Unpacking and Teaching Critical Tier 1, 2, and 3 Academic Vocabularies

Unpacking and Teaching Critical Tier 1, 2, and 3 Academic Vocabulary

'Vocabulary' refers to the corpus of words needed for effective communication when listening, speaking, reading, or writing. Academic Reading Vocabulary plays a key role in learning to read for deep understanding.

Children use vocabulary in their auditory memory to make sense of the words they see in print.

Readers must understand what they read if they are to develop strong word recognition and automaticity. And to build up a rich store of semantic meanings associated with the words, phrases, sentences and text they read.

Tier 1 Academic Vocabulary

Tier 1 vocabulary comprises the basic words commonly appearing in a spoken language — clock, baby, happy and walk for example.

These words are often experienced in a variety of contexts, including that of non-verbal communication. Tier 1 vocabulary rarely requires explicit instruction.

Tier 2 Academic Vocabulary

Mature language users across several academic content areas are familiar with the less frequently encountered words in the Tier 2 category. Words such as: obvious, complex, establish and verify. Cognitive verbs are also included in the Tier 2 word category.

Because of their lack of redundancy in a text, oral language, and their multiple meaning or descriptive nature, tier 2 words challenge students who primarily meet them in print and on a test. Bloom’s and Webb's DOK cognitive verbs are integral to any successful reading instruction or intervention.

Tier 3 Academic Words

Tier 3 vocabulary consists of infrequently used words. These words are central to building Cognitive Academic Language Proficiency(CALPS) background knowledge and conceptual understanding and should be integral to the instruction of content.

Though infrequently used in day to day language, they are common except in various academic domains such as in the disciplines of medicine, law, biology and mathematics.

Indirect learning of academic vocabulary

Children learn the meanings of most Tier 1 words indirectly, through everyday experiences and interactions with oral and written language: in conversations with adults, when reading to, and through their own reading; all of which extends oracy and vocabulary.

• To improve your vocabulary and oracy, read rich texts and talk about rich texts
• To improve reading fluency, read. Then reread familiar text
• To improve reading comprehension, read and deeply discuss the author's craft
• To develop independent readers, read for joy, not for summative test data
• To improve student success, foster a love of reading and writing
• To cultivate a love of reading, read with children every day
• To transform students into well-read scholars, challenge them

Metacognitive Read-Alouds: Socratic Inquary

Thinking Out-loud about Reading and Vocabulary

• Teachers must do daily read alouds that incorporate above grade level passages and books. The central idea is, reading advance literature with rich language creates 1000’s of teachable moments and opportunities to discuss the author’s craft. Where possible give students copies of the text being read and ask students to read along, tracking with their eyes and fingers.
• Teacher re-reads the text and stops to ask ‘hot’ questions, front loads Tier 2, and 3 concepts, and engages the class in Socratic dialogue and paired think-alouds (micro lectures of one or two minutes).
• Students use the think-pair-share protocol for all direct instruction micro lecture concepts to reflect on learning and self-check understanding.
• Students re-read material with a reading buddy or read along with an audiobook and use a Socratic seminar to guide facilitate discussions (optional)
• Students stop, think, reflect, share and check for understanding after each passage, paragraph, or chapter.

Analyzing and Understanding The Writer's Craft: Figurative Language & Literary Devices ReadiComprehensionion Question Stems 

1. How would you analyze the author's use of figurative language to convey mood or tone in the story? 
2. The author uses a metaphor in the text to make a simple comparison, why didn't they describe the comparison using a literal or concrete description?
3. How would you compare and contrast the mood and tone of this literary text?
4. What does the idiom mean in this literary text? Why do you think the author used the idiom in the text?
5. How is the mood of the characters affected by the use of figurative language in a work of fiction? 
6. How would you determine the metaphoric meaning of an unknown figurative phrase in a story? 
7. When reading what are some clues for Identifying idioms, metaphor, onomatopoeia, hyperbole, and or allusion in fictional stories? 
8. Why is Interpreting idioms in context important for interpreting the semantic meaning of the idiom in the story? 
9. Interprets metaphor that makes a simple comparison to describe a concrete idea in literary text 
10. Explain why onomatopoeia is a common literary device for adding aural (sense of hearing) effects to a visual description of a setting. 
11. Explain why authors use idioms in poetry to add deeper meaning with fewer words. 
12. Why is understanding the meaning of common English idioms important to learning the wider cultural and historical perspectives of a literary text?
13. How does the author's choice of words effects the meaning of the text [...] use text evidence to draw your conclusions? 
14. What literary devices is the writer using in that passage? Please identify the alliteration, dialect, hyperbole, irony, onomatopoeia, paradox, symbolism, allusion, and or extended metaphor in this passage.
15. Why is personification, simile, irony, metaphorical irony, satire, or symbolism used in a literary text?
16. How and why is foreshadowing used in this passage? 
17. How and why are flashbacks used in this text?
18. Using text evidence, what conclusions can you draw about the narrator's attitude in this literary text?Using text evidence, what conclusions can you draw about the speaker's attitude in poetry?

Extensions:

Useful tools and activities for teachers include:

• Formative quick-checks
• Reading engagement protocols
• Making a story map
• Creating a plot summary post-it note chart or keyword outline
• Making conversation notes
• Recording challenging vocabulary using Lotus Notes or Cornell Notes
• Make a collaborative Lotus Notes Diagram using chart paper

Reminder about Learning New Words: See it, Hear it, Say it, Think about it, Use it, Revisit it, and Remember it!

‘Hot’ Question Examples

Metacognitive Read-Alouds

• What keywords did the author use to describe the theme, plot, mood or tone of the story?
• Which statements best describes the theme, main idea or viewpoint of this story?
• What conflicts bear contrast and comparison with the current text? How were they resolved?
• How did the protagonist/antagonist characters solve/create the conflict?
• Can you, in your own words, summarize the plot, theme and main ideas?
• Can you identify the passage’s main conflict, resolutions, and turning points?
• What details did the author give to help resolve the conflict?
• Where in the poem does the narrator use imagery?
• Which statements reflect the author’s points of view?

Note: During Reading Boot Camp, Primary teachers should include “a short 15 minutes” metacognitive read-aloud every hour using HOT questions that front load elements of the author's craft, that connect new information with the students the background knowledge, while Intermediate teachers should do two extended metacognitive read-alouds every day that goes into the deepest literary concepts.

Direct learning of Tier 2 and 3 Academic Vocabulary

Direct learning by students occurs when teachers use student-friendly contextual exemplars of targeted academic vocabulary. Teachers explicitly introduce academic vocabulary daily through multiple engagement activities. Front loading academic vocabulary in the form of games, hands-on lessons, and activities, speeds, strengthens and deepens learning.

• Set daily or weekly vocabulary-instructing goals
• Create word walls for all targeted tier 2 and tier 3 academic vocabulary taught
• Use a mix of micro-lectures, reading engagement protocols, and Socratic seminars for direct word work, word analysis, and word-learning strategies

The secret to using this book is to avoid trying to master all the ideas presented. Instead, add small-variety instructional practices to your reading and writing lessons and keep your students engaged.

VKAT Multisensory Learning | Multi-sensory Spelling

Multisensory Spelling and Vocabulary Learning Strategies | Spelling and Reading Made Easy When It's VKAT Multisensory Learning! Visual, Kinesthetic, Auditory and Tactile!

Multisensory integration or multimodal integration is the quickest way to learn new information and or retain information using the inclusion of all sensory modalities, Visual, Kinesthetic, Auditory and Tactile, and Emotional. Working memory is a core executive function that is critical to classroom learning, it is the cognitive system that is responsible for the transient holding, processing, and manipulation of new information.

VKAT Learning Strategies Develop:

•Working Auditory and Visual Memory

•Visual Sequential Memory & Auditory Sequential Memory

•Verbal Short-Term Memory

•Accelerated word, vocabulary, and spelling acquisition

•Listening Comprehension

•The ability to follow verbal directions

Paired students stand next to their shoulder partner, the teacher front loads the vocabulary words using a micro lecture, students actively study the words with their teacher, students use think pair share looking for ideas for visual signs, pantomime, and gestures, and the class discusses ELA concepts using VKAT Multisensory Learning Strategies they have collaborated on!

Quick VKAT: Say it, Chunk it, Count it, Spell it, Use It!

•Student A has list of study words, academic vocabulary, or spelling words: Reading Buddy reads the spelling or vocabulary word aloud

•Student B: listens and repeats the spelling or vocabulary word aloud

•Student A: divides or breakdowns the syllables in the word

•Student B: listens and chunks and says the number of syllables aloud

•Student A: air spells the word, or spells word on palm, or on the table while saying the letters and states number of letters in the word

•Student B: listens and air spells the word on palm, in the air, or on the table or and tactile surface available while saying the letters and states number of letters in the word

•Student A or B: uses the word in an easy to understand sentence using hand gestures for individual words or ideas and then the reading partner repeats the sentence, contextual exemplar, or definition.

Optional

•Student A: Learning buddy breaks the word down into phonemes and creates a mnemonic vocabulary or spelling aid!

•Student B: listens and breaks the word down into phonemes and creates a mnemonic learning aid! (Wed-news-day, BELIEVE Never believe a lie.)

•Use your body to act out the words

•Use Pictionary, word improve, or pantomime

Vocabulary Instruction Should Be Reviewed and Adjusted Daily, Weekly, and Monthly!

• Vocabulary— Word Families. Terms, Denotation, Connotation
• Orthography – written form of word
• Phonology – spoken form of word
• Spelling Rules Reviews
• Syllabication.
• Teachers — Vocabulary Mini Lecture Terms: Denotation vs. Connotation

• Denotation refers to the literal meaning of a word, the "dictionary definition."¨ Example, if you look up the word" Character or fictional character is a person in a narrative work of art (such as a novel, play, television series or film).
• Connotation, on the other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings. Negative Connotations: Character, not in harmony with a moral person's usual qualities or traits (Trump's remarks and ill-manners were completely in character)

Reference – meaning, denotation and connotations for multi-meaning words, semantics – concept, and reference, and use the word in a student-friendly contextual example, register – appropriacy of use.

Tier 2 micro lecture exemplar. Personification

Tier 2 Term: Personification Is a figure of speech where human qualities, characteristics, or traits are given to animals, objects or ideas.

Extension: Discuss Personification vs, Anthropomorphism

Positive and negative connotations should be discussed when teaching multi-meaning words and teachers and students should use student-friendly contextual exemplars whenever possible?

Contextual examples of personification used in sentences:

1. The flame of the candle danced in the dark.
2. The stars danced playfully in the moonlit sky.
3. The opportunity was knocking at her door.
4. At precisely 6:30 am my alarm clock sprang to life.
5. The tornado ran through town without a care.
6. Time creeps up on you.
7. The hare laughed at the tortoise.
8. The tsunami raced towards the coastline.
9. The sun smiled and chased away the angry clouds.

Students: Turn to shoulder partner and use the word personification or concept in a kid- friendly sentence, partner listens and paraphrase and repeats the kid-friendly sentence. Partners praise each other for listening and being a good partner.

Students: Orally read the word, air-spell the word, chunk the syllables, and say the word phonetically. Phonetically sound out ‘rule breaker’ words.

Teacher: Check for Concept Understanding using a Quick Check

Students:

• Illustrate the word
• Act out the word
• Make a flashcard
• Create a mnemonic narrative

Teacher: Distinguish between examples and non-examples with:

• ‘Yes/No game’ see vocabulary games
• Student-generated examples
• Cold Call and Students Answer Questions!

Teaching Targeted Vocabulary

Children learn the meaning of the new words faster when teachers use targeted vocabulary through:

• Reading rich literature
• Metacognitive read-alouds
• Effective questioning
• Teacher made contextual exemplars
• Socratic discussions
• Think-alouds
• Real world exemplars
• Rich oral language
• Syntax
• Contextual grammar

Spiral 6-12 academic vocabulary concepts daily covering the following aspects:

• The terms denotation and connotations using contextual exemplars
• The terms critical attributes
• Examples and non-examples

Reference –'Spiraled Curriculum' refers to multiple exposures within a variety of rich contexts. Repeat all explicit academic vocabulary direct instruction lessons within two hours to strengthen memory.

Word-work enhances word knowledge when modeled daily and weekly through teaching morphemes (bases, roots, prefixes, suffixes) through:

• Word analysis
• Word semantics
• Tier 2 and Tier 3 direct instruction
• Rich classroom dialogue
• Clarifying questions
• Explicit hands-on oral language use by teachers and students

The quickest way to improve reading comprehension and reading test scores is via the explicit instruction of grade level tier 2, and 3 academic vocabularies.

The specific grade level tier 1, 2, and 3 vocabularies are not directly covered in the new or revised Common Core State Standard but it is easy to find, including the Reading Sage blog. Direct instruction of academic vocabulary is a daily part of successful ELA lesson planning.

We make extensive use of games and class activities which engage students to spiral through the rigorous vocabulary.

Academic Vocabulary The Yes—No Game

Select one or two words from your academic vocabulary list. Ask the class a Yes/No question that takes basic vocabulary knowledge, ask students to point right for YES or left for NO.

• Congruent and theme are both literary elements terms, Yes—No—Why?

• A simile compares two things like a metaphor; but, a simile uses the words “like” and “as. Yes, or No, are they Examples of Figurative Language?

Vocabulary Yes—No—Why Problem Game

Using two or more academic words from your vocabulary list, build a deep thought to provoke question

• Can unexpected incidents cause compassion?
• Do captured territories have autonomy? ADVANCED

Students share their explanations of what background knowledge and word attributes are needed to answer the questions. Partners share ideas or do further research in small groups using the target words in their rationale and explanations.

Vocabulary Instruction Guidelines

• There are too many tier 2 and tier 3 words to teach students that are below grade level. So, focus only on the most important content-specific and high-use cross-disciplinary terms
• Help students connect with vocabulary don't regurgitate dictionary denotations. Help students create mental models of new terms using synonyms, antonyms, images, contextual examples etc.
• Use newly learned vocabulary in both academic speaking & writing activities.

* These key ideas underscore ALL effective evidence-based vocabulary strategies.

Reference – Cognitive academic language proficiency (CALP): A language-related term which refers to formal academic learning, as opposed to BICS. In schools today, the terms BICS and CALP are most frequently used to discuss the language proficiency levels of students who are in the process of acquiring a new language.

Instructional Strategies for tier 2 and 3 Academic Vocabulary

List-Group-Label

• List: Produce a list of words associated with a particular concept to be studied.
• Group: Group the words and phrases into categories. Students look for common elements of the words to form the categories. These similarities might include similar meanings or parts of speech.
• Label: Finally, label the categories and ask the students to label each category with a title that connects all words within the particular group. Labels are shared with the whole class, and each group of students asked to give reasons for organizing and labeling their words in that particular way.

Academic Vocabulary and Word Families – Help Students Make Cognitive Connections

Mini-lecture: Analysis

• Analysis: Part of Speech (Noun) Contextual Exemplar: 'We performed a detailed analysis of the relationship between the two companies and believe that they could form a strong partnership.
• (Countable and uncountable). Carrying out an analysis involves studying something carefully to understand it.

Unpacking Related Tier 2 or Tier 3 Academic Vocabulary Words

Analyses/analyze, analyzers/analyzer, analyst, analytic, analytical, analytically, analyze, analyzing, analyzed, analysis, analyzable

1. Give a mini-lecture on the attributes of the base form of the academic word including the contextual meaning denotation and/ or connotation.
2. Have student do a think, pair, re-teach
3. Teacher discusses the list of words related to the “headword”
4. Have students read words with you: “These words are in the same family as analyze. When I touch the word, please say it.” Clarify part of speech as appropriate and offer additional contextual practice for ELLs
5. Use lists of academic words that are associated and or connected to a complex passage, have students read them aloud and discuss the meanings as an anticipatory set before close reading or rereading a text.

Revisit and Remember: FUN Word Games

• 20 question vocabulary game
• Etymology – Origin of words
• Synonyms/Antonyms
• Metaphors/Similes
• Idioms/dialect/
• Proverbs/parables/allegory
• Slang
• Catchphrases/band wagon/
• Maxim/Motto/
• Slogans 'Have you forgotten how fine words taste when reading!'
• Acronyms/Abbreviations
• Portmanteaus – motel=motor + hotel
• Anagrams – read/dear rose/sore
• Palindromes- read the same forward and backward – mom, radar, nun, eye

Academic Vocabulary Critical Attributes using a Lotus Diagrams

Choose from the following Critical Attributes:

1. Students discern between examples and non-examples
2. Students generate their own examples and non-examples
3. Students examine related word families
4. Ask deep processing questions about connotation and denotation

Content Specific and Technical Specific Vocabulary

1. Introduce a word. Students find definition in the glossary
2. Determine the critical attributes of the definition
3. Illustrate the word with examples (containing all the attributes) and non-examples (without at least one attribute) – make these attribute example links explicit

Word Pairs Chart

The teacher or students select associate or uncreated sets of Academic Vocabulary for review.

Word Pair	Synonyms	Antonyms	Related	Not Related

Odd Word Out

1. Provide four words for review from the vocabulary list (humiliate, emancipate, abuse, cruelty.)
2. With a partner, determine criteria to eliminate a word, taking care to explain reasoning.
3. Repeat the previous step, creating as many new criteria for elimination as possible

Word Sorts

1. Create a bank of words for review
2. Identify categories for sorting
3. If a word fits in two or more categories, place the word in each and circle the most important placement
4. Ensure students are using the word in complete sentences as they explain their reasoning  for each sort

Keywords and Keyword Outline Sentence Writing

• Students practice writing sentences using 1-3 keywords, including tier 2 and tier 3 academic vocabulary words.
• Extensions: Students practice using different target words, adverbs, adjectives, transition words, Tier 2 and 3 words in one sentence.

“I thought the writing excellent (Spectator), and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, tried to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand."Benjamin Franklin

Close Reading Connections with Writing!

Keywords Sentence Writing: The Boy Who Cried, Wolf

The tale concerns a shepherd boy who repeatedly tricks nearby villagers into thinking a wolf is attacking his flock. When one actually does appear and the boy again calls for help, the villagers believe that it is another false alarm and the sheep (or, in some versions of the story, the boy) are eaten by the wolf.

A shepherd-boy, who watched a flock of sheep near a village, brought out the villagers three or four times by crying out, “Wolf! Wolf!” and when his neighbors came to help him, laughed at them for their pains. The Wolf, however, did truly come at last. The Shepherd-boy, now really alarmed, shouted in an agony of terror: “Pray, do come and help me; the Wolf is killing the sheep”; but no one paid any heed to his cries, nor rendered any assistance. The Wolf, having no cause of fear, at his leisure lacerated or destroyed the whole flock.

Example of Key Word Outline

I. shepherd-boy, watched, sheep

1.brought, villagers, crying, “Wolf!

2. neighbors, laughed, them

3. Wolf, truly, come

4. Shepherd-boy, shouted, terror

5. Wolf, killing, sheep

6. his, cries, assistance

7. Wolf, lacerated, destroyed, flock

Students put the original story aside and use the keywords outline to summarize the story with their learning cooperative partner. The student discusses why they selected the words that were interesting or important to them.

Effective Question Answering “Jeopardy” Sentence Writing

This is like Jeopardy, students write the answer to possible questions. "Vocabulary Jeopardy!" is a vocabulary game -- with a twist. The answers are written first, and the students “contestants” supply the questions. who, what, when, where, why, how. Students write sentences answering 3 or 4 tier three terms. Students swap and share their answer sentences with partners. The students try giving a Jeopardy style response based on the answer.

EXAMPLE

A person's belief based on what seems true, or probable; a person's judgment. Jeopardy Response, What is an opinion?

Many people have the …. that Mexican cuisine is the best in the world. What is an opinion?

Students may use two target words in one sentence (Optional)

Word Association Games Class Activity

1. Start by making pairs of associated fun words (Green eggs and ham, ice cream and cones, peanut butter and jelly, Princess Fiona and Shrek). Present mini-lecture on several previously taught academic vocabulary words.
2. Start playing with the whole class. Ask students to share answers with shoulder partners. “I am thinking of a cognitive (thinking) verb that describes naming.” (identification, designating). “I am thinking of a word that is associated with ____.”

1. “Select a word…”
2. “Which word goes best with the word ___?”
3. Have students defend their choices.

Tier 1 Academic Reading Vocabulary

NATIONAL READING VOCABULARY LIST from READINGKEY.COM

Importance of Grade Level (Tier 1) Vocabulary Lists

Grade Level Vocabulary Lists provide valuable support for any reading program by clarifying exactly which words a student needs to learn to stay "on" or "above" grade level. Vocabulary

Lists are extremely helpful for a wide range of uses:

• Developing grade level word work activities
• Homework Assignments (i.e. sentence writing) "One-on-One" testing for identifying specific words a child is missing Giving copies to parents to practice saying with their child nightly As an outline for additional Summer & Holiday activities

Each vocabulary list has been carefully researched to contain words which must be memorized for that particular grade level. Over 10 years of research has shown that students who can fluently read the words in any grade level list typically score in the top 25% on national standardized reading tests (most of our students score in the top 10%).

Several criteria were used for identifying which vocabulary to place in a grade level list. The most important criteria were "Frequency of Use" in the average reading material. This means that words in the Grade 1 list occur more often in reading material than words found in the Grade 2 List - and words in the Grade 2 List are more common than words found in the Grade 3 List, etc.

The total number of words listed in a particular list is based upon the maximum number of words we can expect an average student to learn per day.

Summer Reading Journals | Read and Response

Summer Reading Journals Questions and Writing Prompts | Ideas for 2017 Summer Reading Journals

2017 Summer Reading Program Ideas, fun free help with

encouraging you child to read books this summer. Over summer, we have a perfect opportunity to enjoy books with our children and as a family. With any summer reading program, we want to create a love for reading. Additionally, we highly recommend using effective reading strategies like journaling with your child so children can truly engage in the books they are reading, but this is not required. As some of my examples of prompts and questions below are a starting point when using a reading journal, Students and adults should keep a journal handy while reading. Annotating text with sticky notes, or you could even read with your child using a tape recorder for asking questions and rehearsing favorite passages.

At all times, we want to boost students’ passion for reading which is why we like them to choose their own titles based on interest and ability. If they happen to struggle with a particular book, there is nothing wrong with selecting another.

Take a magical journey this summer in a book. 

1. Can you summarize the main ideas and themes of the story in a two-word title? Can you write a 7 word summary for the story?
2. What are the character traits of your favorite and least favorite character? Why and why not? 
3. Would you have reacted differently, to the protagonist or antagonist? Why or why not? 
4. Do the characters remind you of anyone you know? 
5. Does the setting remind you of anywhere you know? 
6. Can you compare and contrast two characters and their similarities/differences? 
7. What do you like and dislike regarding the plot elements of the story? 
8. Have you seen or read similar plot elements in films or stories? 
9. Would you tell a friend about this book, would your opinion be positive or negative? 
10. Look up and define three unknown or interesting words from the book. 
11. What would you ask the author of the book if they were visiting you for dinner? 
12. Did you have pictures in your mind while reading, what feelings do the images remind you of? 
13. Could the characters be real in this work of fiction? What are the character traits that make this fictional person real?
14. How did the author hook you when reading? Was it the author's use of compelling dialogue, out of this world settings, perplexing mystery,  being dropped into the middle of the action, riveting narrative, or intriguing characters. 
15. Write a letter to the Hero and Villian of the story and give each of them advice on how to be a better Hero and Villian in their story. Include a greeting and a salutation.
16. What lesson or moral have you learned by reading this book? 
17. If you could, which character would you spend the day with? What character would it be and what would you spend the day doing?
18. If you could, which character would you want to be? Why? What character would it be and what would you spend the day doing?
19. Would you change anything about the story? Why or why not? 
20. Write a detailed diary entry after the climax as the protagonist and antagonist. 
21. What did you feel when reading this book? 
22. Draw a future scene from the book using inferential text clues. 
23. Draw a timeline of the key events. 
24. Summarize one moment in the rising action, climax, falling action, or resolution of this book.
25. What is your favorite and least favorite dialogue that was used in the text? Why?
26. Why do the characters remind you of yourself, a family member, or a friend? 
27. How would you have reacted to the conflicts in the story vs. how the main character reacted? Describe why you would have done things differently. 
28. Compare and contrast the dialogue of the main characters that is critical to the plot. How does the author use dialogue to develop that character's mood, feelings, attitudes, thoughts, viewpoints, biases, and perspectives? 
29. Examine and analyze the protagonist and antagonist motivations in the story, going beyond the hero and the villain, look for 5 important similarities and differences in the character's mood, feelings, attitudes, thoughts, viewpoints, biases, and perspectives. 
30. Describe the setting using emotional words. What is the mood of the setting? Joyful, safe, scary, depressing, happy Anxious helpless, 
31. Does the author's use of certain words create a certain mood or tone?
32. Does the mood of the stories setting remind you of anywhere you are familiar with? 
33. Describe the rising action (plot twist/turning point) and the climax using text evidence. What was a surprise? Why or why not?
34. What do you like best and least concerning the main characters? Why or why not?
35. Do the characters in the story remind you of characters in other books you have read?  Describe the similarities. 
36. Would you like to see the book made into a movie or a video game? Why or why not? Describe a movie trailer you would produce to get people to read the book. 
37. Look up, define, and act out 5 unknown words from 5 sentences of the story that you struggled with. Act out the 5 unknown words using pantomime. 
38. If you could ask the protagonist and antagonist one question, what questions would you ask? Why would you want to know the answer to these questions? 
39. Why do you think the author wrote this story? 
40. What did the author write to "hook" you on the first few pages? Use text evidence to explain. 
41. What "imagery words" does the author use to create pictures in your mind? What words does the author use to creat rich setings? Use text evidence to explain. 
42. What human characteristics did you find interesting or strange in this story, what human traits did you notice that did not notice before reading this story? Use personal experience and text evidence to explain. 
43. Are the Villians and the Heros Phoney? Why or why not?
44. Write a letter to the protagonist's mom, giving her advice on the secrets to raising a well-behaved child. Include a greeting and a salutation. 
45. If you could be friends with any of the characters, why would you choose them as friends?  
46. Are there any parts of the book that made you change your mind about your own attitudes? Would you be a better person if your attitudes were more like some of the characters? Please explain. 
47. How did the characters make you feel while reading this book? Why did the characters make you feel this way?
48. How did the author create emotional characters that make you feel real emotions? Explain your thinking about the dialogue, character descriptions, and the mood of the settings. 
49. Pretend you are the antagonist in the story. Write a back story why the character turned into the villain, explaining what has happened to you to make bad and how you feel about it. 
50. Illustrate the setting from the exposition, the climaxa, and the resolution or obligatory scene.  Use a caption to summarize the illustration. 
    

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with a reading log available at any Wichita Public Library. You can count ... Fill out the Summer Reading Triathlon Reading Journal (PDF). En Español (PDF).

Paired Reading Passages 4th Grade | What is Expository Text?

Paired Reading Passages | Free Paired Informational, Nonfiction, Expository Reading Text | What is an Expository Text? Facts, Arguments, Claims, Statements, Cause and Effect, and Even Opinion. 

Expository Reading: Perspective, Attitude

• Analyzes these paired informational texts for evidence of bias or stereotypes 
• Determines author's attitude or perspective in the paired of informational text 
• Determines the difference in focus of two informational texts on the same or similar topic 
• Evaluates author's attitude in informational text to make an inference

Coral Reef Systems: The Great Barrier Reef

The world’s biggest coral reef system is The Great Barrier Reef which is located off the sea coast of Queensland in the Coral Sea, in Australia. It consists of 900 islands that extend for more than 2300 kilometers and there are more than 2900 individual coral reefs. It covers approximately 133,000 square miles. The Great Barrier Reef is the one and only structure that has been made by the living organisms and that can be seen far away from the outer space. The millions of tiny organisms known as the coral polyps have built this structure which supports a huge aquatic life system and has been recognized as one of the World Heritage Site in 1981. It was labeled as one of the seven natural wonders of the world by CNN. The Great Barrier Reef is the State Icon of Queensland as stated by the Queensland National Trust.

The Great Barrier Reef ecosystem is facing a complete collapse from global warming and climate change. This man-made disaster is increasing temperatures and changing the chemistry of the ocean which leads to coral bleaching and creates a perfect environment for the crown-of-thorns starfish. The predatory starfish moves in and often devastate a weekend coral system. The coral cover of the reef has lost more than half of all organism since 1985 as shown in the reports published by Proceedings of the National Academy of Sciences in 2012. The area is protected from any kind of human activities like fishing and also the tourism is limited so that the natural structure does not get exploited.

The Great Barrier Reef is sacred for the people who dwell in the Torres Strait Islands and for the Aboriginal Australians.  It is a world famous tourist spot that generates economic activities for the many small businesses and generates millions in tourism.

Ecology of the Great Barrier Reef

The Great Barrier Reef is the home to many endangered and vulnerable species which are even endemic to this coral Reef system. The Great Barrier Reef is home to the humpback whale, dwarf minke whale and the Indo-Pacific humpback dolphin and many such other tiny species of porpoises, dolphins, and whales. The reef system supports a large population of dugongs. Other than these there are several species of snapper, eighty-four species of spawns, red-throat emperor, coral trout, red bass, clownfish and forty-nine species of the mass spawn. In the northern and the southern sections, up to 50 meters in the warm waters of the reef systems lives over seventeen species of sea snakes.

The species of sea turtles like the hawksbill turtle, leatherback sea turtle, Olive Ridley, flatback turtle, green sea turtle and loggerhead sea turtle come to the reef systems for breeding. The green sea turtles are divided genetically between the northern and the southern part of the reefs. There are fifteen species of seagrass grows in the seabed of the ocean like Halodule and Halophila that provides fish habitats and also attracts turtles and dugongs. The coast near the reef is home to many saltwater crocodiles which live in the salt marshes and the mangroves and also to a large species of skates, sharks, stingray, and chimera live on the reef system. Over 5000 species of mollusk have been found on the reefs which include cone snails, giant clam, and various nudibranchs. Nine species of sea horses, seven species of frogs and over 50 species of pipefishes has been found in the Great Barriers. More than 215 species of birds migrate to the reefs each year and add to the diversity of the region.

Threats to the Great Barrier Reef

Ocean warming and elevated temperatures have resulted in coral bleaching which has become an annual occurrence now. They are becoming susceptible to diseases that result in ecological effects for the communities in the coral reefs. The declining water quality and pollution in the water as also contributed largely to the death of many species of organism. The loss of coastal wetland has also snatched away many habitats of the organisms.

The Kelp Ecosystem and its Architecture

The under ocean ecosystems that have a high density of kelp are known as the kelp forests. This ecosystem in one of the most dynamic and productive ecosystems on earth, there are other kelp ecosystems with areas that are comparatively smaller than the kelp forest that are known as kelp beds.

The Architecture of the Ecosystem

The physical structure of the kelp influences the species that are associated and it defines the structure of the community. The architecture of the kelp ecosystem is based on this physical structure. The structure of kelp forest ecosystems is divided into three guilds and among that two guilds are occupied by algae.

• Canopy: floating canopies and large species constitute this guild of the kelps which extends up to the surface of the ocean like Alaria and Macrocystis 
• Stipitate: these generally grow in the dense, aggregated areas and extend up to a few meters above the sea bed. 
• The kelps that are near the sea floor or along it are called Prostrate like the Laminaria. 

Other algal species like the articulated functional corallines, filamentous algae, and the foliose functional groups assemble the benthic group that lies along the bottom of the ocean and it also consists of the sessile organisms.

The coralline algae extensively and directly cover the geologic substrate which is known as the Encrusting.

The prostate and stipitate kelps are called the understory canopy like the Macrocystis canopy. Within the forest, the kelp species co-exist. The understory species like the Pterygophora and Eiseniafloats a few meters above the seabed. The assemblage of the foliose red algae which is the benthic layer lies below this level. The canopy assembles over these two layers. They form a microenvironment system which is similar to the terrestrial ecosystem that blocks the sunlight partially and makes the middle part shady and the sea floor gets darkened. Many organisms survive on different guilds and they live in different guilds because each guild has a different kind of habitats for different species. And the existences of these organisms in the different guilds also depend on the kelp morphologies. For example, the skeleton shrimp which like Caprella California, the nudibranch Melibe leoninalie closely to the surface in the Macrocystis pyrifera forest of California. Within the stipitate understory other fishes, rockfish Sebastes spp., Brachyistius frenatus which is the kelp perch were found. The kelp holdfast constitutes the brittle stars, Tegula spp. that is the turban snails. Under prostrate level lives the Sea urchins, abalone, and other herbivores. Among these assemblages live the sea stars, fishes, and other hydroids. In the encrusting coralline regions reside various echinoderms, gastropods, and other solitary corals. And the animals like the marine mammals and pelagic fishes which feed on the organisms that reside on these guilds, come and interact near the edges.

Trophic Level of the Kelp Ecosystem

The primary producers’ growth is driven by the abiotic conditions like the available amount of nutrients and sunlight. They transfer energy to higher trophic levels where the consumers dwell. The upwelling oceanographic zones provide more amount of nutrition to the organisms and thus the occurrence of the kelp is correlated in such a way. The herbivores are thus supported by these kelps and the consumers at the higher levels feed on such herbivores for survival. In contrast, the predators control the population of the lower species or their biomass by consuming them, in the top-down processes. The resources that are the key sources of survival for the lower level organisms are non-limiting and thus they flourish. The population of the herbivorous sea urchins are controlled by the sea otters that prey on them in the Alaskan Kelp forests. The population of the sea urchins grows at a faster rate when the sea otters are exploited by any human or other kinds of interference. The sea urchins get out of the predatory control completely. Now the herbivore pressure increases rapidly on the local stands of kelp. So to maintain a balance in the food webs is the most important feature of the kelp ecology.

Grade 1, 2, 3, 4, 5, 6 Sight Words

Grade 6, 5, 4, 3, 2, 1, and kindergarten sight words | Sight words, are high-frequency tier 1 reading words, they are the most commonly used words that young readers need to build automaticity by sight, so that they can automatically recognize these words in print without having to use decoding strategies that can bog down fluency and hinder comprehension. .

Sight words account for a huge percentage (up to 85%) of the words used in children's literature. The advantage of recognizing sight words automatically is that readers can concentrate on the meaning of the words and text, reading comprehension is improved when student are not spending all their energy decoding. Advocates of whole-word instruction believe that being able to recognize a large number of sight words gives students a head start to literacy.

Kindergarten Sight Wordscc.pdf
1st grade - Sight Words.pdf
2nd grade - Sight Words.pdf
3rd grade - Sight Words.pdf
4th grade - Sight Words.pdf
5th grade - Sight Words.pdf
6th grade - Sight Words.pdf



Pre School | Pre-primer: a, and, away, big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you

Kindergarten | Primer: all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with, yes

1st Grade: after, again, an, any, as, ask, by, could, every, fly, from, give, giving, had, has, her, him, his, how, just, know, let, live, may, of, old, once, open, over, put, round, some, stop, take, thank, them, then, think, walk, were, when

2nd Grade: always, around, because, been, before, best, both, buy, call, cold, does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash, which, why, wish, work, would, write, your

3rd Grade: about, better, bring, carry, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, keep, kind, laugh, light, long, much, myself, never, only, own, pick, seven, shall, show, six, small, start, ten, today, together, try, warm

4th Grade Nouns
apple, baby, back, ball, bear, bed, bell, bird, birthday, boat, box, boy, bread, brother, cake, car, cat, chair, chicken, children, Christmas, coat, corn, cow, day, dog, doll, door, duck, egg, eye, farm, farmer, father, feet, fire, fish, floor, flower, game, garden, girl, good-bye, grass, ground, hand, head, hill, home, horse, house, kitty, leg, letter, man, men, milk, money, morning, mother, name, nest, night, paper, party, picture, pig, rabbit, rain, ring, robin, Santa Claus, school, seed, sheep, shoe, sister, snow, song, squirrel, stick, street, sun, table, thing, time, top, toy, tree, watch, water, way, wind, window, wood

Academic Sight Words 
Sublist 1
sector • available • financial • process • individual • specific • principle • estimate • variables • method • data • research • contract • environment • export • source • assessment • policy • identified • create • derived • factors • procedure • definition • assume • theory • benefit • evidence • established • authority • major • issues • labor • occur • economic • involved • percent • interpretation • consistent • income • structure • legal • concept • formula • section • required • constitutional • analysis • distribution • function • area • approach • role • legislation • indicate • response • period • context • significant • similar •

Sublist 2
community • resident • range • construction • strategies • elements • previous • conclusion • security • aspects • acquisition • features • text • commission • regulations • computer • items • consumer • achieve • final • positive • evaluation • assistance • normal • relevant • distinction • region • traditional • impact • consequences • chapter • equation • appropriate • resources • participation • survey • potential • cultural • transfer • select • credit • affect • categories • perceived • sought • focus • purchase • injury • site • journal • primary • complex • institute • investment • administration • maintenance • design • obtained • restricted • conduct •

Sublist 3
comments • convention • published • framework • implies • negative • dominant • illustrated • outcomes • constant • shift • deduction • ensure • specified • justification • funds • reliance • physical • partnership • location • link • coordination • alternative • initial • validity • task • techniques • excluded • consent • proportion • demonstrate • reaction • criteria • minorities • technology • philosophy • removed • sex • compensation • sequence • corresponding • maximum • circumstances • instance • considerable • sufficient • corporate • interaction • contribution • immigration • component • constraints • technical • emphasis • scheme • layer • volume • document • registered • core •

Sublist 4
overall • emerged • regime • implementation • project • hence • occupational • internal • goals • retained • sum • integration • mechanism • parallel • imposed • despite • job • parameters • approximate • label • concentration • principal • series • predicted • summary • attitudes • undertaken • cycle • communication • ethnic • hypothesis • professional • status • conference • attributed • annual • obvious • error • implications • apparent • commitment • subsequent • debate • dimensions • promote • statistics • option • domestic • output • access • code • investigation • phase • prior • granted • stress • civil • contrast • resolution • adequate •

Sublist 5
alter • stability • energy • aware • licence • enforcement • draft • styles • precise • medical • pursue • symbolic • marginal • capacity • generation • exposure • decline • academic • modified • external • psychology • fundamental • adjustment • ratio • whereas • enable • version • perspective • contact • network • facilitate • welfare • transition • amendment • logic • rejected • expansion • clause • prime • target • objective • sustainable • equivalent • liberal • notion • substitution • generated • trend • revenue • compounds • evolution • conflict • image • discretion • entities • orientation • consultation • mental • monitoring • challenge •

Sublist 6
intelligence • transformation • presumption • acknowledged • utility • furthermore • accurate • diversity • attached • recovery • assigned • tapes • motivation • bond • edition • nevertheless • transport • cited • fees • scope • enhanced • incorporated • instructions • subsidiary • input • abstract • ministry • capable • expert • preceding • display • incentive • inhibition • trace • ignored • incidence • estate • cooperative • revealed • index • lecture • discrimination • overseas • explicit • aggregate • gender • underlying • brief • domain • rational • minimum • interval • neutral • migration • flexibility • federal • author • initiatives • allocation • exceed •

Sublist 7
intervention • confirmed • definite • classical • chemical • voluntary • release • visible • finite • publication • channel • file • thesis • equipment • disposal • solely • deny • identical • submitted • grade • phenomenon • paradigm • ultimately • extract • survive • converted • transmission • global • inferred • guarantee • advocate • dynamic • simulation • topic • insert • reverse • decades • comprise • hierarchical • unique • comprehensive • couple • mode • differentiation • eliminate • priority • empirical • ideology • somewhat • aid • foundation • adults • adaptation • quotation • contrary • media • successive • innovation • prohibited • isolated •

Sublist 8
highlighted • eventually • inspection • termination • displacement • arbitrary • reinforced • denote • offset • exploitation • detected • abandon • random • revision • virtually • uniform • predominantly • thereby • implicit • tension • ambiguous • vehicle • clarity • conformity • contemporary • automatically • accumulation • appendix • widespread • infrastructure • deviation • fluctuations • restore • guidelines • commodity • minimises • practitioners • radical • plus • visual • chart • appreciation • prospect • dramatic • contradiction • currency • inevitably • complement • accompany • paragraph • induced • schedule • intensity • crucial • via • exhibit • bias • manipulation • theme • nuclear •

Sublist 9
bulk • behalf • unified • commenced • erosion • anticipated • minimal • ceases • vision • mutual • norms • intermediate • manual • supplementary • incompatible • concurrent • ethical • preliminary • integral • conversely • relaxed • confined • accommodation • temporary • distorted • passive • subordinate • analogous • military • scenario • revolution • diminished • coherence • suspended • mature • assurance • rigid • controversy • sphere • mediation • format • trigger • qualitative • portion • medium • coincide • violation • device • insights • refine • devoted • team • overlap • attained • restraints • inherent • route • protocol • founded • duration •

Sublist 10

whereby • inclination • encountered • convinced • assembly • albeit • enormous • reluctant • posed • persistent • undergo • notwithstanding • straightforward • panel • odd • intrinsic • compiled • adjacent • integrity • forthcoming • conceived • ongoing • so-called • likewise • nonetheless • levy • invoked • colleagues • depression • collapse •

Academic Behavior Checklist (PDF and doc)

Academic Behavior Checklist (PDF and doc)

Academic and Behavioral Checklist (pdf and doc): A useful teacher and parent checklist and screen of academic skills and behaviors that students may need extra assistance with. The academic screen can also be used as an aide for teachers that may need to document areas of concern before suggesting students for special education or further interventions. Schools that focus on improving a student's academic behavior will empower teachers, students, and parents to help each child thrive academically. Schools that place a greater focus on academic behavior find poor social behavior improves greatly

Academic Behavior: Attention/Work Quality and Care/Work Ethic
More interested or focused on being “done” and not focused on learning
Does not listen, pay attention, or follow oral lessons in class
Does not follow visual lessons on board or has difficulty with visual steps
Rarely completes class or homework assignments
Rarely does their best work on assignments, rushes, and or is careless
Endless excuses, lies, blames others for not getting work done
Demands repetitive explanation of instructions and assignments
Easily loses focus and is distracted from task by ordinary classroom stimuli
Inability to reason logically
Difficulty integrating sound and movement (auditory and kinesthetic learning)
Difficulty changing to another academic task
Does not grasps visual-spatial concepts (penmanship, arts, crafts, coloring)
Difficulty integrating sight and sound (visual and auditory learning)
Has difficulty with oral directions
Has difficulty with written instructions
Has difficulty grasping concrete language concepts
Has difficulty grasping conceptional language concept
Has poor ‘self-efficacy’ does not seek help or ask questions
Has poor intrinsic motivation, no self-persuasion skills to engage in work
Has poor extrinsic motivation, positive or negative rewards are not effective to engage student to do wor

[PDF]The Academic Behavior Checklist (ABC) - Melmed Center
The Academic. Behavior Checklist (ABC). Today's Date: ... Rating Code: 0 = Above Average 1= Average 2= Problematic. Classroom behavioral performance: 0.

[PDF]Academic Behavior Checklist Student: Grade: Team/Teacher: Check ...
Academic Behavior Checklist. Student: Grade: Team/Teacher: Check the skills the student has difficulty in. Complete the rating scale for each skill checked:.

[DOC]Behavior Checklist
Please list positive behaviors or behavior strengths that the student displays: Please select frequency in which the following behaviors are displayed in your ...

[DOC]School & Behavior Problems Checklist - Bluestem Center
School & Behavior Problems Checklist *. Bluestem ..... Person completing this side of questionnaire. \\Mid_tower\c\10-Administrative\FORMS\PA-TE-Q2.DOC.

[DOC]Classroom Checklist classroom_checklist.doc
Classroom Checklist. Student: Grade: Teacher: ... Signal systems (song, hand signals,) Functional Analysis of problem behaviors. Classroom Checklist Page 2.

[DOC]classroom management checklist.doc - Oregon Reading First Center
Minor problem behaviors managed positively, consistently & quickly. 10. ... Allocated instructional time involves active academic engagement with quick paced ...

Mindfulness: A Classroom Guide

Mindful Meditation: Reducing Stress and Improving Learning

Mindful students' are happy, focused, highly attentive, , resilient, intrinsically motivated, emotionally grounded, academically successful, and demonstrate self-persuasion on vigorous tasks. 

Students that are not mindful of emotional triggers, have poor stress

management, and struggle with academic fear and anxiety may be your student's that react negatively to academic situations, they may be unable to thrive academically. These students will tend to opt-out, shut-down, avoid, ignore, delay, procrastinate, and or lie to get out of what they perceive as a negative emotional situation.



"Class, class!" Students responds YES YES!  
Thank you for your FULL attention and bringing your focus back to class!"

"Please be mindful, fully present in each learning moment, with kindness, focused interest. and without judgment" Mr. Taylor

Mindfulness is a cognitive process where one actively focuses one's attention on internal feelings, thoughts, emotions, ideas, and or external experiences occurring in the present moment, the process can be enhanced and nurtured through the practice of mindful meditation and mental training.

"Our mental health and well-being are profoundly affected by where and how we place our attention" Richard Burnett

Research in Cognitive neuroscience demonstrates that the practice of mindfulness is strongly correlated with greater well-being, improved focus, stress reduction, improved executive function, and overall positive mental health. This is applicable to every classroom that has become a high stress, rigorous academic environment. Numerous studies show that unproductive feelings, visceral emotions, and worry contribute to mental illnesses such as depression and anxiety, and that mindfulness-based intervention are effective in the reduction of both “negative” counterproductive thoughts and worry.

[PDF]Mindfulness-Based Stress Reduction (MBSR) - UMass Medical School
The Mindfulness-Based Stress Reduction authorized curriculum guide is the property of the .... an MBSRteacher, the curriculum is often approached in this way.

[PDF]MINDFULNESS-BASED STRESS REDUCTION (MBSR ...
Center for Mindfulness in Medicine, Health Care & Society .... All post-program assessment data is collected during an extended Class 8 (last session) of .... Guide created by Dr. Jon Kabat-Zinn) and the weekly Session Guide developed by Dr.


[PDF]Integrating Mindfulness Training into K-12 Education: Fostering the ...
Early research results on three illustrative mindfulness-based teacher training initiatives sug- ..... guideand then be brought into a classroom using a trans- ..... documents/IRP_Pilot_Program_Results_AERA2011_updated_6.9.pdf. Learning to ...

[PDF]Evidence for Mindfulness: Impacts on the Wellbeing and Performance ...
Enhanced job performance, including better classroom management and organization, greater ..... guide students effectively (Crane et al, ibid; Albrecht et al, 2012). ...... Psychiatry. .. MindfulTeaching and Teaching Mindfulness: a Guide for Anyone ...

[PDF]Measuring the Efficacy and Sustainability of a ... - Mindful Schools
Mindful Schools. Measuring the Efficacy and. Sustainability of a Mindfulness-Based. In-ClassIntervention. Randima Fernando. Executive Director ...

[PDF]Guided Meditation Lesson Plan
Intention: To introduce students to meditation as a coping strategy for stress and to guide them through a ... Population: Intermediate ESOL conversation class.

[PDF]From Survive to Thrive: What Great Substitute Teachers Do Differently
allow substitute teachers to be successful and therefore will help all of our students ...... should spend that time wisely, be truly present and mindful of those in the ...

[PDF]Mindfulness: A Guide for Teachers - The Center for Contemplative ...
the scientific rationale for offering mindfulness to children and adolescents, ... As a classroom teacher, you already know that many of your students are stressed. For.

[PDF]Mindful Teaching and Teaching Mindfulness: A Guide for Anyone Who ...
More Educators' Praise for. Mindful Teaching and Teaching Mindfulness. “Many teachers often sense there is a mysterious element to their teaching, something ...

[PDF]A Classroom Guide for Sky Color
week, month, or year. The key here is to encourage mindfulness about the myriad color possibilities that are beyond basic blue sky. A Classroom Guide for ...

[PDF]mindfulness - Making Caring Common
Applications of mindfulness, the practice of focusing our attention in ... Psychotherapy, 48(2), 198-. Mindfulness training and classroom behavior among lower-income and ethnic .... Great classroom behavior5 Minutes a Day: a brief guide to using the practice of ...

[PDF]Mindfulness in Schools - Mindfulnet
Mindfulness-of-breath practice to a PSHE class in the morning, and then to an RS ... The Miracle ofMindfulness: The Classic Guide to Meditation by the World's ..... http://www.umassmed.edu/uploadedFiles/cfm2/SRP_for_desktop_printing.pdf.

[PDF]Mindfulness in the Classroom - Programs for Mindful Living
Mindful Living are concentrated in three areas: mindfulness in the classroom, mindfulness in ..... Teaching Mindfulness: A Guide for Anyone Who Teaches Anything. Somerville ..... Available at: www.mindfuleducation.org/robertwall.pdf. Weare ...


[PDF]Mindfully Teaching in the Classroom: a Literature Review - ERIC
classroom they need to embody and practice mindfulness in their own lives. ..... Due to the lack of articles located, manual searches were also conducted in individual ..... www.ahrq.gov/downloads/pub/evidence/pdf/meditation/medit.pdf.

[PDF]Life in the Mindful Classroom: Nurturing the ... - Ron Ritchhart
on a series of qualitative case studies of “thoughtful” classrooms to provide an ... ory of dispositions to serve as a guide in developing mindfulness as a trait, and.


Mindfulness: A Guide for TeachersBy Dr. Amy Saltzman