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COLLABORATIVE TEACHER LITERACY TEAMS, K–6
Figure 1.9: Who Is in the Zone? Directions: Choose a skill (for example, the ability to blend sounds to make words or the ability to decode grade-level text) or strategy (for example, orally retelling a short story after hearing it or writing a short summary of a story or article) and list the students according to their learning phase. Your ability to identify which students are in certain phases for the skills, strategies, and standards of your grade level is essential to bringing your students to mastery. Students in the Acquisition Phase
Students in the Zone of Proximal Development
Students in the Application Phase
Visit go.solution-tree.com/literacy to download and print this figure.
Achievement Connection Students at risk will become more academically successful and confident as team members purposefully use the following instructional moves to move their students from one step on the literacy continuum to the next: assessing, grouping, differentiating, directly instructing, guiding practice, and scaffolding.
Unit 1.4: Affirmation Versus Criticism: How to Motivate Your Students This unit focuses on the moves that affirm and encourage your students and sensitizes you to the importance of doing far more affirming than correcting and
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In this cognitive processing activity, you will identify the students in your classroom who are currently in each of these phases for a particular skill or strategy chosen by the team and write their names on figure 1.9, Who Is in the Zone. Then brainstorm ways to move more students from acquisition to consolidation and likewise from consolidation to application. For instance, perhaps teachers could regroup some students to provide more support. Also explore how team members can reduce behavior problems by providing more instructional support (scaffolding) for these struggling students.