Sentences with phrase «of middle school readers»

Literacy needs of middle school readers are being targeted as achievement gaps and the pressure to address these gaps in struggling readers has increased since the implementation of a state - wide teacher evaluation rubric.

Not exact matches

O'Malley has been writing, not about college professors or committed adult Christians (or about those, like myself, who are faithful readers of First Things), but about teenagers» American high school students, primarily those from middle «class and affluent families, who are the objects of Catholic «catechesis.»

In addition to introducing Holi to readers not already familiar with this intriguing Indian festival, Mina's Spring of Color would work well with upper elementary and middle schoolers to examine how the twin desires to both fit in and remain true to one's ethnic heritage can affect a youngster's sense of self and familial relationships.

As readers may recall, I'm in the middle of a series of posts about ways we can improve our schools beyond changing public policy.

While we encourage readers to be cautious about applying our findings without qualification to all public schools, we also encourage school districts to support research that can identify middle - school effects in other settings, especially since we find the consequences of attending a middle school for student achievement to be substantial and troubling.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Whether you are looking for fiction for middle schoolers, a picture book for young readers, or a nonfiction text, one of today's books is sure to fit the bill!

In Troublemaker: A Personal History of School Reform Since Sputnik, Finn takes readers on a magic bus ride through the most momentous twists and turns of the past 40 years of education history — many of which he found himself in the middle of.

On Jan. 24, readers questioned three members of the Teacher Leaders Network — Corrina Knight, a 6th grade language arts / social studies teacher at Salem Middle School in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool in Apex, N.C.; Linda Emm, an educational specialist with Schools of Choice in Miami, and a consultant with the National School Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoSchool Reform Faculty; and Carolann Wade, the coordinator for national - board certification and liaison for Peace College's teacher education program of the Wake County, N.C., school district — about their work with teacher - directed professional develoschool district — about their work with teacher - directed professional development.

Adam Steiner (@steineredtech) recommends the blog post of social studies teacher Jay Barry, who notes the trend that «many boys stop reading for pleasure in middle school and those that are reading often choose books that do not challenge them as readers.»

In an attempt to exploit technology that can help struggling readers, the U.S. Department of Education's Office of Special Programs (OSEP) funded the Center on Emergent Technology, Disability and Middle School Reading.

We've watched some of our most reluctant readers — Spanish middle - school boys who happened to be big soccer fans — start out slowly reading sports articles on eBook screens and grow into voracious readers of print books on every imaginable subject.»

One of our readers, a middle school language teacher, has also written us to say that she enlists help from her students in writing goals — their collaboration helps them buy in and feel a sense of ownership for their learning targets.

She walks readers through the workweek of Romain Bertrand, a multi-classroom leader at Ranson middle school in Charlotte who incorporates blended learning into his math team, to help understand how Bertrand extends his reach to many, many more students than the one - teacher - one - classroom mode.

The strategic reading abilities and potential of five low - literacy Latina / o readers in middle school.

It was a wakeup call when teachers at Urban Assembly Academy of Arts & Letters middle school in Brooklyn jointly realized that their most struggling readers were the least engaged learners in all classrooms, not just language arts.

We subscribe to a number of high quality databases, as well as having a print and eBook collection targeted at middle school readers.

This resource offers middle school reading teachers an overview of research - based instructional approaches for teaching struggling readers.

A roomful of articles and books and a teacher who is an avid reader entice middle schoolers to read and enjoy science.

All middle schools and a number of K — 5 schools have adopted the Renaissance Accelerated Math ® practice program, and BAPS K — 5 schools districtwide use the Renaissance Accelerated Reader ® reading practice program.

At the start of the 2013 - 14 school year, we began collaborating with the New York City Department of Education's Middle School Quality Initiative, NYC City Council, Robin Hood and Harvard EdLabs to bring struggling readers up to grade level through Middle School ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle scschool year, we began collaborating with the New York City Department of Education's Middle School Quality Initiative, NYC City Council, Robin Hood and Harvard EdLabs to bring struggling readers up to grade level through Middle School ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle scMiddle School Quality Initiative, NYC City Council, Robin Hood and Harvard EdLabs to bring struggling readers up to grade level through Middle School ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle scSchool Quality Initiative, NYC City Council, Robin Hood and Harvard EdLabs to bring struggling readers up to grade level through Middle School ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle scMiddle School ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle scSchool ExTRA — Middle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle scMiddle School Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle scSchool Expanded Day + Tutoring = Reading Achievement — a pioneering initiative to expand the school day in 20 New York City middle scschool day in 20 New York City middle scmiddle schools.

Software that teaches users to sing in tune and in rhythm while providing real - time pitch tracking was used in a study of struggling middle school readers.

For example, see Linda M. Pavonetti et al., «Accelerated Reader: What Are the Lasting Effects on the Reading Habits of Middle School Students Exposed to Accelerated Reader in Elementary Grades?»

Instead, this report provides readers with brief reviews of the critical issues facing America's middle and high schools, and a survey of approaches - including comprehensive school reform - used to address these challenges.

The series of questions presented here have been adapted to answer specific questions that readers may have regarding the latest CSRQ Center report on the evidence of effectiveness and quality of 18 widely adopted middle and high school improvement models.

For the 21 schools in 7 districts that are part of a 5 year Striving Readers Research Project, efforts to sustain the use of the school wide PD model, CTL's Adolescent Literacy Model (ALM), and the infrastructure support of the school literacy coach and literacy leadership team will be crucial in continuing to ensure that students have sufficient literacy skills to master content at the middle and high school levels.

Based on survey data from 900 adult readers and assessments from her middle school students, Donalyn Miller identifies the characteristics of wild readers and shares methods that support students» development into lifelong readers.

Effects of a Response - Based, Tiered Framework for Intervening With Struggling Readers in Middle School.

Although the Academic Word List is a good source of cross-content words, it provides limited information about the frequency of words that students encounter in middle school reading because it was developed using a body of materials for adult readers.

Even though I teach middle school, this is a great reminder of of important instructional strategies to use to with struggling readers!

I've been a Clive Barker fan since middle school and when I saw that this book involved two of my favorite Barker characters, I decided to see what other readers were saying about it.

Through artwork showing the details, the reader shares Raina's pain as the angst of middle school is exacerbated by her disfiguring dental mishap.

Constance Steinkuehler, a games researcher at the University of Wisconsin - Madison, asked middle and high school students who were struggling readers to choose a game topic they were interested in, and then she picked texts from game sites for them to read — some as difficult as first - year - college language.

One or more panels of YA / Middle school writers talking to their reader.

Middle - schoolers will find their story, here in a young readers» edition of Shetterly's 2016 adult book (the basis of a current movie), engaging and inspirational.

But in 2008, the Caldecott medal went to The Invention of Hugo Cabret by Brian Selznick, a book most likely to be enjoyed by late elementary school and early middle - school readers.

Drums, Girls, and Dangerous Pie by Jordan Sonnenblick (2014) Honestly, any of Sonnenblick's YA novels (Notes from the Midnight Driver and Curveball: The Year I Lost My Grip) are appropriate for a middle school reader.

Her novel, The Possibilities of Sainthood (FSG, 2008), received five starred reviews and many accolades, including: an Indie Next Kids» List Great Read, Society of School Librarians International Book Award Honor Book, VOYA Top Shelf Fiction for Middle School Readers, and the Texas Lone Star Reading List.

Among the award winning authors and titles from Little, Brown Books for Young Readers to be offered on Storia are «National Book Award winner, The Absolutely True Diary of a Part - Time Indian by Sherman Alexie, Ninth Ward by Jewell Parker Rhodes, Printz Award - winning author of Ship Breaker, Paolo Bacigalupi, Middle School, The Worst Years of My Life by James Patterson, Hug Time and The Gift of Nothing by New York Times bestselling Patrick McDonnell and many other titles.

Middle school and older elementary readers will find plenty of tidbits to entertain everyone in the family with 13 1/2 Incredible Things You Need to Know About Everything.

Sometimes Figment.com will run a contest — especially in summer when prolific writers of the high school and middle school grades are on break — in which other readers are the judges.

A hit among adult and young readers, ONCE WE WERE KINGS has been enjoyed in middle school classrooms and will soon find its way into the libraries of schools and even juvenile correctional facilities, where Mr. Alexander hopes to bring not only entertainment, but a love for reading, and hope for the future of young people.

, in which lessons on the ravaging of ecosystems also offer plenty of opportunities to practice silent e, to the ultra-sophisticated How We Know What We Know About Our Changing Climate: Scientists and Kids Explore Global Warming, by foremost environmental author Lynne Cherry, in which middle school readers are cast as coprincipal investigators.

We Are the Weather Makers: The History of Climate Change, by Tim Flannery, is aimed at middle schoolers and high school students, and makes an excellent introduction to the topic for young readers.