Conscious Discipline:
Chapter 7 Choices
The Power of Free Will:
You are in charge of you and you are the only person that can make yourself change.
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The changes teachers make in curriculum are developed by 3 factors; ongoing student assessments, an observed strategy or activity, or reviews of respected research. These factors help create a balanced literacy program in the middle grades
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Contrary to popular belief, dyslexia is not a vision problem, but a brain-based issue that makes it difficult to read accurately and fluently. Dyslexia is a lifelong condition, but with the right support, key literacy skills can improve.
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During parent-teacher conferences teachers should focus on giving the parent specific constructive suggestions that can help the student. Teachers should also make sure they answer the parents' questions honestly.
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The 6+1 Traits of Effective Writing describes how students can produce good writing. The voice trait is the most important because it's what makes the writing unique. To find their voice writers can ask themselves "Does this writing sound like me?"
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Differentiated instruction is an important component in classrooms because not all students learn the same way. In order to implement a differentiated lesson, teachers must vary content and differentiate the process and product
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Morphology instruction is helpful to students who struggle with decoding. Teaching students root words and their derivatives is beneficial because it helps them understand the relationships between words.
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Modifying instruction to meet students specific needs can improve their reading abilities. Begin by first assessing the difficulty. To do this, teachers should determine the students performance on reading comprehension.
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Reading silently 20 minutes a day can help increase reading fluency. When students spend more time reading it gives them the necessary experience that is needed in order to become a fluent reader. The more you read, the more you know.
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The Informal Reading Inventory (IRI) is an important tool because it enables the teacher to understand how a student is using syntactic (structure), graphophonic (visual-sound), and semantic (meaning) cues to make sense of reading. #READ3384