Канал: TextProject

Knowledge Building as the Foundation of Literacy Learning

Knowledge Building as the Foundation of Literacy Learning

How Words and Literature Support Hope in Classrooms

How Words and Literature Support Hope in Classrooms

Science of Reading Part 3 Instruction

Science of Reading Part 3 Instruction

Science of Reading Part 1 Orthography

Science of Reading Part 1 Orthography

Science of Reading Part 2 Curriculum

Science of Reading Part 2 Curriculum

Science of Reading Introduction

Science of Reading Introduction

The Science of Reading: Teacher Preparation, Research, and Policy

The Science of Reading: Teacher Preparation, Research, and Policy

Unforeseen Ripples of Text Complexity and CCSS

Unforeseen Ripples of Text Complexity and CCSS

Teaching Networks of Words

Teaching Networks of Words

Getting Back to the Page

Getting Back to the Page

Bringing Students Back to the Page

Bringing Students Back to the Page

Setting and Accomplishing Goals for Students and Teachers in School and at Home

Setting and Accomplishing Goals for Students and Teachers in School and at Home

Vocabulary: The Key to Unlocking Complex Text

Vocabulary: The Key to Unlocking Complex Text

Ways to Recognize, Celebrate, & Share Learning–Wherever Students Are

Ways to Recognize, Celebrate, & Share Learning–Wherever Students Are

TextProject Texts for Middle Grades

TextProject Texts for Middle Grades

Annemarie Palincsar RHF2019

Annemarie Palincsar RHF2019

The Vocabulary Edge for English Learners: Building on Their Strengths

The Vocabulary Edge for English Learners: Building on Their Strengths

T is for Text, Time, & Technique: QuickReads

T is for Text, Time, & Technique: QuickReads

Pearson's iLit Literacy Intervention

Pearson's iLit Literacy Intervention

Legacies of Literacy Scholars with Elfrieda (Freddy) H. Hiebert

Legacies of Literacy Scholars with Elfrieda (Freddy) H. Hiebert

Legacies of Literacy Scholars with Ray Reutzel

Legacies of Literacy Scholars with Ray Reutzel

Legacies of Literacy Scholars with Peter Johnston

Legacies of Literacy Scholars with Peter Johnston

Legacies of Literacy Scholars with Patricia Edwards

Legacies of Literacy Scholars with Patricia Edwards

Words Matter: How a Deep Understanding of Core Vocabulary Accelerates Reading Proficiency

Words Matter: How a Deep Understanding of Core Vocabulary Accelerates Reading Proficiency

Word Families and Beginning Readers

Word Families and Beginning Readers

The Three Ts: Text, Time & Technique

The Three Ts: Text, Time & Technique

The Texts of Literacy Instruction: Obstacles to or Opportunities for Educational Equity?

The Texts of Literacy Instruction: Obstacles to or Opportunities for Educational Equity?

The Role of Vocabulary Learning in Social Studies

The Role of Vocabulary Learning in Social Studies

Legacies of Literacy Scholars with Janice Dole

Legacies of Literacy Scholars with Janice Dole

Legacies of Literacy Scholars with Michael McKenna

Legacies of Literacy Scholars with Michael McKenna

Legacies of Literacy Scholars with P. David Pearson

Legacies of Literacy Scholars with P. David Pearson

Exploring the Measurement of Silent Reading Fluency

Exploring the Measurement of Silent Reading Fluency

Supporting Stamina in Silent Reading

Supporting Stamina in Silent Reading

Learning Words and Learning How Words Work

Learning Words and Learning How Words Work

Supporting Stamina in Silent Reading -- Hiebert

Supporting Stamina in Silent Reading -- Hiebert

Silent Reading with Comprehension -- Mark Daniel

Silent Reading with Comprehension -- Mark Daniel

Q&A 4: Technology-based Assessments for Silent Reading Fluency

Q&A 4: Technology-based Assessments for Silent Reading Fluency

Q&A 1: Low WPM score in Silent Reading Fluency

Q&A 1: Low WPM score in Silent Reading Fluency

Q&A 5: Optimal Grade Level for Silent Reading Fluency

Q&A 5: Optimal Grade Level for Silent Reading Fluency

Q&A 6: Implementing Silent Reading Fluency test

Q&A 6: Implementing Silent Reading Fluency test

Q&A 3: Comprehension score

Q&A 3: Comprehension score

Q&A 7: How do you get this program?

Q&A 7: How do you get this program?

Q&A 8: Additional comments (Freddy Hiebert)

Q&A 8: Additional comments (Freddy Hiebert)

Q&A 8: Additional comments (Mark Daniel)

Q&A 8: Additional comments (Mark Daniel)

Building the Foundational for Success in Reading

Building the Foundational for Success in Reading

Building the Foundation for Success in Literacy L

Building the Foundation for Success in Literacy L

Vocabulary Matters: 5 Facts & Actions

Vocabulary Matters: 5 Facts & Actions

Mastery of Core Vocabulary

Mastery of Core Vocabulary

Strategies for Teaching Vocabulary

Strategies for Teaching Vocabulary

Additional Resources for Vocabulary Enrichment

Additional Resources for Vocabulary Enrichment

Words in Decodable Texts

Words in Decodable Texts

Vocabulary Matters

Vocabulary Matters

Q5-Hiebert: Silent vs. Oral Reading

Q5-Hiebert: Silent vs. Oral Reading

Q2-Hiebert: Different Readers, Same Text

Q2-Hiebert: Different Readers, Same Text

Q1-Hiebert: Texts for Poor Comprehenders

Q1-Hiebert: Texts for Poor Comprehenders

Texts that Teach - Freddy Hiebert

Texts that Teach - Freddy Hiebert

Q3-Hiebert: High School Struggling Readers

Q3-Hiebert: High School Struggling Readers

Q4-Hiebert: Role of Word Lists

Q4-Hiebert: Role of Word Lists

A Generative Vocabulary

A Generative Vocabulary

Q&A w/ Dr. Hakuta: Language and Content area learning

Q&A w/ Dr. Hakuta: Language and Content area learning

Q&A w/ Dr. Hakuta: Similarities between SmarterBalanced, PARCC, & NAEP

Q&A w/ Dr. Hakuta: Similarities between SmarterBalanced, PARCC, & NAEP

Q&A w/ Dr. Hakuta: Language Demands in Computerized Assessments

Q&A w/ Dr. Hakuta: Language Demands in Computerized Assessments

Q&A w/ Dr. Hakuta: Text Complexity

Q&A w/ Dr. Hakuta: Text Complexity

Q&A w/ Dr. Hakuta: Understanding Language Initiative in North Carolina

Q&A w/ Dr. Hakuta: Understanding Language Initiative in North Carolina

The ULI to Support Attainment of Content & English Language Proficiency Standards

The ULI to Support Attainment of Content & English Language Proficiency Standards

Kenji Hakuta: ELLs and CCSS

Kenji Hakuta: ELLs and CCSS

Q&A with Dr. Moje: First step in supporting students' navigation of disciplinary literacies

Q&A with Dr. Moje: First step in supporting students' navigation of disciplinary literacies

Disciplinary Literacy: Navigating Literacy Contexts in Secondary Schools

Disciplinary Literacy: Navigating Literacy Contexts in Secondary Schools

Informational Text and the CCSS: Pitfalls and Potential

Informational Text and the CCSS: Pitfalls and Potential

Going Beyond Text Complexity: Considering text-task scenarios in understanding comprehension

Going Beyond Text Complexity: Considering text-task scenarios in understanding comprehension

Q&A #3 with Dr. Valencia: Difficulty in upping the ante on text complexity

Q&A #3 with Dr. Valencia: Difficulty in upping the ante on text complexity

Q&A #4 with Dr. Valencia: Text engineering approach vs instructional scaffolding approach

Q&A #4 with Dr. Valencia: Text engineering approach vs instructional scaffolding approach

Q&A #1 with Dr. Valencia: More information on text-task scenarios

Q&A #1 with Dr. Valencia: More information on text-task scenarios

Q&A #2 with Dr. Valencia: Teaching complex tasks with less complex texts?

Q&A #2 with Dr. Valencia: Teaching complex tasks with less complex texts?

Stretching Elementary Students in Complex Texts: Why? How? When?

Stretching Elementary Students in Complex Texts: Why? How? When?

Q&A#3 with Dr. Mesmer: Empirically based paradigm of challenge

Q&A#3 with Dr. Mesmer: Empirically based paradigm of challenge

Q&A#2 with Dr. Mesmer: Tolerance of hard texts

Q&A#2 with Dr. Mesmer: Tolerance of hard texts

Q&A#1 with Dr. Mesmer: Establishing student's and text levels

Q&A#1 with Dr. Mesmer: Establishing student's and text levels

Integration of Common Core State Standards

Integration of Common Core State Standards

Text Complexity

Text Complexity

Multiple Genres

Multiple Genres

Karen Wixson: Assessment and Instruction in the Era of the CCSS in ELA

Karen Wixson: Assessment and Instruction in the Era of the CCSS in ELA

David Francis on CCSS Assessments and Students with Disabilities and ELLs

David Francis on CCSS Assessments and Students with Disabilities and ELLs

Peter Afflerbach: Formative Assessments and the Common Core

Peter Afflerbach: Formative Assessments and the Common Core

P. David Pearson: Assessment & the Common Core: Will out Tests Support or Subvert

P. David Pearson: Assessment & the Common Core: Will out Tests Support or Subvert

David Coleman: Assessments That Support the Goals of the Common Core State Standards

David Coleman: Assessments That Support the Goals of the Common Core State Standards

Q&A #4 with Dr. Hiebert

Q&A #4 with Dr. Hiebert

Using Quantitative Measures of Text Complexity in Classroom Instruction

Using Quantitative Measures of Text Complexity in Classroom Instruction

Q&A #1 with Dr. Hiebert

Q&A #1 with Dr. Hiebert

Q&A #3 with Dr. Hiebert

Q&A #3 with Dr. Hiebert

Q&A #2 with Dr. Hiebert

Q&A #2 with Dr. Hiebert

Close Reading and Vocabulary: Charlotte's Web

Close Reading and Vocabulary: Charlotte's Web

Q&A on Integrated Curriculum with Dr. Nell Duke

Q&A on Integrated Curriculum with Dr. Nell Duke

Q&A on Incorporating Informational Texts into Professional Development with Dr. Nell Duke

Q&A on Incorporating Informational Texts into Professional Development with Dr. Nell Duke

Q&A on Terminology of Nonfiction with Dr. Nell Duke

Q&A on Terminology of Nonfiction with Dr. Nell Duke

Words, Concepts & Complex Text

Words, Concepts & Complex Text

Stopping the Summer Slide with Summer Reads

Stopping the Summer Slide with Summer Reads

Assessment and Instruction in the Era of the CCSS in English Language Arts

Assessment and Instruction in the Era of the CCSS in English Language Arts

Building Funds of Information with Read-Alouds

Building Funds of Information with Read-Alouds

77sec-Accessible vs. Dumbed-down texts

77sec-Accessible vs. Dumbed-down texts

77sec on Text Complexity

77sec on Text Complexity

Teaching English Learners: Vocabulary Part II

Teaching English Learners: Vocabulary Part II

Dr. Tim Shanahan webinar

Dr. Tim Shanahan webinar

Challenging Texts and Motivation

Challenging Texts and Motivation

77sec on Books for Young Readers

77sec on Books for Young Readers

Teaching English Learners: Vocabulary Part I

Teaching English Learners: Vocabulary Part I

Q&A on Close Reading - Dr. P. David Pearson

Q&A on Close Reading - Dr. P. David Pearson

Q&A on Sequencing of Grade-Level Standards - Dr. P. David Pearson

Q&A on Sequencing of Grade-Level Standards - Dr. P. David Pearson

Q&A on Prior Knowledge - Dr. P. David Pearson

Q&A on Prior Knowledge - Dr. P. David Pearson

Dr. P. David Pearson: Research & the Common Core: Can the Romance-Survive? 2013-01-28

Dr. P. David Pearson: Research & the Common Core: Can the Romance-Survive? 2013-01-28

77sec on Core Vocabulary

77sec on Core Vocabulary

Teaching Complex Text: Why Look at Word Frequency

Teaching Complex Text: Why Look at Word Frequency

SummerReads: Developing Successful Readers

SummerReads: Developing Successful Readers

Common Core State Standards, Text Complexity, and QuickReads

Common Core State Standards, Text Complexity, and QuickReads

Text, Fluency, and QuickReads

Text, Fluency, and QuickReads