Email: ndseec.info@k12.nd.us
3170 43rd St. S. #103
This 3 semester learning series covers three components with each one being a pre-requisite before advancing to the next component:
The project's goals are to familiarize with and implement research-based literacy strategies that will increase student achievement for ALL learners. Building administrators will invite master teachers based on their expertise, leadership abilities and their willingness to be observed and give/receive feedback. |
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Jamestown Cohort
Kerri Whipple
Director of Literacy
701.997.2482
kerri.whipple@k12.nd.us
Danette Brown
Professional Learning Specialist
Improving Academic Literacy Coordinator
701.997.5725
danette.brown@k12.nd.us
(Grades K-3, What Works Clearinghouse)
This practice guide presents five recommendations that are supported by research. The fundamental assumption in this guide is that the objective of reading instruction is to give young readers the tools they need to understand increasingly sophisticated material in all subjects from elementary through later years of school. The practices recommended are therefore not an end in themselves, but the means to developing sound ability in reading comprehension. To be successful, these five recommendations must be implemented in concert, and clearly explained in a rich educational context that includes the following: a comprehensive literacy curriculum, ample opportunity for students to read and write while being coached and monitored by teachers, additional instruction and practice for students based on the results of formal and informal assessments, and adequate resources for students and teachers.
(Grades 4-12, What Works Clearinghouse)
This practice guide presents five recommendations that are supported by research. The NAEP data discussed in the overview make it clear that many adolescents lack the robust literacy skills they need for success in school and in the workplace. Many of these students can benefit tremendously when their classroom teachers adjust their instruction in ways that this practice guide recommends. The first four recommendations provide evidence-based strategies that can usually be implemented by regular classroom teachers, those who teach content areas to students.