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| benchmark reading series: Benchmark Advance Silvia Dorta-Duque de Reyes, Queta Fernandez, Adria Fay Klein, Carrie Smith, 2017 |
| benchmark reading series: The Mindup Curriculum - Grades Prek-2 Hawn Foundation, Inc. Scholastic, 2011 A comprehensive guide to helping all learners focus and reach their potential through brain-centered management and teaching strategies! Includes a full-color, innovative teaching poster with fascinating facts about the brain! |
| benchmark reading series: Chicken Little , 2012 |
| benchmark reading series: Developmental Reading Assessment Joetta Beaver, Mark A. Carter, 2003 Gives middle school teachers a range of tools to help monitor literacy behavior continuously as they teach, as well as conduct periodic assessments for accountability. Intended to guide teachers' ongoing observations of student's progress within a literature-based reading program. |
| benchmark reading series: Understanding Different Points of View Benchmark Education Co., LLC Staff, 2015-01-01 Single title not sold individually. Sold as part of larger package only. |
| benchmark reading series: Social Issues Book Clubs : Reading for Empathy and Advocacy Audra Kirshbaum Robb, Emily Strang-Campbell, 2018 Attempts to design an educational experience that aims towards a tomorrow that is better than today. |
| benchmark reading series: Benchmarks for Science Literacy American Association for the Advancement of Science, 1994-01-06 Published to glowing praise in 1990, Science for All Americans defined the science-literate American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today. IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths. If Americans are to participate in a world shaped by modern science and mathematics, a world where technological know-how will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century. |
| benchmark reading series: PM Benchmark Kit , 2007 |
| benchmark reading series: Leveled Books (K-8) Irene C. Fountas, Gay Su Pinnell, 2006 For ten years and in two classic books, Irene Fountas and Gay Su Pinnell have described how to analyze the characteristics of texts and select just-right books to use for guided reading instruction. Now, for the first time, all of their thinking and research has been updated and brought together into Leveled Books, K-8 to form the ultimate guide to choosing and using books from kindergarten through middle school. Fountas and Pinnell take you through every aspect of leveled books, describing how to select and use them for different purposes in your literacy program and offering prototype descriptions of fiction and nonfiction books at each level. They share advice on: the role of leveled books in reading instruction, analyzing the characteristics of fiction and nonfiction texts, using benchmark books to assess instructional levels for guided reading, selecting books for both guided and independent reading, organizing high-quality classroom libraries, acquiring books and writing proposals to fund classroom-library purchases, creating a school book room. In addition, Fountas and Pinnell explain the leveling process in detail so that you can tentatively level any appropriate book that you want to use in your instruction. Best of all, Leveled Books, K-8 is one half of a new duo of resources that will change how you look at leveled books. Its companion-www.FountasandPinnellLeveledBooks.com-is a searchable and frequently updated website that includes more than 18,000 titles. With Leveled Books, K-8 you'll know how and why to choose books for your readers, and with www.FountasandPinnellLeveledBooks.com, you'll have the ideal tool at your fingertips for finding appropriate books for guided reading. Book jacket. |
| benchmark reading series: Can You (?) Cathy French, 2002 Learn to read the words can, the, and you. Learn about the senses. |
| benchmark reading series: Fountas & Pinnell leveled literacy intervention Irene C. Fountas, 2015 |
| benchmark reading series: Rewards Anita L. Archer, Mary Gleason, Vicky Vachon, 2000-01-01 |
| benchmark reading series: This Is Balanced Literacy, Grades K-6 Douglas Fisher, Nancy Frey, Nancy Akhavan, 2019-08-26 This is Balanced Literacy: Grades K-6 Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential? The answer lies in the intentional design of learning activities, purposeful selection of instructional materials, evidence-based teaching methods, and in strategic groupings of students based on assessment data. Together, these create the perfect balance of high impact learning experiences that engage and excite learners. In this hands-on essential guide, best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you define that balance for your students, lighting the path to implementing balanced literacy in your classroom. Their plan empowers you to integrate evidence-based approaches that include: • Instructional materials comprised of both informational and narrative texts. • The best uses of instructional delivery modes, including direct and dialogic instruction. • Grouping patterns that work best to accomplish learning aims for different learners at different stages. • Instruction in foundational skills and meaning making, including oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing. • Technology used as a tool for increasing learning of a specific literary process. All the tips and tools you need to realize the goal of balanced literacy learning are included, with classroom videos that show strategies in action. Tap your intuition, collaborate with your peers, and put the research-based strategies embedded in this roadmap to work in your classroom to implement or deepen a strong, successful balanced literacy program. Grow as a reading and writing teacher while leading your students to grow as readers and writers. |
| benchmark reading series: Put Reading First: the Research Building Blocks for Teaching Children to Read Bonnie B. Armbruster, 2010-11 |
| benchmark reading series: Texts for Close Reading Grade 5 the U. S. Constitution Benchmark Education Co. LLC Staff, 2014-01-01 Single title not sold as a separate item. Sold as part of larger package only. |
| benchmark reading series: PM Benchmark 2 Annette Smith, Elsie Nelley, Debbie Croft, 2019 The PM Benchmark Reading Assessment Resource is a comprehensive reading assessment resource. It has beem designed to explicitly assess students' instuctional and independent reading levels using unseen meaningful texts.-- p. 4 Teachers' resource book. |
| benchmark reading series: Cultivating Natural Resources Benchmark Education Co., LLC Staff, 2015-01-01 Single title not sold individually. Sold as part of larger package only. |
| benchmark reading series: Dinosaurs Before Dark Mary Pope Osborne, 2019-10 Where did the tree house come from? Before Jack and Annie can find out, the mysterious tree house whisks them to the prehistoric past. Now they have to figure out how to get home. Can they do it before dark or will they become a dinosaur's dinner? |
| benchmark reading series: Guided Reading Irene C. Fountas, Gay Su Pinnell, 2017 Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell. In the highly anticipated second edition of Guided Reading, Fountas and Pinnell remind you of guided reading's critical value within a comprehensive literacy system, and the reflective, responsive teaching required to realize its full potential. Now with Guided Reading, Second Edition, (re)discover the essential elements of guided reading through: a wider and more comprehensive look at its place within a coherent literacy system a refined and deeper understanding of its complexity an examination of the steps in implementation-from observing and assessing literacy behaviors, to grouping in a thoughtful and dynamic way, to analyzing texts, to teaching the lesson the teaching for systems of strategic actions a rich text base that can support and extend student learning the re-emerging role of shared reading as a way to lead guided and independent reading forward the development of managed independent learning across the grades an in-depth exploration of responsive teaching the role of facilitative language in supporting change over time in students' processing systems the identification of high-priority shifts in learning to focus on at each text level the creation of a learning environment within which literacy and language can flourish. Through guided reading, students learn how to engage in every facet of the reading process and apply their reading power to all literacy contexts. Also check out our new on-demand mini-course: Introducing Texts Effectively in Guided Reading Lessons |
| benchmark reading series: Benchmark Literacy Grade 4 Student Anthology Benchmark Education Co., 2013-01-01 Grade 4 Close Reading Passages |
| benchmark reading series: PLC+ Douglas Fisher, Nancy Frey, John Almarode, Karen Flories, Dave Nagel, 2019-06-18 Create strong and effectives PLCs plus—and that plus is YOU What makes a powerful and results-driven Professional Learning Community (PLC)? The answer is PLC plus— “plus” being the vital role teachers play in teaching and learning. Grounded in four cross-cutting themes—equity, high expectations, efficacy, and facilitation from discussion to action—the PLC+ framework supports educators in questioning practices, not just outcomes. It broadens the focus on student learning to encompass educational equity and teaching efficacy, and, in doing so, it leads educators to plan and implement PLCs that maximize individual expertise while harnessing the power of collaborative efficacy. |
| benchmark reading series: Secret Stories Katherine Garner, 2016-07-01 An educational toolkit for teaching phonics, consisting of a book, posters and musical CD, all of which provides for multiple options and inputs for learning, including: visual-icons, auditory and kinesthetic motor skill manipulations, as well as a variety of dramatic and emotive cuing-systems designed to target the affective learning domain. This backdoor-approach to phonemic skill acquisition is based on current neural research on Learning & the Brain--specifically how our brains actually learn best!The Secret Stories® primary purpose is to equip beginning (or struggling, upper grade) readers and writers, as well as their instructors, with the tools necessary to easily and effectively crack the secret reading and writing codes that lie beyond the alphabet, and effectively out of reach for so many learners! It is not a phonics program! Rather, it simply provides the missing pieces learners need to solve the complex reading puzzle--one that some might never solve otherwise! The Secrets(tm) are sure to become one of the most valuable, well-used, and constantly relied-upon teaching tools in your instructional repertoire! |
| benchmark reading series: Dandan's Dream Xiaowen Zhu, 2021-02-28 Dandan has always dreamed of visiting her father, who is away studying icebergs at the South Pole. Now, thanks to a new post office policy, she can mail herself there--but not without a few adventures along the way. |
| benchmark reading series: The First 30 Days of School: Routines & Rituals 3-6 Jane Shook, Patty Brinkman, 2013 31 mini-lessons help you establish the habits, rules, procedures, and skills students need during small-group and independent reading. |
| benchmark reading series: Is That a Fact? Tony Stead, 2023-10-11 The book you are about to read is destined to be the first, middle, and maybe even the last word on nonfiction writing for young, young children. It is certainly a text that you will return to over and over again as you do with a beloved cookbook. —from the Foreword by Tomie dePaola Over eighty- five percent of the reading and writing we do as adults is nonfiction, yet most of the reading and writing in K–3 classrooms is fiction or personal narrative. In Is That a Fact? Teaching Nonfiction Writing K-3, Tony Stead shows you how to open the door to the rich world of nonfiction writing that goes beyond what I did narratives and animal reports. And he convincingly demonstrates the importance of introducing nonfiction writing in the primary grades. Nonfiction inspires enthusiasm in young children because they can choose topics that are of interest to them personally. Is That a Fact? explores a variety of authentic purposes for writing nonfiction, such as describing, explaining, instructing, persuading, retelling, and exploring relationships with others. You will learn how to introduce each purpose using a variety of forms, including letters, reports, poetry, captions, directions, and interviews. Part One provides a complete overview of teaching nonfiction writing in the primary grades and includes: practical ways for organizing nonfiction resources within the classroom;how to assist children in collecting information for research;ideas for helping children keep their sense of voice when writing nonfiction;a chapter on spelling, with examples of how to guide students at each stage of spelling development;strategies for assessment and evaluation that guide teaching and learning engagements. Part Two provides five different explorations that were implemented in actual K–3 classrooms. Each focuses on a specific purpose for writing nonfiction and features:examples of whole-class, small-group, and independent instructional engagements;a comprehensive assessment rubric that will help teachers tailor instruction to the needs of all learners;an extensive resource section that includes lists of books in the exploration, grouped by readability levels;answers to the most commonly asked questions about teaching nonfiction writing. The appendixes include a self-assessment questionnaire, reproducible pages for exploring specific writing forms, and letters to parents. Children need to be introduced to the different purposes of nonfiction writing. They need to know how to plan, compose, revise, and publish nonfiction beyond narrative. Is That a Fact? guides you in achieving these goals with your students. |
| benchmark reading series: Interpretation Book Clubs Lucy Calkins, Alexandra Marron, 2015-09 |
| benchmark reading series: Fountas and Pinnell Benchmark Assessment System 1 Irene C. Fountas, Gay Su Pinnell, 2007 |
| benchmark reading series: Language! Live: Louisa Cook Moats, 2015 |
| benchmark reading series: Series Book Clubs Amanda Hartman, 2015-09 |
| benchmark reading series: Benchmark Advance Peter Afflerbach, Silvia Dorta-Duque de Reyes, Linda Hoyt, Adria Fay Klein, Patty McGee, Jeff Zwiers, 2022 |
| benchmark reading series: The Power of Story Joan Wink Ph.D., 2017-11-07 Through this book, readers will discover that stories can move the human heart and head in ways that research cannot. Stories bring together readers, writers, librarians, teachers, students, and families in the libraries of today and will continue to do so tomorrow. Written for all those lovers of literacy, this book links libraries and literacies through the power of stories. The book is not filled with data in the form of pie charts, graphs, and tables. Rather, the truth of the research is grounded in authentic stories that reflect not only the interpretation of data, but also the transformative nature of literacies and libraries. The author's primary goal is that readers will come to value and use storytelling in their own professional and personal lives to explain and expand on complex concepts and to make information more accessible for all. The book begins by presenting anecdotes and the author's personal story to lay the foundation for what literacies are, and what literacy is not. An activity, Spiral of Literacy, allows readers to reflect on their own literacies. Chapters that follow each begin with a story that sets the theoretical foundation. Each chapter concludes with an action section that demonstrates how to turn theory to practice, whether you are in a library, a classroom, or at home. A final chapter envisions what libraries might look like in 10 years, through interviews with librarians, teachers, and others interested in literacy. |
| benchmark reading series: SLIFE Andrea DeCapua, 2023-05-11 SLIFE: What Every Teacher Needs to Know helps readers deepen their understanding of Students with Limited or Interrupted Formal Education (SLIFE). Because of their limited, greatly interrupted, or sometimes nonexistent participation in formal education, SLIFE face challenges in the classroom that go beyond language and content. Often SLIFE need to develop basic literacy skills and foundational subject-area knowledge, as well as to learn how to engage in the discourse and practices of formal educational settings. So what can teachers do to help these students succeed and to recognize and honor their knowledge, skills, and cultural capital? SLIFE: What Every Teacher Needs to Know centers around four guidelines for teaching SLIFE: question assumptions, foster two-way communication, explicitly teach school tasks and academic ways of thinking, and promote project-based learning. Discussion of the Mutually Adaptive Learning Paradigm (MALP), is also included. |
| benchmark reading series: School Reform in an Era of Standardization Ian Hardy, 2020-12-29 School Reform in an Era of Standardization explores how teachers and school-based administrators navigate the processes of accountability and standardization in schooling systems and settings. It provides clear insights into how the work and learning of teachers and students in schools have been dramatically reconstituted by increased pressures of external, political scrutiny and accountability. The book reveals in detail the nature and effects of standardization processes upon schools and schooling systems. Specifically, it shows how curriculum development, teaching and assessment practices have all been recalibrated under conditions of increased external scrutiny of teacher and student work and learning, and how such processes are manifest in curriculum dominated by attention to literacy and numeracy, more 'scripted' pedagogies and standardized testing. However, the research not only elaborates the detrimental effects of such processes, but also how those responsible for educating in schools – teachers, heads of curriculum, deputy-principals and principals – have responded proactively by interpreting, interrogating and challenging these conditions. In this way, it provides resources for hope – evidence of what are described as more ‘authentic accountabilities’ – and at the same time it provides a clear portrait of the difficulty of fostering substantive curriculum, teaching and assessment reform during an era of increasingly reductive accountability processes. It will be an invaluable resource for understanding and enhancing practices in schools and school systems in the decades to come, and for giving hope to educators in the ongoing work of rebuilding trust in public education. |
| benchmark reading series: Struggling Readers Ernest Balajthy, Sally Lipa-Wade, 2003-04-04 This practical book focuses on three distinct types of struggling readers that teachers will instantly recognize from their own classrooms--the Catch-On Reader, the Catch-Up Reader, and the Stalled Reader. Detailed case studies bring to life the specific problems these students are likely to face and illustrate research-based instructional strategies that can help get learning back on track. The book also illuminates the causes and consequences of literacy difficulties, giving K-6 teachers a better understanding of how to meet the needs of each child. A comprehensive appendix provides dozens of informal assessment devices, ready to photocopy and use. Other user-friendly features include annotated bibliographies of key research, descriptions of commercial materials and curricula designed for each type of learner, and information on technology resources. Photocopy Rights: The Publisher grants individual book purchasers nonassignable permission to reproduce selected materials in this book for professional use. For details and limitations, see copyright page. Key Features: * Struggling readers are a major focus of current teaching and legislation. * Extended case studies provide realistic instructional examples. * Research base evident throughout. * Covers the causes and consequences of reading difficulties as well as how to help. |
| benchmark reading series: Models for Implementing Response to Intervention Edward S. Shapiro, Naomi Zigmond, Teri Wallace, 2011-01-25 This book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. --from publisher description |
| benchmark reading series: Reading Du Fu Xiaofei Tian, 2020-06-23 This is the first collection of essays in English, contributed by well-known experts of Chinese literature as well as scholars of a younger generation, dedicated to the poetry of Du Fu, commonly regarded as the greatest Chinese poet. These essays are engaged in historically nuanced close reading of Du Fu’s poems, both canonical and less known, from new angles and in various contexts, and discuss a series of critical issues, including the local and the imperial; the body politic and the individual body; poetry and geography; perspectives on the complicated relation of religion and literature; materiality and contemporary reception of Du Fu; poetry and visual art; and tradition and modernity. Many of the poems discussed in this book were written in the backwater town of Kuizhou, far from Du Fu’s earlier residence in the capital city Chang’an, at a time when the Tang dynasty was going through devastating social and political disturbances. The authors contend that Du Fu’s isolation from the elite literary establishments allowed him to become a pioneer who introduced a new order to the Chinese poetic discourse. However, his attention to details in everyday reality, his preoccupation with domestic life and the larger issues embroiled in it, his humor, and his ability to surprise tend to be obscured by the clichéd image of the “poet sage” and “poet historian”—an image this collection of essays successfully complicates. “The scholarship that went into this collection of essays is extremely solid and fills an important gap in the study of China’s greatest poet Du Fu. The convincing and compelling collection of articles from distinguished scholars rereads Du Fu from fresh and different perspectives and informs the reader about the amazing power of intertextuality.” —Kang-I Sun Chang, Yale University “This rich and multilayered collection of essays about Du Fu, all written by major scholars, presents research of the highest quality and originality that succeeds most impressively in enriching and deepening our knowledge and appreciation of this great poet. This volume has the potential to engender a new stage of Du Fu studies.” —Antje Richter, University of Colorado, Boulder |
| benchmark reading series: Literacy in America Barbara J. Guzzetti, 2002-12-02 The definitive encyclopedic resource on literacy, literacy instruction, and literacy assessment in the United States. Once upon a time, the three Rs sufficed. Not any more—not for students, not for Americans. Gone the way of the little red school house is simple reading and writing instruction. Surveying an increasingly complex discipline, Literacy in America: An Encyclopedia offers a comprehensive overview of all the latest trends in literacy education—conceptual understanding of texts, familiarity with electronic content, and the ability to create meaning from visual imagery and media messages. Educators and academicians call these skills multiple literacies, shorthand for the kind of literacy skills and abilities needed in an age of information overload, media hype, and Internet connectedness. With its 400 A–Z entries, researched by experts and written in accessible prose, Literacy in America is the only reference tool students, teachers, and parents will need to understand what it means to be—and become—literate in 21st-century America. |
| benchmark reading series: Resources in Education , 2001 |
| benchmark reading series: Policy and Practice Thomas E. Scruggs, Margo A. Mastropieri, 2009-03-11 In the study of learning and behavioral disabilities, effective practice and public policy enacted to implement this practice are closely intertwined. This book contains topics that include educational equity, imputations of malice in social policy, and analytical discussions of Response to Intervention and No Child Left Behind legislation. |
| benchmark reading series: Benchmark Reading , 2022 |
Literacy & Reading Programs For Schools - Benchmark Edu…
Find the perfect Benchmark Education literacy or reading program for your school. Programs include phonics, …
Benchmark Education Company - Building Literacy a…
Help students improve accuracy, expression, and confidence in reading. Build reading fluency with proven …
Benchmark Advance & Adelante – Core Literacy Prog…
Captivate students with award-winning picture books, early chapter books, middle-grade books, and graphic …
Benchmark Education | Core Literacy Solutions
Looking for Core Literacy Solutions from Benchmark Education? Texts and Tools That Build Perspective and …
Benchmark Advance ©2022 (National) - View Virtual Samp…
Explore Benchmark Advance and Benchmark Adelante with virtual samples of student texts and teacher …
Literacy & Reading Programs For Schools - Benchmark Education
Find the perfect Benchmark Education literacy or reading program for your school. Programs include phonics, foundational skills, intervention, ELD, and more.
Benchmark Education Company - Building Literacy and Language …
Help students improve accuracy, expression, and confidence in reading. Build reading fluency with proven strategies and tools
Benchmark Advance & Adelante – Core Literacy Programs
Captivate students with award-winning picture books, early chapter books, middle-grade books, and graphic novels that call out to be read again and again. Use curated book collections and …
Benchmark Education | Core Literacy Solutions
Looking for Core Literacy Solutions from Benchmark Education? Texts and Tools That Build Perspective and Content Knowledge— Integrated, Culturally Relevant, Aligned to the Science of …
Benchmark Advance ©2022 (National) - View Virtual Samples
Explore Benchmark Advance and Benchmark Adelante with virtual samples of student texts and teacher resources designed to build literacy skills, promote biliteracy, and enhance content …
Grade Benchmark Literacy GettinG Started - Benchmark …
• Shared reading mini-lessons to explicitly model comprehension, vocabulary, and fluency • Differentiated small-group reading that builds seamlessly on shared reading instruction and …
PM Family | Literacy | Levels 1-30 - Nelson
The PM Family offers a range of comprehensive resources appropriate for Shared Reading, Guided and Independent Reading, Reading Assessment, and Writing. View the PM Overview Chart (PDF) …
Decodable Reader Library - Series by Name - Benchmark Education
Benchmark Education’s new Decodable Reader Library eliminates the need for time consuming vetting, providing you with a curated collection of high-quality decodable texts. Nearly 300 titles …
Benchmark Books | Assessments - Reading A-Z
Use Benchmark Books to help identify appropriate texts for beginning and developing readers and monitor their progress toward reading success. Benchmark Books at Learning A-Z Levels aa-J …
Anyone Use Benchmark Literacy? | ProTeacher Community
Jul 17, 2014 · We use Benchmark Literacy in our district. Like PP said, each unit follows a three week cycle. The first week you use posters during whole group. The second week there is a big …
