphorism v Anecdote - While an anecdote explains a short story from a real incident or experience (relating to the topic of conversation in a written work) usually an amusing or interesting story about a poignant indecent, an aphorism portrays a concept or thought.  Aphorisms are a laconic (few words) saying, expressing a simple truth or principle, it can also be an astute (accurately assess situations) observation.

Hyperbole v Tall Tales - With tall tales, they are somewhat hard to believe stories about folk heroes or legends that once existed. Over time, the story is told over and over again until certain stems become twisted or exaggerated. Normally, hyperbole's are the emphasized points themselves; for example, I could eat a horse I’m so hungry.

Literal v Rhetorical - With a rhetorical question, it doesn’t necessarily require an answer but it can be a technique used to start a conversation. Just as it suggests, literal means the art of saying exactly what you mean, no hidden meaning or "inferential reasoning" needed. When your teacher ask you, is this really your best work? That is a rhetorical question. 

Symbolism v Imagery - In a story, the writer describes factors using the five senses and this is called ‘imagery’. In terms of symbolism, this is finding meaning in another abstract idea such as an animal, season, object, or even a season.

Allegory v Allusion - Often found in poetry, allegory is the act of providing two meanings. While the first is obvious and the main theme, the second is deeper and sometimes not found at all. Relying on the knowledge of the reader, an allusion assumes that the reference is known by the reader (i.e. they allude/hint at something).

Foreshadowing v Flashback - Hopefully, this is easy to decipher since foreshadowing suggests something that will occur later in the story, it is usually an ominous warning of future events to raise tension, suspense, or mystery in the story. A flashback is an interjected scene taking you back in time to make the plot more complex or to clarify a characters actions or thoughts.

Assonance v Alliteration - While alliteration is a sequence of words all beginning with the same letter, assonance looks at the same vowel sound repeated in the same way.

Hyperbole v Personification - Finally, neither of these are literal but personification gives an inanimate object human-like qualities; e.g. the ocean sighed. As we saw earlier, a hyperbole exaggerates a point to add emphasis.

Summary

There we have it, your guide to literary elements, techniques, devices, and terms. With this, you should now better understand the writing of famous authors as well as using it in your own writing!

Nine ‘Outstanding’ Teaching Skills Shared by ‘Exceptional’ First-Grade Teachers

Nine ‘Outstanding’ Teaching Skills Shared by ‘Exceptional’ First-Grade Teachers

When looking at various careers, there are some that get instant

Teaching the Little Scientist

respect; doctors, engineers, scientist, firefighters and military officers, etc. However, teachers often go forgotten even though they are, quite literally, teaching the next generation of leaders for every single industry. In every classroom, there is a chance that each will go off to be a scientist, engineer, poet, lawyer, and perhaps even a teacher. Therefore, it is a vital role in any society but what makes a teacher ‘exceptional, outstanding and highly effective’?

Back in 1998, the National Research Center on English Learning and Achievement conducted a longitudinal study best teaching practices, to find out the key skills or traits held by highly successful first-grade teachers across the United States. Why? What can or should we all learn from these ‘exceptional’ first grade teachers? In truth, the study has proved to be sage advice since it was published, a primer for pre-service teachers, trainee teachers and yes even veteran teachers. Improving the teachers we already have is a critical goal for all schools that are preparing tomorrows leaders. Today, we will reexamine the nine traits that were shared by all if these outstanding teachers and the common themes that appeared in the 1998 study. In all of the classrooms chosen, the students were seeing huge success; the majority of all students were reading and writing above their current level in schools. Without further ado, let’s take a look!

Excellent Classroom Management - For a class to be efficient, engaged, and productive, classroom management is essential, yet sadly, it is something that not all teachers have a firm handle on. In the most effective classrooms, student behavior, engagement, cooperative exploration, dialogue, Socratic investigation, and depth of learning was “managed” as well as the joy and happiness of the students. In addition to this, administrators, librarians, specialists and instructional aides were also used to engage students in a harmonious school environment. The students learning and engagement is the top priority in a school that uses exceptional classroom management techniques. Kagan Cooperative Learning Structures, Whole Brain Teaching, Socratic Seminars, and hands-on multisensory engagement protocols are a critical part of Reading Boot Camps Outstanding teaching practices!

When effective classroom management “engaged minds” isn't in place, a classroom can quickly get out of hand and then nobody in the room is benefiting and the students aren't learning. Sometimes, teachers will have one method of keeping the class under control. However, students soon learn to work around this and then the teacher is left demoralized. With outstanding teachers, they have a variety of methods to keep a class engaged, curious, learning, and yes under control and prevent huge distractions that waste instructional time that is even more precious in today’s high stakes environment.

Ability to Motivate - Next up, the best teachers find a multiple ways to create a learning environment were the students work conscientiously for themselves as well as the teacher. The allusive intrinsic motivation is a worthy and critical skill that must be developed and internalized in all students. Students are supposed to take ownership of their education, work hard, stay curious and be intrinsically motivated, right! Teachers need to stay curious, continuously work on improving their skills, read, read, and get inspired and stay motivated by studying other outstanding teachers. Success really does breeds success! If a non-skilled teacher was to teach in the average classroom, the students might do as they are told for a while, but as soon as the teacher leaves, work would come to an end, they would start talking to their friends, and it would be bedlam. With the best teachers, they have an ability to keep students motivated even when they leave the room or even more impressive when they are out sick. Strengthening Pedagogical Knowledge is critical for all teachers, yet reading self improvement books is also a big priority for me to stay motivated! I read books like, John Medina’s- Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School," Steven Covey’s- "7 Habits of Highly Effective People," Sean Covey’s-"The 7 Habits Of Happy Kids."

Intrinsic motivation “self persuasion” is vital to lifelong learning, understanding, and enduring curiosity, this is pivotal because students need to know how to learn “alone” rather than relying on the teacher always being there. Dump truck pedagogy or teachers filling the empty bucket is fraught with peril for future success, students with without :self persuasion: skills leaves students at risk for failure when challenges arise. As students grow older, the teacher will have less one-to-one time and less engagement so developing intrinsic motivation in a student at a young age will give them the thirst for knowledge and academic challenges.

Teaching in Context - When teaching, good teachers will allow the students to discover the basics in a student centered environment. After leaving the classroom, they should then be able to apply this whether it is numeracy, literacy, or any other topic. With a great teacher, it is always hands on first, not about learning from a worksheet or a list of words, but exploring the ideas and phenomena in context. Often, the complaint about education is that it bears no relevance to the real world. Even in the first grade, context is very important laying the foundation for further learning and building critical background knowledge. Reading poignant books or singing emotional songs creates a 1,000 teachable moments. Reading aloud daily with your class and discussing the literacy devices, language, vocabulary, the authors inferred ideas, themes, perspectives, and feelings it invokes. Teaching in context prepares students for a more rote education that comes later. If they go through the education system thinking ‘what is the point?’, this thought will only get stronger as time goes on.

For example, most classes have vocabulary, spelling, writing activities, and reading comprehension skills taught daily as part of grade level standards. In order to prepare students for the next level, but teachers that focus on contextual teaching will integrate this knowledge to real reading and writing tasks. If they learn about a certain feature of fictional writing, this would then be followed with a real example in a popular book. As soon as they see it in action, they see why they are learning it and will have the ability to apply it outside the classroom.

Focus on Literature - When we think back to our own education, it is quite easy to recall times where we read a favorite books series; for many years, this has been a staple of school life. Today smartphones, video games, and cable TV stand in for amusement and diversion, reading for enjoyment and getting lost in a great book or series is lost in many classrooms today. This being said, a key trait in an outstanding teacher is to put a significant emphasis on real literature whilst digging deeper into the authors view points, explicit or inferred ideas, opinions, language, and literary devices used to learn why they wrote what they wrote and how it was written. By completing comprehensive literature studies that are integrated with multiple subjects, themes, ideas, students develop a deeper perspective on literary elements and literary devices, close reading comprehension strategies, and they expand their language and oracy skills exponentially. Reading Boot Camp is based on a concentrated focus on contextual language development “oracy” and deep integrated literature studies spiraled through Socratic inquiry process.

Of course, this can be fairly limited with students in the first grade and it won’t involve long essays but this is still improving their understanding. Over the years, there has been a criticism that students are taught to remember “rote learning” rather than actual hands on learning. For example, repeating a set of sight words over and over again will certainly help a kindergartner remember their sight words. However, they won’t be able to understand how to use the words in context. If you want them to be able to read sight words and build background knowledge, you have to teach them the ‘what, how, where, and the why the word is used’; why does the word “look” have multiple meaning? Without this information, how can students work out what the word ‘look’ means in a sentence? With literacy, this is critical to teach reading with an emphases on spiraling contextual examples, and what may be even more important is building oracy and dialogue skills built around literature. Literature studies help student develop critical thinking skills, empathy, reasoning, and it is something that all outstanding teachers do.

Positive Atmosphere - Let’s not forget, these 1st grade students are only six years of age and they have spent the majority of their life free from educational requirements or any type of restriction on their curiosity. The good old days before Common Core and test prep. Therefore, they need the same safe and secure environment that they should be getting at home. Gobs of positive behavior support, a nurturing atmosphere, and building on the positive encouragement they may or may not have receive at home. Manners and positive behaviors that are experienced and practiced become habits. If there are the odd discipline problems, they can be handled with care to improve the relationships between students rather than allowing them to deteriorate early.

When students achieve an academic goal or exhibit a positive behavior, this achievement is shared with the class and praised in person, this creates an atmosphere where all good deeds and work is appreciated and acknowledged. Soon enough, the students will be encouraging each other without any input from the teacher and the whole classroom feeds off of positivity. Creating a positive culture of praise and positive feedback that celebrates academic and behavioral goals is a classroom game changer! Corrective feedback from teachers and peers in a supportive atmosphere should be a classroom norm. Creating a Culture of Peer Critique and Revision Creates an Atmosphere of Positive Academic Success!

Realistic Expectations - According to some teachers, they have to set unrealistic goals for their young students, the high standards and unrealistic expectations soon demotivates the students because they feel as though they aren't good enough or worse are failures. Imagine kindergartners and 1st graders feeling they are failures! With so much learning yet to come, it is important to gradually raise expectations, while educating and motivating students to take risk without fear of failing. Creating an classroom atmosphere that rewards struggle is a skill many teachers need to understand and develop. Failure, struggle, challenges, and academic risk taking can make some students shut down, or opt-out at a young age. Great teachers know how to keep students learning, motivated, curious and “struggling” with games, novelty, competition, praise, and just enough support to reinforce learning. Great teachers turn around students that opt out, lose hope, or feel like failures. At all times, outstanding teachers push, challenge, and have high expectation that their students will show exceptional growth. A teachers intuition must take precedence over fidelity to set of standards, curriculum or external expectations. Realistic expectations mean many things to teachers, staying motivated, curious and feeling amazing when students achieve a challenging goals daily, is a realistic in an exceptional classroom. Set SMART goals daily, weekly, and monthly that are low your student to take risk in a nonjudgmental environment.

Furthermore, we should also point out that these outstanding students weren't allowed to settle for something that wasn't quite good enough by their teachers. Rather than just scraping through, students were encouraged to continue improving by taking on more challenging tasks; at no point were they overwhelmed though, this actually had the opposite effect, students were building stronger intrinsic motivation as they pushed through the challenges.

Dedicated Time - Instead of ‘trying’ to find time to read or write, the outstanding teachers all set aside a large blocks of time in the day where everyone is working on listening, reading, writing, and discussing great literature. Whether it was 80, 90, or even 120 minutes, this is something students did every single day. Also, it wasn't just the same thing every day as the teacher would mix it up. For example, one day they would read to themselves whilst reading to a partner the next day. On every third day, they might even read as a group so the teacher can give feedback. Time on task, distributed practice over time or spiraling curriculum, and dedicated time targeting language and vocabulary is a primary goal to help my students succeed! Focus on critical literacy skills, we are what we practice and spend time improving on. If you want students to become cogent readers and erudite thinkers you need to read, read, and read some more!

Ultimately, this is a superb system to have because it provides each student with multiple opportunities and exposures in a spiraling ELA skills. If the teacher were to set up a fixed schedule of reading aloud with the class, reading with small groups, and then reading and researching alone, they would go through a natural process of improvement. On day one, they learn new vocabulary words ‘front load concepts’ or discuss literary devises / literary techniques as a group. On day two, they work with a partner and help each other with these new ideas. On day three, they have a chance to work individual on a topic they wish to explore deeper before then going back into a group to iron out any creases. After this, many successful teachers also had their students write and reflect in a daily journal which brings its own benefits.

Integration - Earlier, we discussed integration or “interleaved curriculum” within a single subject/topic and how students are allowed to discover how these multiple ideas, concepts, and theories applies in practical real world circumstances. After this initial level of integration, top teachers also create deeper connections between different subjects and this is important today with the mandate for students to develop higher order thinking skills. For example, reading and writing skills might be integrated with math or it could even be used with topics like science and history. Whenever a topic sees the students writing, there is a chance to enter an element of literacy into the class. Immediately, they notice how the knowledge is useful in more areas than just literacy class.

As these students grow older, it contributes to the thirst for knowledge once more. Instead of telling them why certain rules or writing techniques are important, why not show them? As you have seen from many of these tips, this is one of the biggest differences between a good and a superb teacher. Sure, they need to be taught certain information but we need to teach them the ‘why’ to go with it. Otherwise, they aren't quite sure why they have to remember it or what it means.

Self-Regulation - Finally, there is one last skill “self regulation or self persuasion” and it comes from the fact that teachers aren't always around to push, help, or explain. In classrooms, there will always be a reliance upon teachers as guides, sages, coaches, and learning partners, but great leaders help to remove this dependency somewhat. How? In essence, they help the students to help themselves and each other by creating a culture of constructive feedback and cooperation . Rather than waiting for the teacher to come around and give assistance or not asking a question at all, they are encouraged to be proactive, choose an approach themselves, ask a peer for feedback, a critique, or seek support from the teacher or peer to develop deeper understanding or clear up a misconception. Cooperation, collaboration, and dialogue are essential in every class.

In a classroom, the teacher is the only person “different”. For this reason, students will always learn more effectively from their peers, colleagues and friends; this is why group projects are so important as they get older. At no point are we saying that the teacher isn't needed because this would be ludicrous, but the classroom would certainly be more effective if students are teaching each other whilst the teacher is there for support, a guide, and a learning coach.

Conclusion - There we have it, “easy?” the nine key skills that all outstanding teachers have that help student thrive and exceeded expectations. If we are to see an improvement in the education system, it needs to come at the beginning because this is where the foundations are laid. If students get a bad start, they lose motivation and, more importantly, they lose trust in the system. With a solid start, their quest for knowledge will take them further than any teacher can accomplish alone. By utilizing these nine outstanding teachers traits, we could create a generation of incredibly effective teachers!

Weekly Daily Reports Cards

USING DAILY STUDENT REPORT CARDS: BUILDING QUALITY HOME SCHOOL COMMUNICATIONS | PDF Weekly Daily Progress Report Cards | doc Editable 

All home-school reports need to have the following components:

1. Create an ongoing dialogue between the school and the home 
2. Provide a clear goal and schedule for all home-school communications, what key information is provided daily to parents by the school on a daily basis
3. Create a climate were parents are responsible for delivering positive reinforcement, consequences, and praise daily at home.
4. School, parents, and students create a climate of success, by developing a deep understanding of the key habits that are necessary to be successful in school 

[DOC]Sample - Student Progress Report
Supplemental Educational Services. Progress Report Sample. (May be used for monthly and/or final reports for students in accordance with the Individual ...

[DOC]Policy 5420.01 - Reporting Student Progress - ELEMENTARY.doc.docx
The progress report provides information on the student's performance on the Pinellas Instructional Assessment Plan (PIAP) assessments for reading, writing, ...

[DOC]STUDENT'S PROGRESS REPORT FORM
Progress Report Form. Student's Name: Date: Sections I to VII (Completed by the Student). Sections VIII ...

[DOC]Standards-Based Student Progress Report - SHAPE America
The Standards-Based Physical Education Student Progress Report template is ... report template — found on the last two pages of this document — and how to ...

[DOC]Student Semester Progress Report
Student Semester Progress Report. Name_______________ CWID____________ Due Date ______. Instructor: Please note whether or not the above student ...

[DOC]AVID Weekly Progress Reports.doc - Fsusd
AVID Progress Reports. Student Name___________________________________________________ Week of: Class. Current Grade. Classwork and ...

[DOC]Assessment Progress Report & Rubric Evaluation
The Assessment Progress Report entails specifying the program outcome(s) or course ... Each studentcompleted a written laboratory report about techniques to ...

[DOC]GRADUATE STUDENT PROGRESS REPORT
Student Name ______ ____________ Date Enrolled at NCSU ______. Date POW Completed ... Date Progress Report Submitted to Advisory Committee ...

[DOC]Weekly Progress Reports - Cranston Public Schools
WEEKLY PROGRESS REPORT NAME ... Quiz / Test grades this week. Should the student be working on a long term project? Does this student have make up.

[PDF] weekly academic progress report - DeForest Area School District
DeForest Area High School. WEEKLY ACADEMIC PROGRESS REPORT. STUDENT___________________________________________________. For The ...

[PDF]Weekly Progress Report - Busy Teacher's Cafe
Weekly Progress Report. Name: Date: Behavior: ❑ Excellent. ❑ Very Good. ❑ Good. ❑ Needs ...

[PDF]The Classroom Behavior Report Card Resource ... - Intervention Central
The teacher decides whether to use Daily or Weekly Report Cards. Daily cards can be .... Student DailyReport Card: Intermediate/Secondary Level. ○ Student ...

[PDF]weekly academic progress report - DeForest Area School District
WEEKLY ACADEMIC PROGRESS REPORT ... TEACHERS: The parents of this student have requested aweekly updating of his/her performance in your class.

[PDF]USING DAILY REPORT CARDS , GENERAL PRINCIPLES
Praise the student daily for behavior improvement, consider classroom reinforcers. 5. ... Consider issuing report cards at lower frequencies (bi-weekly, weekly) if ...

[PDF]daily progress report - Student Engagement Project
The Daily Progress Report is a goal sheet that students carry with them ... can be sent home daily or weekly, depending on teacher objectives, student goals, ...

[PDF]New Teacher's Survival Guide - Ms. Sanchez' Class
Teacher-Student Problem-Solving Conference Worksheet. 28. Behavior ... Daily Progress Report (Form). 35. Weekly Progress Report 1 (Form). 36. Weekly ...

PERCENTAGE PROFIT AND LOSS WORD PROBLEMS

Grade 3, 4, 5, and 6 Math PERCENTAGE GAIN, PROFIT AND LOSS WORD PROBLEMS | Editable PERCENTAGE MATH Story Problems | Two Step Percentage word Problems

1. Victor sold 2 Batman watches for $30 each: on one he gained 25%, and on the other he lost 25%: how much did he gain/profit or lose by the sale?

2. Kaylen bought a mint Hello Kitty watch for $18, which was 20%, more than its value: She sold it at 100%, more than its value: what sum did she gain/profit?

3. Sandy sold her horse for $350, there was a loss of 20%: Part A. What was the original purchase price? Part B. what would have been the gain/profit or percentage of profit by selling the horse for $630?

4. Eric sold Victor a very attractive Batman watch for $100, by which he gained 25 percent: what percent, would he have gained by selling it for $120?

5. Abraham sold 10 oranges for $4.00 and gained 50%: how much did each orange cost initially?

6. Heidi sold her customized skateboard for $141, and gained 75%: what did she pay for it?

7. Mariana bought a precious Orangeglo Watermelon for $3.00, and sold it for $5.00 dollars: what percent, did she gain ?

8. Vashtie bought a peculiar tent for $150, and sold it for $40: what was the per cent, of loss ? 

9. Fernando bought a watch for $40, and sold it for $60: what percent, did he gain ?

10. Vanessa bought a colt for $2,500, and sold it for $210,000 after dressage training: what percent, did she gain?

11. A keg of cherry soda holding 5 gal., lost 6 qt by a thirsty crew of kindergartners: what was the loss percent?

12. By selling saladitos and lemons at 75 ct. each, Leheny cleared 100% of the initial cost: what percent, would she have cleared by selling them at $1.00 each ? 

13. Fashion designer Lilly frequently bought cloth at the rate of 6 yd. for $30, and sold it at the rate of 5 yd. for $40: what percent, did she gain?

14. Mariana sold cherry melons at $4 each, and lost 20% of the initial cost: what percent, would she have lost by selling them at 3 for $10: what per cent would he have gained by selling them at 2 for $10?

15. Leheny bought a lot of Ponderosa lemons, at the rate of 120 for $30; but finding them damaged, she sold them at the rate of 120 for $20: what per cent, did she lose? 

16. Mr. Taylor sold a rare invisible watch for $120, and gained 200 percent: what was the initial cost?

17. Kato bought a truckload of oranges for $100, and in selling them gained 250 percent: how much did he gain ?

18. Elizabeth having a clowder of 40 kittens, sold 25 percent, of them: how many did she have left?

19. A herd of 50 deer increases 10 percent, in one year : how many are then in the herd in one year? In five years? In ten years?

20. Angelica having $200, spent 10 percent, for Easter candy, and 25 percent, of the remainder for Eater dinner: how much did she pay for the Eater Holiday?

21. A wise 4th grader met some eager 1st graders, if she gave each of them 3 books, she would have 12 books left, but if she wanted to give each of them 5 books, she would not have enough books, by exactly 8: how many eager 1st graders were there?

22. Mr. Taylor wishes to distribute some books among his new students; if he gives each of them 2 books, he will have 9 left; but if he gives each 4 books, he will have 3 left: how many students does he have?

23. Mia wishes to divide some cherries from her orchard among her friends; she finds that if she gives each of them 5 baskets, she will have 21 left; but if she gives each 8 baskets, she will have none left: how many friends does she have?

Multiplication Word Problems

1. Jordan bought 4 baseball caps at $5.50 each, 4 shirts at $13 each, and 3 pair of shorts at $15 each: how much did everything cost?

2. Voshtie and Quetzali start hiking from the same place and travel in the same direction; one hikes, 5 miles an hour; the other hikes, 7 miles an hour: how far will they be apart in 10 hours?

3. Kato and Abraham start running from the same place and travel in opposite directions: one travels 8 miles an hour, the other travels 9 miles an hour: how far will they be apart at the end of 1 hours? 2 hours? And 3 hours?

4. If a computer scientist man can earn $1,600 in 1 week, how many thousands of dollars can she earn in 8 weeks? In 52 weeks?

5. If $900 worth of camping provisions last 9 girl scouts 12 days, how many girl scouts total will it sustain for one day?

6. Celena a computer science major went shopping with a $1,500 scholarship; she bought 4 computer science text books at $120 each; 1pair of VR360 goggles at $195; and a VR360 camera for $275: what did she spend in total, and how much did she have left?

7. If a high school graduate earns 49 dollars a day, and a college graduate earns 203 dollars per day, how much will both earn individually in 5 days? 20 days? 100 days? 300 days?

8. Paul bought a rare Pokémon Holofoil card at the swap meet for 30 cents and sold it on eBay for $18.50: what would he have made if he had 12 rare cards, and sold them at the same rate as the first?

9. If 12 horses can be sustained in a 100 acre pasture for 10 months, how many horses will it feed for 1 month?

10. Mr. Teach the pirate bought a cask of tasty root beer containing 20 gallons, at 2 gold doubloons a gallon; 5 gallons having leaked out in transport, she sold the remainder at 4 gold doubloons a gallon: how much did she make?

11. A stage coach departs from Tucson, and travels at the rate of 8 miles per hour: at the same time, a locomotive departs from Tucson, and travels in the same direction, 24 miles per hour: how far will they be apart at the end of 12 hours?

12. Ady bought 10 pounds of green tea at 70 dollars a pound; after using 2 pounds, she sold the remainder at 14 dollars a pound: how much did the 3 pounds which she used cost her in the end?

13. Lalheny bought 6 gallons of Rocky Road supreme ice cream for her dolceria, at 8 dollars a gallon; she sold the first 4 quarts, at 5 dollars a quart, and the next 3 quarts, at 4 dollars a quart, and the remaining quarts at 3 dollars a quart: how much did I make in profit?

14. If Vanessa a computer programmer earns $3,500 per month, and spends $519 a week on food, rent, utilities, and expenses, how much will she save in 4 weeks? How much can she save in 8 weeks?

15. Kaleb has 15 comic books, and his older brother has five times as many, less the 6 he gave his cousin: how many books do Kaleb and his brother have in total?

16. If Mariana a game developer employed one computer programmer for 6 weeks, at 700 dollars a week, and another for 5 days, at 200 dollars a day: how much did she have to pay both?

17. Alexea bought a baby goat for 110 dollars and paid six times as much for a pony: how much did both cost her?

Division Word Problems

1. If Erick can travel 9 miles in an hour on his skateboard, how many hours will it take him to travel 36 miles?

2. Elizabeth gave $2,800 for a Ramuda, at $200 a head: how many horses did she buy?

3. Amaya earned $186 doing chores on her family farm: if she spends $15 a week on books, how long will it last?

4. If Victor shared 72 oranges equally among 9 boys, how many oranges will each boy receive? How many oranges will each boy receive if the total numbers of oranges was tripled?

5. If Lilly travels10 miles in a half hour on her bike, how many hours will she travel on a 40 mile ride? How many hours will she travel on a 70 mile ride?

6. At 36 cents each, how many lemons can Marriah buy for 4 dollars? How many at 18 cents each? If she sells them for 50 cents each how much profit will she make at 36 cents each, and 18 cents each?

7. Five DVDs cost 35 dollars, how much is that individually? What is the sale price of each DVD when they are 50% off?

8. If 6 Pokémon "Trainer cards" are worth one "Holofoil card", how many "Holofoil cards" can you get for 30 "Trainer cards"? For 42 "Trainer cards"? For 54 "Trainer cards"? For 60 "Trainer cards"?

9. If Kitty can build an android in 42 days, how many days will it take 7 girls to build it? For 4 girls to build it? For 14 girls to build it?

10. Ten women bought an amusement park for $600,000: how much did each one pay?

11. An apple orchard contains 20 rows of trees, and 6 trees in each row ; if the farmer added 5 more rows, how many trees would there be in total?

12. If purchase lemons at the rate of 2 for 60 cents, and sell 17 lemons for 48 cents each, how much profit do she gain?

13. If Felix can eat a certain quantity of provisions in 56 days, how many days will it last 7 people?

14. Sandy, Keylen, Lilly, and Mia bought a quarter horses for $23,036: how much did each one pay?

15. Alex paid $10.80 for 14 antlions: how much was that apiece?

16. Heidi earns $3,600 in 12 weeks: how much is that a week? How much a day, allowing 5 working days to the week?

17. Angelica's family of 5 people spends $4,000 in 5 months on expenses, how much would maintain them in 8 months, if 3 more family members were added?

18. At the beginning of the year, Angelica stated a cupcake business with a capital of $6,000: four months later, Lilly formed a partnership with Angelica, and invested $600 in the bakery: the profit/gain for the year was $2,500: what was each one's share of the profit?

Spiraling curriculum Spiral Teaching Approach

Why is the spiraling curriculum approach the best? Is a spiral curriculum the best instructional teaching practice for at-risk students? YES!

• The "brain based" spiral teaching approach is uniquely suited to closing the achievement gap in a fast logical way
• Spiraling math and reading curriculum challenges and stretches advanced students
• Using a spiraling teaching approach in reading provides repeated exposure to foundation concepts that build phonemic awareness and literacy
• Teaching a spiral curriculum exposes students to advanced concepts in a way that encourages students to take academic risk 
• The spiral teaching approach gives fast formative data to students, parents and teachers
• Builds long term memory and stops the, "cram, memorize, test, then forget everything model" 
• Developing real long term learning is easier with the spiraling teaching approach.  

As a special education teacher "Spiraling Curriculum" really helps me as a teacher grow all my students skills. My at risk and special education students are making two years of growth using a spiraling approach for reading and math instruction. Students learn in a holistic way and they learn one of the most important compensatory skills and life skills, "developing academic skill and knowledge takes repeated exposure, rehearsal, and concentrated practice over time" Spiraling Curriculum in my Opinion is the Most Effective Approach to Teaching Complex Subjects! Sean Taylor M.Ed

When it comes to complex topics in schools, there has been much debate as to the most effective teaching technique. When not treated with care, the students can get frustrated and this leads to them switching off. Often, this is due to the teaching technique but today we are going to discover the ‘spiral curriculum’.

What is it? - For many years, learning would be concentrated in short bursts. However, the spiral learning technique looks to spread this out over more time. Over a period of months during the school year, complex topics will come up time and time again. This way, the students aren't under pressure to understand everything from just one session. Instead, the work soon ingrains into the mind until they can repeat all of the important points.

Does it really Work? - After reading the title, you can probably tell our stance on the matter, yes, it really does work for all students. When this technique has been employed by highly trained teachers, the results of students were an vast improvement compared to students who learned in the traditional single topic or concentrated way. Not only does it lead to good results in the short-term, there is also evidence to suggest that students have a higher chance of remembering information later in life. As many of us know, most of the knowledge we learned in our school years is now gone so this could be pivotal.

In addition to high performing students, spiraling can also be used on those with learning difficulties. In the early stages of the program, the difficulties can be identified. Then, the key concepts will be the areas of concentration over a period of weeks and months. Eventually, the student will recall this information when the spiral comes back around each time.

Comparisons with ‘Massing’ - As the more concentrated form of learning, massing is the basic approach that we see today and there are some reasons why spacing (spiraling) can be more effective. Firstly, something we have already touched upon is that students lack attention and motivation with massing. As soon as they get lost, at any point during the lesson or series of lessons, they switch off automatically. Considering the topic doesn’t come back around, this area of their examination is left blank. 


Furthermore, massing can be effective but only for the short-term. For example, the night before an exam students might stay up all night ‘cramming’ information. For the test the next day, they will be in a great position to succeed. If they were to take the same test even five years down the line though, most of the knowledge would be gone. If the education system is interested in producing work-ready individuals, spiraling needs to be used as it enables the student to hold information for a longer period of time. Additionally, there is a focus on progressing from simple points to more advanced areas. Suddenly, the complex themes don’t seem too outlandish when it is broken down in this way.

The Future - With all of this in mind, all that’s left to answer is ‘why isn't this approach used widely across the US?’ and this is a good question. Although there is no definitive answer, we could perhaps look to the targets of the schools. Since they are interested in short-term results above all else, they feel as though massing is the answer for this. Sadly, short-term performance is seen as more important than long-time learning.

Finally, we could also say that spiraling isn't well-known which is another problem. Also, students could find spaced learning a little more difficult despite being more efficient and leading to better long-term results. Perhaps once the benefits are widely known, we could see a change in the national curriculum. Until then, it seems as though massing on a single topic will continue to be used.

Selling an Academic Mindset: Parents and Teachers Roles!

Selling an Academic Mindset: Parents' and Teachers' Roles! 

Five Traits of an Academic Mindset!

1. They Seek Help and Ask Questions

2. They Seek to Understand the Why!

3. They Actively Listen and Engage in Dialogue to Find Solutions

4. They Have Clear Academic Intentions and Focus on Goals

5. They Find Joy, Bliss, and Enjoyment in Challenges and Learning

Ultimately, there are many different factors that contribute to the

successful education of a child today. As well as the availability of high-quality educational facilities and teachers, the students and parents themselves need to be sold on the goal of pursuing a formal academic education. Once they understand (buy-in) the importance of a positive academic mindset, and they realize it is a long hard difficult path to get an education. The real hard work starts, it will take parents, teachers, and community to complete the goal of getting a quality education. Formal education is, learning new ideas, developing complex skills and deepening knowledge and understanding that that will benefit students in some unimagined future, this idea is not tangible to young minds. Students are supposed to take ownership of their education, work hard, and be intrinsically motivated, right! Students and parents are told and sold they will be in a stronger position when they take control of their education, buy-in, they will achieve the academic results they want to see. That is a hard or impossible sell in our school reform climate today! Yet today, many parents and students have lost hope and faith in getting a formal education, they are opting-out and not buying in!. Furthermore, this is limiting how effective teachers can be these days.

At the end of the day, the most overwhelming key to a child's success is the positive involvement of parents. Jane D. Hull

In today’s world, the description ‘teacher’ is slowly losing its meaning because they aren't allowed the autonomy to teach as they once would. Instead, today teachers are seen as the enemy, "Common Core Taskmasters", and even test prep technicians. School reform in the guise of accountability is creating unneeded frustration for parents and teachers.Teachers are now advocating and promoting education ideals they may not believe in. Having to sell "Academic Rigor", "College and Career Ready", "Common Core", "Race To the Top" , really just more test and punish, the "accountability culture" is impossible when they don't have parents and students on board. The reform driven ideals of Common Core and College and Career Ready are alienating parents teachers, and students. Frustration is not a good starting point for success, it is creating a rift with the stake holders that need to work with each other the most. When parents aren't getting involved with the education of their child, teachers have to take control of the situation and do their best to sell the idea to the adults. When the student doesn’t buy into the idea of education, we get a generation of failed students but who is to blame? In recent years, a huge proportion of the blame has gone directly to teachers because they are the face of education and we feel as though they haven't done well enough to sell the idea to parents and students. However, is this really the case? 

Parent Involvement in Early Childhood

• Children whose parents read to them at home recognize letters of the alphabet and write their names sooner than those whose parents do not.

• Children whose parents teach them how to write words are able to identify letters and connect them to speech sounds.

• Children’s early cognitive development is enhanced by parent supportiveness in play and a supportive cognitive and literacy-oriented environment at home. These advantages often continue into the school years.

Elementary

• Children in grades K–3 whose parents participate in school activities have good work habits and stay on task.

• Children whose parents provide support with homework perform better in the classroom.
• Children whose parents explain educational tasks are more likely to

Middle and High School 

• Adolescents whose parents monitor their academic and social activities have lower rates of delinquency and higher rates of social competence and academic growth. 

• Youth whose parents are familiar with college preparation requirements and are engaged in the application process are most likely to graduate from high school and attend college.

• Youth whose parents have high academic expectations and offer consistent encouragement for college have positive student outcomes. State Laws on Family Engagementin Education National PTA® Reference Guide

Of course, poor school results will instantly draw attention to the people in charge of educating the students (i.e. teachers). If someone kept failing their driving test, you will immediately look towards their driving teacher. Despite the impact the teacher has, you cannot deny that the involvement of the parents can be even larger. From the day the child is born, they look up to their parents for guidance, inspiration, and action. Even as we grow into adults, we still look to them for advice and therefore a certain part of ourselves were molded by parents. When we place blame on teachers, we completely ignore this and blank their role with students. 

“family involvement is one of the strongest predictors of children’s school success, and that families play pivotal roles in their children’s cognitive, social, and emotional development from birth through adolescence.”

Effectively, we are saying ‘parents shouldn't have to worry about selling education to their children because the teachers can do it’ but is this really enough? Sadly, teachers are limited in their involvement with students in today's overcrowded classrooms and they cannot just pick up a magic wand and immediately eliminate all the problems with society. If the parents aren't showing an interest in their child’s education in the first place, the student will suddenly think ‘hang on, what is the point in trying if my parents don’t even care how well I do?’.

Looking ahead, we are coming to a crossroad, we need to see some changes in attitudes about what we really want for our children, and this starts with dialogue, involvement and understanding. Know we have frustrated alienated parents, a teacher shortage and kids opting out! In truth, this could be very dangerous because it builds resentment towards teachers, schools and the whole education system which is the opposite to what we are trying to achieve. If we are to see progress, we need to have the teachers and parents working together once again to sell education to students and make real changes to our education system. Once this can occur, the motivation and inspiration will return and results will be seen by all.