Preparing America’s students for success. With Journeys, readers are inspired by authentic, award-winning text, becoming confident that they are building necessary skills . Spelling connections grade 5 pdf Confidence with Proven Results!
Empower Students to Read Rigorous Texts. A realistically paced close reading routine and online tools empower students to read rigorous texts. Close Reader consumable resources feature the high-quality paired text from each Student Book lesson and instruction in reading, re-reading, note-taking, and text annotation—empowering students to read any rigorous text. Flexible Literacy Instruction with Powerful Tools to Reach all Learners. All resources, from lessons to practice materials, are at teachers’ fingertips.
With Assessment, We Work in Progress. The ability to assess and score assessments online supports these efforts by making it easier to track and report as needed. Leveled Readers Build Confident Readers. Special Consultant and leader in guided reading—you can be assured you are systematically building reading success as well as confident readers. Students are empowered by skill mastery, inspired by authentic, award-winning text, and are confident—confident in their problem-solving and critical-thinking skills, confident in their ability to analyze complex text, and confident that they are building the skills they need for college and careers. For this study a single unit was selected for the field study at Grades 2, 3, and 4. When comparing the pre- and post- test results, the average score increased by a statistically significant amount.
Accompanied by two weeks of Project-based Learning in the Unit Teacher Editions that segments the text, teaching the same Close Reading Routine as used with the Anchor Text. Daily Lesson Plans and a variety of resources provide tools to manage Small Group instruction. Closely tying intervention back to the core program, the Write-in Reader, available in print or online, provides targeted Tier II intervention to help students develop the strategy of monitoring and clarifying. This re-reading for a purpose after each short passage supports analytic thinking and enables them to successfully access on-grade-level instruction. Differentiated instruction in small groups helps focus instruction and provide immediate feedback. Leveled Readers, leveled by Irene Fountas, offer a wide range of readability levels at each grade allowing teachers to accelerate student progress towards reading more complex text.
Leveled Readers are tied to the topic of the Anchor Text, include lesson vocabulary, and connect and extend comprehension skills and strategies from whole-class lessons. Leveled Reader comes with an 8-page Teacher’s Guide designed by Irene Fountas that supports students at their instructional level. Each Teacher’s Guide includes Running Records along with opportunities to promote thinking within the text, thinking beyond the text, thinking about the text, and writing about reading. From daily touch points to more structured quarterly pull ups, HMH Assessments are strategically positioned within the academic year to help you accurately gauge your students’ progress. English Language Arts program developed by literacy experts including Special Consultant, Irene Fountas.
Shervaughnna Anderson is the Director of the California Reading and Literature Project at UCLA. Anderson brings an extensive knowledge of coaching and has experience in establishing and nurturing professional learning communities. She is a former teacher, coach, and site and district-level administrator. Before joining the UCLA Reading Program, Ms. 12 English Language Arts Consultant at the Los Angeles County Office of Education. She has experience working with diverse student populations throughout the United States and abroad. In addition, she has served on state committees addressing English Language Arts instruction, English Learners, and instructional practices for African American students.
Martha Hougen is a national consultant, presenter, researcher, and author. Areas of expertise include differentiating instruction for students with learning difficulties, including those with learning disabilities and dyslexia, and teacher and leader preparation improvement. Hougen received a BS in Education from University of Wisconsin at Madison, an MEd from American University, and a PhD in Educational Administration from University of Texas at Austin. She has taught at the middle school through graduate levels. Recently her focus has been on working with teacher educators to enhance teacher and leader preparation to better meet the needs of all students. In addition to peer-reviewed articles, curricular documents, and presentations, Dr.