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Small Group Intervention. Segment 9.

Author: Kanopy (Firm)
Publisher: [San Francisco, California, USA] : Kanopy Streaming, 2016.
Edition/Format:   eVideo : Clipart/images/graphics : English
Summary:
Segment 9' is part of a series of films from Stenhouse Publishers. The ultimate test of a student's knowledge about words is the ability to transfer this information to reading and writing. A word study intervention must include opportunities for students to apply word-solving strategies to connected texts. Organized around 11 teaching episodes-including assessing word knowledge, modeling the word-solving process,  Read more...
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Details

Material Type: Clipart/images/graphics, Internet resource, Videorecording
Document Type: Internet Resource, Computer File, Visual material
All Authors / Contributors: Kanopy (Firm)
OCLC Number: 956902838
Language Note: In English.
Notes: Playing time: 1 min.
In Process Record.
Title from title frames.
Event notes: Originally produced by Stenhouse Publishers in 2009.
Description: 1 online resource (1 video file, approximately 2 min.)

Abstract:

Segment 9' is part of a series of films from Stenhouse Publishers. The ultimate test of a student's knowledge about words is the ability to transfer this information to reading and writing. A word study intervention must include opportunities for students to apply word-solving strategies to connected texts. Organized around 11 teaching episodes-including assessing word knowledge, modeling the word-solving process, providing guided practice, and prompting students to apply strategies during reading and writing-Small Group Intervention features a small group of fourth grade students in a word study intervention that links to reading and writing. The small group format includes three components; word study lesson, reading a new book, and writing about the book. The intervention is implemented in two instructional settings. In the acquisition setting, the teacher provides explicit instruction with memorable examples that enable the students to acquire the new learning. In the consolidation setting, the students apply strategies for solving words during the reading and writing components. About The Authors Carla Soffos is a literacy specialist with the Arkansas Department of Education. She has twenty-one years of experience in education, including teaching in the primary grades and Literacy Coaching. Carla is completing degree requirements for an Educational Specialist in Reading, with a research focus on intervention programs in comprehensive literacy schools. Linda Dorn is a professor of reading education at the University of Arkansas at Little Rock, where she is the director of the UALR Center for Literacy. She teaches graduate classes in literacy theory, research, classroom practice, and literacy leadership. She has twenty seven years of experience in education, including teaching at the elementary, intermediate, and college levels. Linda is the primary developer and lead trainer of the Partnerships in Comprehensive Literacy Model, a nationally recognized model that uses literacy coaches as agents of change. She has worked with many school districts across the United States and she has collaborated with several state departments on comprehensive literacy initiatives. Carla and Linda Dorn have collaborated on several Stenhouse publications, including the books Shaping Literate Minds and Scaffolding Young Writers, and three video series: Results That Last, Developing Independent Learners, and Organizing for Literacy.

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Primary Entity

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