Teachers Network
Translate Translate English to Chinese Translate English to French
  Translate English to German Translate English to Italian Translate English to Japan
  Translate English to Korean Russian Translate English to Spanish
Lesson Plan Search
Proud New Owners of teachnet.org... We're Very Flattered... But Please Stop Copying this Site. Thank You.
Our Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Popular Teacher Designed Activities
TeachNet NYC Dirctory of Lesson Plans

VIDEOS FOR TEACHERS
RESOURCES
Teachers Network Leadership Institute
How-To Articles
Videos About Teaching
Effective Teachers Website
Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Teacher Research
For NYC Teachers
For New Teachers
HOW-TO ARTICLES
TEACHER RESEARCH
LINKS

GRANT WINNERS
TeachNet Grant:
Lesson Plans
2010
TeachNet Grant Winners
2009
TeachNet Grant Winners
Adaptor Grant Winners
2008
TeachNet Grant Winners
Adaptor Grant Winners
2007
TeachNet Grant Winners
Adaptor Grant Winners
Other Grant Winners
Power-to-Learn
Math and Science Learning
Ready-Set-Tech
Impact II
Grant Resources
Grant How-To's
Free Resources for Teachers
ABOUT
Our Mission
Funders
   Pacesetters
   Benefactors
   Donors
   Sponsors
   Contributors
   Friends
Press
   Articles
   Press Releases
Awards
   Cine
   Silver Reel
   2002 Educational Publishers Award

Sitemap

Teachers Network Leadership Institute:
Wyoming Teacher Policy Institute
Jill Felbeck, Dean Morgan Junior High School, Casper, WY

Research question:
How will the Spalding Writing Road to Reading Method improve achievement and skill level with seventh and eighth graders who are reading below grade level?

Monthly data collection shows an average of 1.6 years improvement on the Morrison and McCall Spelling Scale. When analyzing the tests, students need to learn more spelling rules and memorize words that do not follow the rules.

When reading orally, students are reading what is there, using some voice expression, and beginning to use the five Mental Actions (Spalding reading strategies). Sight word recognition has improved. However, six students have not memorized the reading strategies, and all students need to have continual practice on applying them when reading all materials in school.

The class is having difficulty finding the main idea of a paragraph, so I need to model then coach them in the thinking of how to determine a main idea. I am currently modeling how to find answers to inferential questions and reading beyond the literal meaning in a story. With half the school year to go, student growth should increase significantly with these procedures in place.

 

Come across an outdated link?
Please visit The Wayback Machine to find what you are looking for.

 

Journey Back to the Great Before