Kate's Collection

 (2)
United States - Illinois - Crystal Lake
Kate's Collection
4.0
6 votes
"There is no thing as a child who hates to read; there are only children who have not yet found the right book."
 
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This resource can be multifunctional...as either a teacher's guide to setting up guided reading stations that are both balanced literacy aligned and reinforce his/her current literacy instruction. Or this resource could be used as a students'
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1 rating
4.0
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Having trouble figuring out what your students are thinking of while they are quietly reading or listening? Or wishing you could constantly remind students of all the aspects of a text they should be paying attention to in order to fully comprehend
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1 rating
4.0
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When listening to students reading individually during guided reading, teachers can specifically tune into the five aspects of balanced literacy allowing the teacher to provide specific feedback and the student to make a goal as a result of the
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When listening to students whisper read during guided reading, teachers can listen for specific miscues as outlined in the headers of this resource. These miscue descriptors can assist teachers in providing specific feedback allowing students to be
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RI.5.8 and RI.6.8 Ask students to identify claims within informational text in order to determine the author's point of view. This can be a challenging task if a student is unsure of what a claim is. The attached bookmark will provide clues and tips
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4.0
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This resource allows teachers a quick view of the scaffold of the levels of thinking within the common core. Teachers can see each level's definition and application options that can be easily implemented into any balanced literacy program.
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These bookmarks allow teachers to provide critical feedback during guided reading specifically pointing out which aspect of balanced literacy the student needs to work on.
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As we listen to students whisper read during guided reading, we notice common errors students make when decoding words that impedes their comprehension. We strive to bring awareness to students about the patterns of their miscues and provide
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Are you wanting the cues you provide to your students during guided to stick with them? This resource allows teachers to hand a student a laminated bookmark that describes the area their goal for reading.
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As you begin to learn and understand the CCSS, you'll notice how many of them intertwine. This resource allows 5th and 6th grade teachers to implement the CCSS's in a logistical, all-encompassing way. This resource can be used for creating
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TEACHING EXPERIENCE

I have taught for 9 years as a classroom teacher and 5 years as both a Literacy Coach and Reading Specialist. I work closely with the 5th and 6th grade teachers, however, with regards to building professional development, I have worked with teachers in K-6. The groups of students I have taught the last four years in this role have evolved to encompass both intervening with small groups of struggling readers to enriching larger groups of strong readers. Plus, I've had the opportunity to teach groups ranging from grades K, 2-3rd, as well as 5th and 6th. This opportunity has opened my eyes to the foundation of literacy and how that follows through to the upper grades.

MY TEACHING STYLE

I believe in engaging students through humor, technology, student choice, and a sense of community. When I find what clicks for the group of students and individuals, I can begin to develop a relationship with the students on a level where learning can be fun. Providing students with opportunities to look at things in a different way and deepen their approach to analyzing a text provides students with confidence in themselves which ultimately is what I want to foster.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

I pursued my teaching degree at Illinois State University. After teaching for four years, I received my masters in Curriculum and Instruction through Nova Southeastern in Florida. More recently, I attended Olivet Nazarene University in Illinois to obtain a Reading Specialist masters degree. Furthermore, I am fortunate to be a part of a district that cultivates professional development opportunities from within. I attend an annual district symposium where fellow colleagues present ideas and techniques. I also had the opportunity to attend the International Reading Association's annual conference in McCormick Place in Chicago.

ADDITIONAL BIOGRAPHICAL INFORMATION

I have been married to my husband for 11 years this August. We have two daughters, ages 7 and 9. We recently adopted a puppy; a puggle we named Zoey.

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