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Chapter 4

Peery, Angela B. Solution Tree Press PDF

Powerful Prefixes

P

refixes, along with sentence-level and paragraph-level context clues, can be helpful as students read difficult text. However, in my experience, even high school students don’t know all the word parts (roots, prefixes, and suffixes) that they should know in order to best support them as they tackle complex text for class discussion and in their independent reading.

A prefix is a not a word but a word part, attached to a stem to make a new word, often with a very different meaning from the stem alone.

This deficit that our students so readily display as we engage with academic text in our classrooms presents us with quite the dilemma. The good news about prefixes is that only twenty of them account for 97 percent of all prefixed words in printed academic text (White et al., 1989). So, if we choose to teach about prefixes and prefixed words, focusing most of our teaching time on the top twenty prefixes just makes good common sense.

The top twenty English prefixes appear in table 4.1 (page 106), with the total percentage of prefixed words each accounts for noted in the third column. You can see that even focusing on only the top three or four prefixes would help your students gain some knowledge of more than 50 percent of all the prefixed words in English. With that fact in mind, this chapter includes a higher number of minilessons for the most popular prefixes and fewer for the less frequently used ones. The first four sets of prefixes listed in table 4.1 (un-, re-, in-, im-, il-, ir-, and dis-) comprise the bulk of lessons in this chapter because they are the most frequently used prefixes. A

105

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Chapter 3 Power Standards—The Essential Outcomes

Kim Bailey Solution Tree Press ePub

KEY POINTS

•  We monitor what we value. Teams must agree about what is most important for their students to learn and what it will look like when students learn it.

•  All standards are not equal in value.

•  Teams can use a process to identify the most important outcomes they have for their students.

•  Power standards are the basis for common formative assessments and for determining the additional time and support students need when they experience difficulty.

The purpose of this book is to provide a toolkit for teams to use to write common formative assessments to monitor the learning of their students. The first step in the process is for teams to decide what they are going to assess. They need to be clear on the skills, concepts, and processes that students must know in a course or grade in order to be successful both now and in future classes or grade levels. In this chapter, we discuss how teams can reach consensus about this important information.

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Chapter 4

Douglas Fisher Solution Tree Press PDF
CHAPTER 4
ASSESSING LEARNING
Assessment is the link between teaching and learning. Without assessment, teachers will never know if students have learned the content they thought they taught. We were reminded of this during a faculty in-service training session. A very nice presenter came to school to talk with the faculty about prescription drug abuse. He had great slides and a nice video that provided tons of information. At the end of his time with us, the teachers thanked him, and we moved to the next topic.Satisfaction was high, but knowledge levels were low. The guest speaker left feeling like he did a really good job providing us with important information about the signs we should be aware of and how to recognize students under the influence of various substances. But how much did we really learn? We had a hard time remembering the street names of most of the drugs and could not recall the differences between pupil dilation for one drug versus another. In other words, we didn’t learn much. A simple assessment several minutes into the session would have revealed this. That’s part of what makes a great teacher—one who knows how and when to assess learning and then use it to inform next steps in teaching. Further, as we will see in the next chapter, another part of teaching excellence is taking action based on the assessment data collected. See All Chapters
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Make Our School Playground Better!

Marge Maxwell Solution Tree Press ePub

Source: Adapted from Katelyn Heupel and Sam Northern. Used with permission.

Content: English language arts

Learning Objectives:

1.Students will design a new playground incorporating reasons that support the proposed solutions.

2.Students will create a multimedia project (using Prezi, Animoto, or another tool) to present to their principal showing the problems they found with their school playground and possible solutions.

Standards:

Common Core English language arts—

•W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons (NGA & CCSSO, 2010a).

•W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others (NGA & CCSSO, 2010a).

•W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories (NGA & CCSSO, 2010a).

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Chapter 4: How Educators and Leaders Can Encourage Creativity

Reeves, Douglas Solution Tree Press ePub

Chapter 4

How Educators and Leaders Can Encourage Creativity

As the evidence in chapter 1 makes clear, creativity is essential for students, workers, educators, and leaders not only in the creative arts but also in every domain, including education, business, health care, technology, and the nonprofit world. The primary challenge is how to transform our creative aspirations into practical actions. In chapter 3, we suggested practices and attitudes to be avoided. Now we come to powerful practices that encourage creativity. One of the most powerful practices that teachers and leaders can implement to promote creativity is providing feedback that is timely, accurate, and specific (Hattie, 2012; Hattie & Yates, 2014). This chapter offers a systematic way in which to offer this feedback, not only during classroom activities explicitly described to engender creativity but also during almost all activities. When feedback improves, student performance improves, which not only leads to improved creativity but also improved academic performance across the board. We have identified eight dimensions for providing effective feedback through creativity assessment.

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