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Doing What Works

English teacher Jim Burke created this template to help secondary students take notes as they read a text.

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Doing What Works

This student booklet was created by a second-grade teacher to help her students keep track of the reading strategies they have learned and to remind them to use them as they read. Watch the presentation, Targeting Reading Strategies: Summarizing to hear how Stanley uses these booklets in her classroom.

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The Meadows Center for Preventing Educational Risk

This handbook describes ten reading practices for middle and high schools with strong evidence of effectiveness from high-quality research, including selected grade level descriptions of what students should know and be able to do.

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The Joan Ganz Cooney Center at Sesame Workshop

This checklist shares three questions for families to ask before downloading apps for kids.

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National Center for Learning Disabilities

Here are give questions parents and educators can ask to clarify the terms: dyslexia, learning disabilities, dyscalculia, and dysgraphia.

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Partnership for Reading

This booklet describes activities that parents can do with their children to improve reading skills at specific ages from birth through Preschool.

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Partnership for Reading

This booklet describes activities that parents can do with their children to improve reading skills at specific ages from kindergarten through third grade.

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Doing What Works

In this interview, Dr. Curtis describes what good vocabulary instruction would look like in a classroom. She addresses the need for explicit instruction and multiple practice opportunities in a variety of contexts.

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The Center on Instruction

This guides provides detailed recommendations for implementing an assessment system from practical experiences in helping many school leaders implement successful plans.

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National Center for Learning Disabilities

This guide provides an overview of the basic components of RTI, includes questions parents may want to ask their child's school regarding how they can get involved in the RTI process, and addresses the relation of RTI to the special education process.

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