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  • References
    Prentice Hall 1995 Button Kathryn Johnson Margaret Furgerson Paige Interactive Writing in a Primary Classroom The Reading Teacher Vol 49 6 1996 446 454 Cunningham Patricia A Making Words Enhancing the Invented Spelling Decoding Connection The Reading Teacher Vol 46 2 1992 Cunningham Patricia A Phonics They Use Words for Reading and Writing New York NY Harper Collins College Publishers 1991 Every Child A Reader The Report of the California Reading Task Force Sacramento CA California Department of Education 1995 Fisher Bobbi Thinking and Learning Together Portsmouth NH Heinemann 1995 Fitzpatrick Jo Phonemic Awareness Playing with Sounds to Strengthen Beginning Reading Skills Cypress CA Creative Teaching Press Inc Gentry J Richard Teaching Kids to Spell Portsmouth NH Heinemann 1992 Graves Donald H A Fresh Look at Writing Portsmouth NH Heinemann 1992 Juel Connie Learning to Read in One Elementary School New York NY Springer Verlag 1994 McCracken Robert McCracken Marlene Spelling Through Phonics Grand Forks ND Peguis Pubs 1982 McCracken Robert McCracken Marlene Stories Songs and Poetry to Teach Reading and Writing Grand Forks ND Peguis Pubs 1987 Ogle Donna M K W L A Teaching Model That Develops Active Reading of Expository Text The Reading Teacher February 1986 564

    Original URL path: http://teams.lacoe.edu/reading/references.html (2016-02-17)
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  • Case Studies
    new to tying reading instruction to assessment Launching K 3 Readers Case Studies Sample Case Study of Becky a first grade student by Patti Stewart LACOE Case Study of Rosa a Kindergarten Grade Student by Laurie Armar Case Study of David a Kindergarten Student by Pam Williams Case Study of Ausgustin a First Grade Student by Della Larimore Case Study of Kelsey a First Grade Student by Pam Williams Case

    Original URL path: http://teams.lacoe.edu/reading/cases/cases.html (2016-02-17)
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  • Launching K-3 Reading
    provided by Los Angeles County Office of Education These are experienced primary teachers and reading specialists who are responsible for supporting primary reading strategies at district and site levels A total of 25 to 30 participants will be included in the project Others who are interested in the project are invited to explore the course web site and join the discussion groups in the Reading Village but they will not be able to participate in the Launching K 3 Readers Discussion Group Top Materials Each participant will be given a packet of six videotapes and related support materials from the TEAMS Reading Basic to Success series The tapes will demonstrate much of the content of the 1086 training including assessment tools small group intervention lessons and whole group lessons The participants will review one tape each week and will be free to use them in future training that they conduct in their districts Estimated cost for the course is 60 00 Set of 6 videos and support materials are included Top Course Requirements Participants will be required to meet in collaborative groups throughout the course They will meet one afternoon per week in a class meeting conducted online in a live chat environment with a reading specialist technology mentor and the instructor Participants will also enter online asynchronous discussion groups at during the week to discuss course issues and share ideas Participation is 40 of the course requirement In addition each participant will carry out a case study The participant will identify one student who currently does not meet grade level standards in reading use at least two assessment tools demonstrated during the course and assess the student to determine the skills the student needs plan lessons based on the results of those assessments post the case studies on the internet for review by other course members The case study will account for 60 of the course requirements Participants are encouraged to work together designing lessons Top Professional Development Credit Three units of professional development credit will be available through Loyola Marymount University at approximately 30 00 per credit for participants who meet course requirements These requirement are attendance at synchronous chats and asynchronous discussion groups and a satisfactory case study including assessment and lesson plans Top Course Outline Participants will attend a face to face session at the beginning of the course to meet one another and form discussion groups and learn how to use the Internet communication tools used for the course From then on participants will view one videotape per week along with the companion support materials in preparation for weekly class meetings with their groups Participants will meet once a week at their group s prescribed time in a synchronous chat format Before each discussion Patti will send questions via e mail so that groups members can prepare for a meaningful dialogue During the week following the online class meeting participants will exchange ideas questions and answers in the discussion group based on that week s

    Original URL path: http://teams.lacoe.edu/reading/syllabus.html (2016-02-17)
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  • SD #2 - sorting and Classifying
    Cut out each card Home Contact Us Return to Staff Development Return to Staff Development Table of Content Return to Teacher s Corner Return to TEAMS Home Page

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/3-4/teacher/guide/SD2cards1.html (2016-02-17)
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  • SD #3 - Cooperative Learning
    Solutions Home Contact Us Return to Staff Development 3 Activity Return to Staff Development Return to Staff Development Table of Content Return to Teacher s Corner Return to TEAMS Home

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/algebra/3-4/teacher/guide/SD3linesolutions.html (2016-02-17)
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  • SD #2 - sorting and Classifying
    6 Algebra 6 8 Geometry 3 4 Geometry 5 6 Geometry 6 8 Number Concepts 3 4 Number Concepts 5 6 Number Concepts 6 8 Home Contact Us Return to Staff Development Return to Staff Development Table of Content Return

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/geometry/5-6/teacher/guide/SD2cards1.html (2016-02-17)
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  • SD #3 - Cooperative Learning
    8 Geometry 3 4 Geometry 5 6 Geometry 6 8 Number Concepts 3 4 Number Concepts 5 6 Number Concepts 6 8 Home Contact Us Return to Staff Development 3 Activity Return to Staff Development Return to Staff Development Table

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/geometry/5-6/teacher/guide/SD3linesA.html (2016-02-17)
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  • SD #3 - Cooperative Learning
    Geometry 3 4 Geometry 5 6 Geometry 6 8 Number Concepts 3 4 Number Concepts 5 6 Number Concepts 6 8 Home Contact Us Return to Staff Development 3 Activity Return to Staff Development Return to Staff Development Table of

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/amy/geometry/5-6/teacher/guide/SD3linesolutions.html (2016-02-17)
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