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  • Strategy Implementation Guide Reading and Writing

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    strategy implementation guide reading and writing

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    21 vizualizări3 pagini

    Strategy Implementation Guide Reading and Writing

    Încărcat de

    api-283002074

    Drepturi de autor:

    © All Rights Reserved
    Descărcați ca DOCX, PDF, TXT sau citiți online pe Scribd
    Indicator pentru conținut neadecvat
    din 3

    Strategy Implementation Guide – Reading and Writing Across the Curriculum

    Critical Component (Non-Negotiable) Ideal “Gold Standard” Acceptable Unacceptable

    - Comprehension strategies - Comprehension strategies - No comprehension strategies


    used for story/word used for story/word used for story/word
    problems problems problems

    - CUBES - CUBES - Students do not give


    complete answers
    - RACE - RACE
    - Students answer do not
    - RDW - RDW
    support answers with
    - I-Diagram - I-Diagram evidence

    - Answer word problems using - Answer word problems using - Teacher uses rapid fire
    complete complete questions that do not invite
    sentences/statements sentences/statements student thinking
    Math
    - Students support their - Students support their - Students are not engaged in
    answering through writing answering using evidence the discussion
    using evidence from the from the problem
    problem
    - Teacher uses higher order
    - Teacher uses higher order thinking questions
    thinking questions
    - Teacher led discussion
    - Students extend the
    - Eureka based planning and
    discussion, enriching it
    assessment
    - Eureka based planning and
    assessment
    - Teacher plans for cross- - Teacher scaffolds - Text book based only
    curricular content texts/resources
    - Teacher does not meet with
    - Teacher scaffolds - Differentiated instruction small groups
    texts/resources during small groups
    - No prior planning of
    - Incorporate differentiated - Teacher uses annotated texts questions/ discussions
    reading and writing and creates TDQ’s prior to
    - Assessments are multiple
    strategies during small lesson
    Science/Social Studies choice and/or matching
    groups
    - Teacher utilizes close reading
    - Teacher uses rapid fire
    - Teacher uses annotated texts
    - Students support their questions that do not invite
    and creates TDQ’s prior to
    answers using evidence from student thinking
    lesson
    the text
    - Teacher utilizes close reading
    - Assessments incorporate
    - Teacher evaluates mentor writing prompts and
    texts for text complexity extended responses

    - Students support their - Teacher led discussion


    answers through writing
    using evidence from the text

    - Students extend the


    discussion, enriching it

    - Assessments incorporate
    writing prompts and
    extended responses

    - Utilizes reading or writing - Utilizes reading or writing - Teacher does not incorporate
    strategies twice a month strategies once/month reading and writing
    - Incorporating outside - Incorporating outside - Assessments are multiple
    texts texts choice and/or matching

    - Students support their - Students support their - Teacher uses rapid fire
    answers through writing answers using evidence from questions that do not invite
    using evidence from the text the text student thinking

    - Students extend the - Assessments incorporate


    discussion, enriching it writing prompts and
    Electives extended responses
    - Assessments incorporate
    writing prompts and - Teacher led discussion
    extended responses

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