Using Literature Circles To Increase Student S Performance Within The Alternative Program
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Using Literature Circles to Increase Student's Performance Within the Alternative Program
The focus of this action research was to analyze and interpret the impact of Literature Circles within the alternative learning center called REACH. Ten students were observed during the study. Data collected for this project included school attendance, office behavior referrals, and the overall impact to the participants GPA upon introducing and using Literature Circles. Self-observation forms and checklists were given to students to gain insight from the participants. The researcher also kept in contact with the students' mainstream teachers to update them on progress of the Literature Circle. The study began midway through the first quarter of the school year to allow time to establish baseline data. During the reading of the novel (Wonder by R. J. Palacio), ongoing data was collected weekly for each student and charted. The researcher, who also led the Literature Circle, taught students to listen and respect each other. At the end of the study, the researcher stated that a majority of the students exhibited increase in confidence while interacting with peers.
Using RTI to Teach Literacy to Diverse Learners, K-8
"In a small volume, Sheila Alber-Morgan addresses RTI in a much more comprehensive way than other texts. The book provides critical features of RTI across reading, writing, handwriting, and spelling and is packed with practical information for each tier." —Nancy L. Cooke, Associate Professor of Special Education University of North Carolina at Charlotte "Alber-Morgan clearly and concisely articulates the theoretical and empirical bases of RTI—an important and worthy achievement. For the classroom teacher, her book provides numerous assessment and instructional strategies for turning the great promise of RTI into reality for students." —William L. Heward, Professor Emeritus The Ohio State University Practical intervention strategies for diverse learners who struggle with literacy! Literacy is a critical foundational skill for success in school and throughout adulthood. Covering both reading and writing instruction, this book shows K–8 teachers how to build the literacy skills of diverse learners, including those with disabilities and those from culturally and linguistically diverse backgrounds, in inclusive classrooms. Sheila Alber-Morgan discusses instruction and assessment within a Response to Intervention (RTI) framework and demonstrates how to provide targeted support to students struggling with literacy or those who may require special attention to achieve success. Providing specific interventions for tiers 1, 2, and 3, this book offers: Evidence-based practices such as guided note taking, the use of response cards, peer-mediated instruction, self monitoring, and direct instruction Strategies for phonemic awareness, fluency, vocabulary, and comprehension Methods for teaching handwriting, spelling, keyboarding, and the writing process A discussion on using thematic units to integrate reading and writing With sample assessments, graphic organizers, and brief case studies of students, this timely volume assists teachers and literary specialists in providing the support that diverse learners need to succeed.
Managing Classroom Assessment to Enhance Student Learning
As teachers are required to integrate an increasing number of assessment practices into the classroom, it is crucial that they have effective routines for organizing and evaluating the generated data. Managing Classroom Assessment to Enhance Student Learning introduces pre- and in-service teachers to the major categories of assessment management and provides empirical and theoretical support for their effectiveness. In-depth chapters consider management in the context of assigning and collecting work, interpreting and organizing assessment results, and providing students with feedback.