Reasoning and Writing is called a language program, partly because it does not fit into any of the other subjects. It's not the same as reading, math, social studies or any other class you're used to hearing about. Even so, the skills taught are the ones that are most useful in real life. The program teaches children to listen carefully and follow directions exactly. They learn to understand what they hear, reason logically, and explain things clearly. Ultimately, these are the skills that allow children to make important decisions - decisions like what to buy and who to listen to. Reasoning and Writing C sets very high goals for students and teachers. Its purpose is to teach students how to write good sentences, paragraphs and stories - ones that make sense and don't have mistakes. Good writing requires students to use many skills: grammar, punctuation, paragraphing and organizing ideas, to name a few. Level C teaches every skill by breaking it into small parts. This means that students learn to write slowly but surely. If writing is taught carefully, students are less likely to pick up bad habits. Students write sentences in most of the lessons. For every piece of writing, they are expected to follow directions exactly, check their work, and correct any mistakes they find (or their teacher finds). As with other levels of Reasoning and Writing, skills are cumulative. Once they learn a skill, students use it for the rest of the program. Below is a list of the topics children study in Level C. Sentence Analysis Mechanics-Capital Letters and Punctuation Editing Reporting Inferring-Writing What the Picture Doesn't Show Clarity Longer Writing Assignments

Reasoning and Writing: A Presentation Book Level C

Siegfried Engelmann

Jerry Silbert

Science Research Associates]

SRA Expressive Writing 1 Presentation Book

Education & Teaching

Schools & Teaching

McGRAW-HILL/ SRA

Teaching Struggling and At-Risk Readers: A Direct Instruction Approach is designed to provide specific information to assist educators in being effective teachers of reading with all of their students. This three-part book provides information on incorporating instructional design and delivery principles into daily instruction for students at the beginning and primary stages of reading. It discusses: <ul>
<li>Structuring initial teaching procedures so teaching presentations are clear and foster a high degree of interaction between teachers and students. </li>
<li>Using language and demonstration techniques that can be understood by all students. </li>
<li>Sequencing the instruction of reading content to ensure essential skills and knowledge are taught in an aligned and coherent manner. </li>
<li>Using techniques that provide adequate practice and review for students in developing high levels of fluency and accuracy.</li> </ul>

Teaching Struggling and At-Risk Readers: A Direct Instruction Approach

Douglas W. Carnine

Edward J. Kame'enui

Sara G. Tarver

Kathleen Jungjohann

Pearson

Direct Instruction Reading (Pearson+)

DOUGLAS CARNINE

Edward Kame'enui

Timothy Slocum

Patricia Travers

Reasoning and Writing Level C Workbook (SRA)

Macmillan/McGraw-Hill

Reasoning and Writing Teacher's Guide Level D

Children's Books

An exciting edition of this practical math methods text that provides future teachers with practical procedures for increasing student success in math. Emphasizing specific, classroom-tested strategies, these authors provide techniques for teaching major math and needed prerequisite skills...as well as extensive background in diagnosing and correcting error patterns. In addition, they offer practical guidelines for curriculum evaluation and modification, recommendations for practice and review drills, and specific information on progress-monitoring.

Direct Instruction Mathematics

Science & Math

Marcy Stein

Mathematics

Merrill Pub. Co

KEY  BENEFIT: This is an excellent guide for dealing with specific reading  problems . . . with its wealth of carefully sequenced, highly- prescriptive  procedures for teaching decoding, comprehension, content, and study skills.  Rather than merely "list" ways to teach word recognition skills, the DISTAR  (Direct Instructional Reading) method recommended in this book discusses when a  skill should be taught, what items to teach, how to correct errors, and the  relationship among various reading skills.  Direct  Instruction Reading Third Edition emphasizes passage reading as seen in  discussions of decoding and comprehension of narrative and expository  materials. The book provides in-depth coverage spanning the entire reading  spectrum that aids in teaching children from pre-reading through intermediate  skill levels. It presents separate coverage of non-fiction and fiction reading  and identifies the similarities and difference between them. It provides  specific teaching formats that specify what the teacher should say and do as  well as the expected responses from children.   A  useful reference book for any educator or administrator who needs to understand  the latest approaches for teaching reading skills as well as the relationships  among those various skills.

Direct Instruction Reading

PRENTICE/HALL

An exciting edition of this practical math methods text that provides future teachers with practical procedures for increasing student success in math. Emphasizing specific, classroom-tested strategies, these authors provide techniques for teaching major math and needed prerequisite skills...as well as extensive background in diagnosing and correcting error patterns. In addition, they offer practical guidelines for curriculum evaluation and modification, recommendations for practice and review drills, and specific information on progress-monitoring.

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Books by Jerry Silbert