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EML 433 Lecture 9
Balancing Instruction
| Question | Answer |
|---|---|
| What must we be able to do to be literate? | Be able to draw on resources that assist in meaning making & build up knowledge, skills & attitudes that will move them along the continuum |
| Text user | Use 'texts' functionally to understand the message as well as send appropriate messages. |
| Text analyst | Analyse and critique 'texts' considering who they are as a receiver and sender of messages. |
| Meaning maker | Make and convey meaning through all spoken, written and viewed 'texts' presented and constructed. |
| Code breaker | Use the 'code' to break and construct 'texts', spoken, written and visual. |
| What does a good teaching program ALWAYS do? (5) | Motivates, stimulates, encourages, challenges and supports. |
| Where does a good teaching program ALWAYS begin? | By knowing the learner. |
| A good teaching program ALWAYS provides opportunities to learn as...? (3) | A whole class, in small groups, independently. |
| Teaching well in the literacy session requires the teacher to.... (5) | Know subject; be actively involved in the cycle of assessment; be explicit; be authentic; be engaging, inclusive and motivating. |
| What are the three instructional approaches? (3) | To, with, by. |
| What are the three stages of ongoing assessment? (3) | Before, during and after. |
| Assessment should be .......... and ........... learning. (2) | For and of |
| A differentiated program should be based on..... | Student needs. |
| What should resources be selected from and based upon? | From a wide variety based on instructional needs. |
| Why should a balanced literacy program have links to other curriculum areas? | To provide purposeful and authentic opportunities to practice and develop skills. |
| Modeled reading is ..... | To and for students. |
| Guided reading is .... | With students. |
| Independent reading is ..... | By students. |
| Which type of reading does a student have most control in? | Independent reading. |
| Which type of reading does a student have least control in? | Modelled reading. |
| Which type of reading does a student and teacher have equal control in? | Guided reading. |
| Student independence increases as... | Teacher responsibility decreases. |
| Moving from read aloud to independent reading follows what theorist's development pattern? | Vygotsky's zone of proximal development. |
| What are the three conditions a learner must be convinced of for engagement to occur? | 1) They are a potential doer 2) Understand that engaging will further purposes in life 3) Engage and try with out fear if attempt is incorrect. |
| What sort of board displays the plan for a literacy session? | Task management board. |
| How much time should be spent on reflecting on the literacy session? | 15 minutes. |
| How much time should be spent on modelled and explicit instruction in a literacy session? | 15 minutes. |
| How much time should be spent on group literacy activity time in a literacy session? | 30-40 minutes (or more). |
| What sort of text should be selected for modelled reading instruction? | One that will interest the students and is selected for a specific learning purpose. It may be beyond reading abilities. |
| What sized text should be used for modelled reading? | An enlarged text. |
| What sort of instruction should occur in modelled reading? | Explicit instruction. |
| What areas should modelled reading focus on? (5) | 1) Strategy development 2) Skill development 3) Procedural items 4) Responding to reading 5) Critical literacy. |
| What is 'just in time delivery'? | Based on general student needs as observed through assessment. |
| How long should modelled instruction time be? | Short and to the point. |
| What types of reading should occur in reading activity time? | Shared, guided and independent reading. |
| Reading activity time is a change to.... (2) | Practice and apply learning. |
| What is guided reading? | When a teacher guides students in small groups or individuals and they read, talk and problem solve through texts. |
| What level texts should be used in guided reading? | Most should be read at an independent level with challenges able to be overcome when the teacher helps students apply known strategies. |
| What is intensive reading for a purpose? | Literacy study, searching for information, investigations. |
| What is literacy study/circles? | Small heterogeneous group discussing the literacy elements or multiple dimensions of texts whilst a teacher guides their analysis. |
| Independent reading is for ........ and ................. | Practice and pleasure. |
| Why do students need time to read independently? | To practice their reading skills and strategies gaining control over new learning through practice. |
| What sorts of texts should be read independently? | Easy familiar and easy unfamiliar material. |
| Why is sharing and reflecting at the end of the session important? (4) | 1)Opportunity for assessment (student-self, teacher-student, student-peer) 2) Metacognitive reflection 3) Planing for future 4) Consolidating |
| What does a workshop model provide? | 1)Organising structure 2)Accommodating environment 3) Authenticity 4) Choice & responsibility 5) Engagement 6) Develop community. |
| What are the goals of a writers' workshop? (3) | 1) To develop writing strategies and skills 2) learn about the writers craft 3) use writing as a tool for learning and communication. |
| What are the goals of a readers' workshop? (4) | 1) To construct meaning 2) Make personal and textual connections 3) Learn comprehension strategies 4) Read for extended periods |
Created by:
Katellord
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