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 Reading/Language Arts (CA Dept. of Education)
16 Chapter 2 Goal and Key Components of Effective Language Arts Instruction Effective instructional programs and materials can greatly influence the amount and rate of learning in classrooms. additional courses and opportunities outside the school day and year are pro vided for st...
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16 Chapter 2 Goal and Key Components of Effective Language Arts Instruction Effective instructional programs and materials can greatly influence the amount and rate of learning in classrooms. additional courses and opportunities outside the school day and year are pro vided for students having difficulties with reading. • The school extends learning time for all students by promoting independent reading outside school in daily at-home reading assignments and expectations, use of summer
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=25
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=25
16 Chapter 2 Goal and Key Components <span class="highlight">of</span> Effective Language Arts Instruction Effective instructional programs and materials can greatly influence the amount and rate <span class="highlight">of</span> learning in classrooms. additional courses and opportunities outside the school day and year are pro­ vided for students having difficulties with reading. • The school extends learning <span class="highlight">time</span> for all students by promoting independent reading outside school in daily at-home reading assignments and expectations, use <span class="highlight">of</span> summer
371
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http://www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=371
www.cde.ca.gov/re/pn/fd/documents/rlafw.pdf#page=371
<span class="highlight">of</span> sequen­ tial speech sounds composed <span class="highlight">of</span> a vowel sound or a vowel-consonant combina­ tion. <span class="highlight">systematic</span> instruction. The strategic design and delivery <span class="highlight">of</span> instruction that ex­ amines the nature <span class="highlight">of</span> the objective to be learned and selects and sequences the essential skills, examples, and strategies necessary to achieve the objective by (1) allocating sufficient <span class="highlight">time</span> to essential skills; (2) <span class="highlight">scheduling</span> information to minimize confusion on the part <span class="highlight">of</span> the learner; (3) introducing information in
Career/Technical Education Framework (CA Dept. of Education)
classes to substitutes, who can be difficult to procure in California, and the cost is relatively high. 4. Providing compensation for weekend or summer work. This mechanism is excel- lent for generating longer blocks of time. The downside is that it is sporadic and that some teachers w...
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classes to substitutes, who can be difficult to procure in California, and the cost is relatively high. 4. Providing compensation for weekend or summer work. This mechanism is excel- lent for generating longer blocks of time. The downside is that it is sporadic and that some teachers will not participate, even when compensated. Obvi- ously, there are also budget implications. 5. Scheduling common preparation periods. Although such scheduling can cre- ate challenges, a school may benefit significantly from
104
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http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=104
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=104
classes to substitutes, who can be difficult to procure in California, and the cost is relatively high. 4. Providing compensation for weekend or summer work. This mechanism is excel- lent for generating longer blocks <span class="highlight">of</span> <span class="highlight">time</span>. The downside is that it is sporadic and that some teachers will not participate, even when compensated. Obvi- ously, there are also budget implications. 5. <span class="highlight">Scheduling</span> common preparation periods. Although such <span class="highlight">scheduling</span> can cre- ate challenges, a school may benefit significantly from
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