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Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
After founding the Project, Calkins developed methodologies designed to increase the amount of writing in classrooms, such as the use of texts as models for writing. [10] In its early years, the work of the Project was focused primarily on supporting writing instruction, later this focus widened to include reading and support for all components ...
Each genre has its own characteristics for text structure that once understood helps the reader comprehend it. A story is composed of a plot, characters, setting, point of view, and theme. Informational books provide real-world knowledge for students and have unique features such as: headings, maps, vocabulary, and an index.
2. Direct, explicit mini-lesson (See mini-lesson information below). 3. Writing time During this time the teacher guides the young authors through writing conferences, meets with small groups to teach specific writing techniques and/or works one-on-one with authors. Students may also work with a partner during this time with teacher permission. 4.
With a flipped classroom, 'content delivery' may take a variety of forms, often featuring video lessons prepared by the teacher or third parties, although online collaborative discussions, digital research, and text readings may alternatively be used. The ideal length for a video lesson is widely cited as eight to twelve minutes. [4] [5]
A: I am a former first-grade teacher from Lexington One. I resigned in 2022 due to the district’s lack of understanding of the daily challenges faced by teachers — an issue that has only ...