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Praxis 5205
| Question | Answer |
|---|---|
| Concrete Words | Words most children can recognize by sight (their name, Mom, Dad) |
| Authentic Assessment | Assessment Activities that reflect the actual workplace, family, community and school curriculum |
| Assonance | repetition of a vowel sound |
| Grapheme | a letter or number of letters that represent a sound |
| Summative Assessment | happens after learning and summarizes student progress at the end of a unit, semester, etc |
| Promoting Reading Fluency | use Sustained Silent Reading -- Round Robin Reading is no longer recommended |
| Assessment | Gathering data about an area of learning using tests, observations, work sample and other means. |
| 3 Components of a Balanced Reading Program | Reading to children, reading with children, reading by children |
| What is the relationship between speech and print? | The reader must learn the connections between approximately 44 sounds (phonemes) and the 26 letters of the alphabet. If the child hear sounds in spoken words, they will have problems decoding printed words. |
| How do environmental print, pictures and symbols contribute to literacy development? | They help form a bridge between what they know (picture) and what they are learning (print). I shows that letters form together to make words to describe the pictures they are seeing. It's another association for the student to draw from. |
| What are some strategies for teaching letter recognition? | • Matching upper case & lower case • Use sand, etc for letter formation • Letter bingo • Letter Stamps • Letter books • flash cards |
| What is expository text? | non-fiction text-- can be hard to read if students can't relate to what it is about or if it has difficult/unknown vocabulary in it. |
| What is phonemic awareness? | being about to separate spoken word cat into three distinct phonemes /k/ /ae/ /t/ |
| What is phonics? | a method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system |
| How do Oral Language and Reading Skills interrelate? | language is the foundation of reading development & is strongly tied to growth in reading and writing. Language is supported through verbal interactions and experiences with others. |
| What are the stages of oral language development? | •Cooing • babbling • one-word • telegraphic stage (utterance includes only content words with no conjunctions, articles, prepositions or word endings)• Beginning oral fluency |
| How do environmental influences affect oral language development? | children are spoken to and encouraged to respond. As they respond, they are rewarded and want to continue. This builds speech which builds language awareness. |
| Describe language variations in the classroom | dialectical differences, ESL speakers, Non-standard English |
| What are the four language systems? | Phonological, Syntactic, Semantic, Pragmatic |
| Define Syntactic (language systems) (syntax) | related to structure & grammar -- the study of the rules for the formation of grammatical sentences in a language. It studies the patterns of formation of sentences and phrases from words |
| Define Semantic (language systems) | related to meaning -- the meaning of a word, phrase, sentence or text. |
| Define Pragmatic (language systems) | leans upon detecting and appreciating motives, tones and situational nuances; therefore pragmatic cues are subtle to young readers who are limited in context and varied real-world experience. |
| What are some appropriate techniques to assess students' oral language development? | •Behaviors: volume & tone, takes turns, stays on topic, asks ?s, pays attention •Vocabulary: name colors, s & objects, uses appropriate words, can retell parts or all of a story •Language Structure: complete sentences •Speech Sounds: clear & fluent |
| What are ways that teachers can model the rules of Standard English while respecting regional and dialectal variations? | model standard English and give students the skills to be successful in society by teaching them when to use standard English and when to use dialect |
| 4 Strategies to increase students' awareness that print is speech written down. | Language experience approach, shared writing, morning message, interactive writing |
| Describe the language experience approach | a method of teaching reading by having teachers write down words dictated by the students. This gives students the opportunity to read their own words which are familiar and meaningful to them. |
| What is shared writing and how does it increase students' awareness that print is speech written down? | The teacher and students compose text together, with both contributing their thoughts and ideas to the process. The teacher acts as the scribe. |
| What is interactive writing? | Students & teachers write to one another. Students choose the topic and length. Teachers respond without correcting or criticizing the spelling, grammar, etc. Instead, they model correct forms of writing. Focus is on fluency not accuracy. |
| What does directionality of print mean? | Print moves left to right, top to bottom and front to back |
| Describe one-to-one correspondence in relation to concepts of print | Ability to match a number to an object or an object to an object. In the case of reading, children need to match the spoken word the the written word. EX: underlining the word with your finger as you read it. |
| What are some environmental influences that affect students' development of print awareness? | This is print seen and used in our everyday lives. Awareness is demonstrated when children recognize familiar symbols and words and display understanding. |
| Why is it important for students to differentiate between words and spaces? | They need to know that the space indicates a new word/though |
| What is it important for students to differentiate between first and last letters? | Because we read from left to right and so that they put the correct beginning sound with the correct ending sound. |
| What is it important for students to differentiate between punctuation marks? | They tell the meaning and the emphasis of the sentence. |
| What is it important for students to differentiate between words and sentences? | sentences are a bunch of words put together to form a thought or idea. |
| What are some instructional strategies for teaching letter recognition? | put letters on a flash card, talking about what the letter looks like, write the letter-say its name-trace the letter with finger |
| How can students' print awareness be assessed? | Ask students to identify: the parts of books, where to begin reading, first word, last word,punctuation, capital letters, lowercase letters, etc. |
| What is emergent literacy? | Literacy doesn't take place over night and is a process evolving and maturing over it. Being described as an emergent reader suggests that development of literacy is taking place within the child. |
| What is the relationship between phonemic awareness and the development of decoding and encoding skills? | Phonemic awareness gives the students the skills needed to decode a word (for reading) and to encode a word (for writing) by being able to break down the sounds heard into small chunks of letters. |
| What is phonemic awareness? | the ability to hear, identify, and manipulate individual sounds--phonemes--in spoken words. |
| What are rimes? | letters that come after the onset. The onset is the initial consonant sound or blend. In Bag, the rime is ag. |
| What is the progression of phonics instruction? | letter-sound correspondences, blends, digraphs, diphthongs, schwa sound |
| What are the 6 blends? | bl, dr, str, pl, sm, gr |
| What are the 4 consonant digraphs? | th, sh, wh, ch |
| What are the 9 vowel digraphs? | ea (sea), ee (feet), oa (boat), oo (moon) (book), aw (claw), ow (cow) (glow), ew (new), ou (cloud) |
| What is a dipthomg? | both vowels form one syllable "a" and "i" in "rail" or "oy" in toy |
| What is the Schwa sound? | says "uh" Any vowel can make the schwa sound in some words. |
| What are some strategies for reading and spelling multisyllabic words using meaningful units? | morphemes, syllables, accenting principles |
| What are morphemes? | a meaningful unit of a language that cannot be further divided |
| What are syllables? | a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or part of a word. |
| What are accenting principles? | the syllable with the louder stress is the accented syllable. The unstressed syllable usually takes the schwa sound. Often on the first syllable. Usually on the main root word (with suffixes or prefixes) |
| What are ways to assess students' prior knowledge? | KWL chart, Semantic Map |
| What is a KWL chart? | graphic organizer where students list what they already know, want to learn and ultimately learn. Three columns: Know, Want, Learned. Teachers can take these, assess where students are at the start and where they progress to by the end. |
| What is a semantic Map? | A way for students to organize their prior knowledge into these formal relations & provide themselves a basis for understanding what they're about to read. It prrovides a graphic structure of knowledge to be used as basis for organizing new ideas. |
| What are some systematic, explicit instructions to develop comprehension skills? | Directed Reading-Thinking Activity (DR-TA), Graphic Organizers |
| What are graphic organizers? | A chart or visual graphic that students fill in with info they are looking for, studying, using, etc. |
| What are the 5 components of fluency? | accuracy, appropriate pace, automaticity, and prosody |
| What is prosody? | In phonetics, the use of pitch, loudness, tempo, and rhythm in speech to convey information about the structure and meaning of an utterance |
| What are some strategies to develop and improve fluency? | •Repeated use of word lists, phrases and passages at appropriate instructional levels •modeling fluent reading •paired reading •echo reading •readers theater |
| What are reading theaters? | it involves students in reading, writing, listening and speaking activities where students read a script adapted from literature and then picture the action from hearing the script being read aloud. |
| What is echo reading? | When a skilled reader reads a portion of text (sometimes just a sentence) while the less skilled reader "Tracks" |
| What is paired reading? | Students read aloud to each other. More fluent readers can be paired with less fluent readers or children who read at the same level can be paired to reread a story they have already red. |
| What are informal methods of assessing reading fluency? | informal reading inventories miscue analysis pausing indices running records reading speed calculations Accuracy and speed of letter recognition |
| What instructional techniques can be used to improve oral reading fluency? | Read aloud to students Books on Tape Buddy Reading peer/paired reading echo reading readers theater |
| What is the relationship between fluency and comprehension? | If students struggle with fluency, they aren't as able to comprehend because they are more concerned with reading the words than with understanding what they are reading. |
| What do you need for materials with rich contextual support for vocabulary development? | Semantic Maps |
| What is involved with word analysis? | knowledge of root words, prefixes and suffixes and knowledge of etymology |
| What is etymology? | the study of the origin of words and the way in which their meanings have changed throughout history. |
| Antonyms | Words with opposite meanings |
| Synonyms | Words with similar meanings |
| Homonyms | Sound or look the same but have different meanings • bear and bare • wind and wind |
| What are methods for assessing and monitoring vocabulary development? | pre and post tests, gauging the level to which they know a word . . . never seen it, seen it but don't know it, have some knowledge of the word, are able to use the word and understand its nuances. |
| How do common prefixes, suffixes and roots affect the meaning of English words? | affixes affect the base's meaning. |
| Common prefixes | a morpheme added at the beginning of a word. |
| Common suffixes | a morpheme added at the end of a word |
| Common root words | Root word - the form of a word after all affixes are removed. |
| What are flexible grouping strategies? | informally grouping and regrouping students in a variety of ways throughout the school day. They are grouped and regrouped according to specific goals, activities and individual needs. |
| What are some strategies for differentiating instruction? | Teams (group with reading levels) • Graphic Organizers • Choice based on readiness • Task cards or centers |
| How can you create a learning environment that supports literacy development? | Print Rich environment - alphabet, name labels, item labels, teacher writing Classroom Libraries • Writing Centers • Systematic Explicit Instruction - knowledge of letter names, phonemic awareness, print awareness |
| Why is it important to select instructional material that reflects societal diversity? | It allows students to connect what they understand and know to what they are learning. |
| Integration of technology to support literacy | •Educational software •word processing •digital storytelling •multimedia •audio books •educational blogs |
| How does multimedia support literacy? | They can illustrate information for readers. It allows for information to be represented in multiple ways. It also allows for more self-directed and active learning on the student's part. |
| What are the types of assessment? | •formal •informal •Individual and group administered assessments |
| What are formal assessments? | standardized tests |
| What are informal assessments? | •Running Record •Miscue Analysis •Informal Reading Inventory •Anecdotal notes •observation •portfolio •conference •rubric •checklist •writing sample |
| What does independent level mean in relation to reading? | Student can read on his own with 90% accuracy. Student must read materials at his reading level if he is to read on his own for seatwork or homework. |
| What does Instructional level mean in relation to reading? | This is the level of the instruction given at the student's classroom Grade level. Teacher preteaches new/technical vocabulary and gives background information. |
| What does frustration level mean in relation to reading? | This is the level at which a person can no longer comprehend what he is reading. |
| Why do we assess for reading? | Determine reading levels •discover types of miscues being made •determine strengths and weaknesses •determine the impact on instruction •make sure student is developmentally appropriate |
| How can teachers use assessment data to inform their instruction? | They can check for understanding. It allows them to understand what students have a grasp with and what they need more instruction in. It also allows for changes in pacing etc. |
| What are effective ways to communicate students' reading progress to stakeholders (parents, administration)? | Meetings, conference call, email,letters. Include testing updates and scores. Be timely. |
| Describe summative assessment | Unit & semester/final exams. This is assessment OF learning. Comprehensive evaluation for mastery, ?'s in all areas, varying difficulty of questions |
| Four systems of language: | Phonological (sound), Syntactic (structural), Semantic (meaning), Pragmatic (social & cultural) |
| Phonological System | Sound: refers to the meaningful sounds of a language (phonemes) and their corresponding letters of the alphabet |
| Syntactic System | Structural: refers to the structural organization (grammar) of a language which dictates how words are combined into sentences; includes word order, capitalization, punctuation and morphemes |
| Semantic System | Meaning: refers to vocabulary, including synonyms, antonyms, idioms |
| Pragmatic | Social & Cultural: the social and cultural aspects of usage--how language varies among social classes, ethnic groups and geographic areas. |
| Define reading disorder | skills are significantly below that which is normal. Poor skills can cause problems with the student's success. Signs include poor word recognition, slow reading, making many mistakes. May have poor comprehension. |
| Define Scaffolding | the process in which an adult/teacher provides help to a child, then decreases the level of assistance as the child masters the skill or topic. |
| How is scaffolding used in making the reading-writing connection? | A teacher reading out loud provides students with an opportunity to modle that behavior, and then to write andread further about the topic, perhaps through the utilization of a KWL chart. |
| How is the internet helpful and challenging for teaching students with reading challenges? | the internet can provide a wealth of information, but can also provide challenges. Students with literacy challenges have difficulties finding information, identifying relevant information and then reading that which they find. |
| What are the 3 levels of word knowledge | unknown, acquainted, established |
| Describe knowledge of words by a student | words are known to certain degrees. Unknown: completely unfamiliar. Acquainted: word is somewhat familiar and some idea of meaning. Established: the word is very familiar and can be easily recognized and used. |
| Define Phonics approach to the reading process | teaches reading and spelling in a methodical fashion by emphasizing the basic relationship between symbols and sounds. It relies heavily on repetitive drills to teach consonants, vowels and how some letters blend. |
| language expansion | the process of taking a verbalization used by a child and adding to it. |
| Language modeling | process of talking to children and narrating what occurs in ther immediate environment. It involves paring of actions or objects with simple words in order to explain the purpose of those words. |
| What do language expansion and modeling do? | give the child an opportunity to hear and learn language by allowing the child to hear the appropriate articulations and attempt to imitate sounds and combinations of sounds. They involve simple words or basic sentences that are easy to understand. |
| How is the best way for children to expand their vocabularies? | Interactions between children and adults. |
| Discuss word consciousness as a means of students learning vocabulary | for students interested in words, they are eager to learn new ones, they know how to learn new words. Teachers can make them aware of word choice by pointing out the ways authors choose words in order to express meanings. |
| Word Consciousness | an awareness and interest in words, the meanings of words and the power of the word. |
| How can sound analysis training help students understand the alphabetic principle? | Letters in printed words represent sounds in words that are spoken. They see you can change single consonants at the start or end of one-syllable words and make new words. Cat to rat. |
| What is alphabetic mapping? | when children know sounds of four or five consonants, they can start to develop an understanding of how the alphabetic principle works. Using movable letters to show switched letters can help highlight different sound combinations. |
| What is the teacher's part in using culturally-relevant approaches to improve education? | Teachers should use the student's home cultural experience as a base on which to build skills and increase knowledge. Content that is learning this way becomes significant to the student and helps facilitate a transfer of school learning to real-life. |
| Phonics | Methodical approach to reading and spelling which emphasizes the basic relationships between symbols and sounds. Often used with beginning readers or with people who are new to a language. |
| Grapheme | A letter or combination of letters in the written language which represents a meaningful sound (phoneme) in the spoken language. |
| Syntax | Rules that govern the grammatical relationship between words and other units within a sentence |
| Grammar | Rules for syntax, flection and word formation which govern how sentences are formed. |
| Semantics | Study of linguistic meaning in a language, including words, phrases and sentences. |
| Dialect | language variation occurring in a certain region or social class. Differs from the standard language in pronunciation, grammar or vocabulary. |
| dictionary game appropriate for teaching middle school students vocab words | this is a team activity that can help students build their vocab and improve their dictionary skills. Student teams compete against each other to find definitions. The 1st team to read the word, tell the part of speech and use in a sentence gets a point |
| what does the dictionary vocab game teach students? | that the primary definition of a word isn't always going to be its meaning in all contexts. |
| How can you use word analogies as a means of teaching vocab words and concepts? | • you can connect familiar words and concepts with new ideas. • Connect prior experience with new info. Critical thinking displayed: Describe relationships btwn 1st 2 words; suggest new word pairs with similar relationships. |
| Four types of word learning | 1. New meaning for a known word 2. Meaning of a new word that represents a known concept. 3. meaning of a new word that represents an unknown concept (concept area learning) 4.Clarifying and enriching the meaning of a known word. |
| What is the issue of bias in selecting tests? | they could be offensive and or culturally dependent. Make sure tests isn't biased in regard to sex, race, native language, geographic, region or ethnic origin. |
| Needs & practices associated with literacy differing across content areas. | Adolescent literacy needs to include the adolescent's literacy practices beyond the classroom. These can include internet. |
| What is the pragmatic system of language? | social or cultural-refers to usage aspects such as how language varies among different social classes,ethnic groups and geographic areas. Also accounts for differences in standard English and what's learned at home or community (non-standard English) |
| what are language variations known as? | dialects |
| What part does fluency play in the development of meaning. | Reading accurately allows children to comprehend. Fluency involves connected passages with little effort and with expression. |
| Describe fluent readers | read grade-level text with 90% accuracy and a rate of 90 words per minute. They are also able to demonstrate comprehension of text when they read aloud. |
| Three stages of reading for young children. | emergent beginning fluent |
| Emergent Reader | notices environmental print, shows interest in books, pretends to read, uses picture cues & predictable patterns in books in order to retell a story. Identify some letters, reread books with patterns that are predictable & recognize up to 10 words. |
| Beginning Reader | child identifies letter names & sounds; matches written & spoken words; uses beginning, middle & end sounds to decode words; recognizes as many as 100 high-frequency words; reads slowly, word by word; self-corrects while reading. |
| Fluent Reader | automatic identifies with most words, reads with expression at about 100 words per minute or more, prefers to read silently. recognizes to to 300 high-frequency words and often reads independently making inferences. |
| Why is it important to read proficiently at a young age? | Children not at level by 3rd grade may never catch up with their peers. Some states build prison beds based on number of students not reading at grade level by 2nd or 4th grade. |
| Examples of culturally responsive teaching | Making learning meaningful! Make connections between what children know and what they experience in school & other settings. Recognize and foster the cultural knowledge of the child to help bridge the gap between home and school. |
| Orthography | refers to the set of rules of how to write correctly. ex: i before e, except after C. Includes spelling & punctuation. English has 26 letters, but the letters represent more that one sound and each sound may be written by more than one letter (f & ph). |
| Describe morpheme-based morphology | word forms are analyzed as sequences of morphemes (the minimal meaningful unit of language) Independently -- in, depend, ent, and ly |
| 3 primary approaches to morphology | Morpheme-based; lexeme-based, word-based. |
| Describe word-based morphology | This has generalization sthat hold between inflectional paradigm forms. A main point behind this is that majy generalizations are hard to state with either morpheme-based or lexeme-based morphology. |
| Lexeme-based morphology | normally follows an "item & process" approach. Goose becomes Geese. Cat becomes cats.The word form is a result of applying rules that alter word forms or stems in order to produce new ones. |
| discuss the form function of oral language | made up of phonology, morphology and syntax. |
| Phonology | system of phonemes or sounds in language. |
| Morphology | system of rules governing word structure and organization |
| Syntax | the way in which words are combined into sentences. |
| How can writing and cooperative writing boost readers in second grade and beyond? | • Mechanical skills can be taught and integrated into the students' own writing through editing. • Cooperative learning can be effective in upper elem. grades. Work with 4-5 members that stay together 6-8 weeks. Each group presented a lesson on main idea |
| what is needed for readers to develop fluency in reading? | extensive practice and exposure to reading. repeated oral reading is helpful. It improves accuracy, word recognition, speed and fluency. It can also lead to increased comprehension. |
| define reciprocal teaching | using four separate comprehension strategies: summarizing, questioning,clarifying and predicting. |
| What does automaticity refer to? | The speed & accuracy that students are able to read isolated words. Automatic word recognition is important because the level of students' abilities to recognize known words and decode unfamiliar ones affects how fluently the students read. |
| How can newspaper help literacy development and critical thinking? | They are more motivational and timely resources. They complement text books and other relevant resources. Studies show that students who use newspapers score higher on reading comprehension tests and develop stronger critical thinking skills. |
| 1st grade reading strategies | Have to learn to decode before they comprehend. They need to teach prereading skills, and to ask questions during reading. After reading, they should be taught to ask themselves if what they are reading makes sense. |
| How does critical questioning interact with critical thinking? | ideas can't be accepted at face value but have to be analyzed for accuracy, clarity, breadth, logicalness & depth. |
| Group Reporting Student Assessment | A fun way to show teacher and peers what they've learned. Students interact with one another in small groups. They learn from each other & practice social skills. |
| Rationale behind reciprocal teaching | This is a scaffolded discussion technique for instilling methods good readers can use to comprehend text through questioning, clarifying, summarizing & predicting. These strategies give them tools great readers use in meeting their text-reading goals. |
| Explain the two column note taking strategy for content reading. | students draws a line down the paper. Major concepts are noted in the left column. Supporting details are listed in the right column. When you study, fold down the center. You see the main points & supply supporting, or you see supporting & give main. |
| Goals of reciprocal teaching. | Improve reading comprehension. Teacher guides, models, & applies strategies. Students use strategies. Then students monitor their comprehension. It uses the social nature of learning to improve reading. It uses whole group, guided reading I lit circles. |
| Reciprocal teaching using four-column charts & groups of 4 students. | Each student plays either ummarizer, questioner, clarifier or predictor. Students read assigned text & use note-taking strategies. Summarizer gives key ideas. Questioner asks about unclear parts. Clarifier clears confusing parts, Predictor makes guesses. |
| Challenges of student note-taking. | Students in grades 3-8 need many developmentally appropriate chances to locate information. |
| What does Note-taking consist of? | identifying keywords and related words, skimming and scanning, extracting needed information. They do this after they've defined and narrow the task, construct researchable questions from the info needed to finish a task or solve a problem. |
| Test-Taking Strategy in general | First, be prepared! Knowing when the test is and what's on it will help the child prepare. How long can a child study without loosing attention. Encourage parents to talk with teacher about what's on test. Review chapter questions, maps, charts & diagrams |
| Test-Taking Strategy for elementary students | Follow directions. Student listens to understands what's expected. Make sure students get vocab & concepts in the directions. Make sure students understand what they are to do. If students have questions, ask before test starts. Budget time during test. |
| What is reading apprenticeship model? | The teacher must guide, make explicit, model & support the apprentice in his development. A reading apprenticeship involves student and teacher as partners that inquires into reading and reading processes as content area texts are engaged. |
| Social Dimension of classroom life using Reading Apprenticeship | based on constructing a community of readers using literacy as a way to connect with their interests, each other and the social world that they are learning about. |
| Personal Dimension of classroom life using Reading Apprenticeship | building students' awareness of themselves as readers, of why they are reading and of what they hope to accomplish. |
| Cognitive Dimension of classroom life using Reading Apprenticeship | The part of the structure that includes instruction in and use of strategies for comprehension, monitoring tools, and reading flexibility. |
| Knowledge Dimension of classroom life using Reading Apprenticeship | Centered on areas such as building schemata or content knowledge, the vocabulary of the subject matters and the structures of text and language. |
| How do "high interest, low vocabulary" books help those with reading difficulties? | They have controlled vocab and reading difficulty levels, but also contain plot and topics appropriate to older students. These must also have illustrations, carefully chosen vocab, simple sentences, characters with high interest and compelling stories. |
| Appropriate pre test strategy for intermediate school students | Start studying early. Do physical activity to reduce/relieve stress. Eat breakfast & get a good night's sleep. Skim material to see what is still difficult. Reread what's not understood. Pick out main ideas/key terms. What has the teacher talked about? |
| What is a 4-way sharing group in content reading? | Encourages student to listen to and generate oral language. Helps provide equal access to all students and helps manage the talk in the classroom. 4 students. 1 talks five minutes. Rest listen. The other 3 get a chance too. |
| How can comic books be used to teach language arts? | There's a high interest in these, they are a very viable source of material economically, most have a readability level that is low, with words and sentences that are linguistically apt for readers of elementary and middle school levels. |
| Discuss a technical vocabulary and language content strategy. | A teacher will establish sets of 4 words. 1 of the words isn't related. Students circle the unrelated word. Then they write a word or phrase that defines the relationship of the 3 remaining words. |
| How can media literacy be important to traditional literacy ideas? | Media literacy = Reading (decoding) & writing (encoding) media messages. Some standards now are requiring understanding the selection of all media in news coverage, draw conclusions about the media's reports & the public's response & recognize propaganda. |
| Value Box Reading Strategy | Helps students change from thinking to writing w/ graphic organizers that prepare them to build written arguments. It categorizes & notes values associated with an idea in 3 areas: positive, negative & interesting. Helps with higher level thinking |
| Explain content strategies using charts for finding key events | student lists key events being studied. They would imagine how a story would seem in a movie and list scenes and locations that are crucial for the plot. He's work with others to develop list of key events and moments and contributing factors. |
| Define history frames/story map for reading history content | • identify important individuals whoa re a part of the story. • Succinctly summarize the story with main points • Put story into context and figure out problem to be solved •Explain outcome •Relate the story to history, themselves & the world. |
| What are the four graphic organizers used for history frames/story maps? | History frame, story map, story pyramid, and the framed character |
| Discuss the debate strategy as a means of helping content reading | Students are given a side of an argument to defend. They must use content reading to research their side and form arguments defending their assigned side. It practices oral language skills and higher order thinking skills. |
| How do background knowledge, support and comprehension monitoring aid in approaching technological content? | Teachers must activate prior knowledge & build on it so students can ask the right questions about a subject. They work to help students know what they know & what they should know & help them visualize content. This helps them learn across curriculum. |
| Provide an example of a writing prompts content strategy. | Four-step process to help students in decision-making on their writing. Students consider: • • The audienceWriters role or voice |
| •The format used | |
| •The topic to be written about. | |
| Discuss the use of cubing as a content reading strategy | 6 dimensions or viewpoints. • Provide description of particular topic • Compare topic to a different topic • Associate the topic with something else & give specific reasons for choice • Analyze the topic • Give explanation • Provide agrument for/against. |
| Why is an emphasis needed on literacy in content areas? | Few US students read at proficient/advanced levels. Most decode, but few synthesize ideas, interpret info or critique ideas. Advanced literacy forms are tools that signify success--academically & socially-and for economic, social & political success. |
| Explain the need and uses of electronic textbooks | It helps prepare for a rapidly-changing technological workplace. It helps blind students hear audible descriptions which all them to understand procedures and participate. It also helps physically impaired students participate. |
| How can television and film target and motivate writing? | There have been suggestions that the structure & content of news presentations mirror writing essays and can help serve as effective writing instruction. Ad images, magazines & tv series also help promote critical thinking during the writing process. |
| Explain the prospect of multimedia literacy. | As technology expands communication with, multimedia literacy is being recognized as key. It calls for a more fundamental meaning of literacy when looked upon at a societal level. Multiple media forms need to be used to send or receive info. |
| What may film and television offer educators as teaching tools? | •explore cultural context & are easily integrated into curriculum. • entertaining media & allow flexibility in techniques. • teachers and students are more savvy using camcorders and other video production equipment. |
| How can trade books expand language arts into content areas such as mathematics & science? | Trade books appeal to a student's imagination & curiosity more than text books. They help by showing them language that is familiar. Some books show characters engaging in math & science, but may not be specifically about math & science. |
| Why is lifelong learning important? | With the rapid change in the social, technological and economic world, it is important people are prepared for a second or even third career and to keep themselves abreast of new developments that impact their goals. |
| What are important life-long learning skills? | ability to ask questions, read with comprehension, use the right resources to answer questions, form hypotheses & take in and evaluate information |
| Considerations in selecting multicultural literature for children | Accuracy, stereotypes, setting, language, epithets, illustrations. Make sure books correctly portray other cultures and not not insult. |
| How might classroom management be changed by computers in the classroom. | Make attendance rules well known. Establish a routine for students who are put off by the non-traditional roles of computer technology. Pacing is a concern. Set goals & activities for at the beginning of class & then let the students work at their pace. |
| Discuss the potential for behavior that is off task when allowing computers in the classroom | Zero tolerance for misusing laptops, Think time should be designated to make sure students are paying attention, plan ahead for recharging batteries, install identical software, Set up software shortcuts, have students save files to specific directories. |
| How do you conduct multimedia activities in a one-computer classroom? | Use computer as a presentation platform for both teacher and student (powerpoint). Use as a learning/research center or as a small-group development station. Teacher can demonstrate, provide & use teaching techniques. Use to show projects of students. |
| Discuss the importance of adolescent literature | Helps understand concerns/issues, a safe place for real-world experiences (empathize w/ others, consider consequences), discover their place in the world & themselves, provides models that assist them in dealing with the problems they may face every day. |
| Discuss how to mediate children's literature. | Goal is to help learners develop their own self-directed system to become self-directed & independent readers. The decision-making process for the teacher looks at the purpose, strategies & the reflection. |
| Discuss some content-specific lesson ideas using technology | Language Arts: look @ photos described in novels & provide info about social fabric of community, helping learn the context. |
| Math: Spreadsheets to calculate distance, speed, travel time. | |
| Science: view topographic & satellite maps | |
| PE: watch techniques. | |
| Define the developmental stages of writing | novice-little indiv. style-depends on teacher; transitional writer-support & coach in order to develop-learns from modeled behaviors; Willing writer- can collaborate w/ others & learn from criticism; Independent-writer is autonomous, personal style, voice |
| Provide a literacy activity for a 5th grade class in which students report the news. | Students are reporters & report news. They will report local, world, national news, sports and entertainment and weather. Stories need to be accurate, informative and interesting. Audience is the class. Teacher is editor. Learn all parts of the paper. |
| Lesson ideas using technology | dig. presentations: show ldig. presentation. cite sources, seek permission for copyrighted matter. |
| Read books online: online books page | |
| Have Web Quests: quests list sets of ?'s & tasks students perform i-net research. | |
| Word Processing: multiple drafts. | |
| Framework for composing texts | Invention, drafting, revision and editing. |
| Framework for composing texts: Invention | the ways in which a writer might think about what he or she wants to do and how it could be done. |
| Framework for composing texts: Drafting | refers to the different versions of a text before closure. |
| Framework for composing texts: Revision | a way to rethink ideas and how they may be conveyed. |
| Framework for composing texts: Editing | refers to decisions that writers make to produce writing in which the words and punctuation are correct, along with flowing sentence structure and diction. |
| Recursive strategies for composing texts | Recursion is the process of solving a problem by dividing it into smaller subproblems of the same form. Many recursive strategies lie inside these components of invention, drafting, revision and editing. |
| Explain how children even at young ages can benefit from the use of technology | Technology can be a resource for teachers, students & parents. Students using technology have higher achievement levels & enhance their skills in reading, writing & math if they practice skills with technology. Technology motivates students to learn. |
| Explain how to create class publications | •Divide class into groups. Use templates if you want. |
| •Assign and elect an editorial board to be responsible for publishing. | |
| •Teacher can be editor who selects what's published. Students submit their work to teacher who can make into a paper. | |
| Discuss strategies for working with recent immigrant students. | A transition that is successful to one's new country requires a secure cross-cultural identity. How much of each culture forms this identity depends on the person's needs, skills, experience, education & support. |
| Explain a framework for teaching and learning culture | 1. knowing & getting info. 2. learning objectives. 3. techniques & activities. 4. Knowing how culture is trad. taught. 5. Knowing how to develop behaviors. 6. Learning objectives. 7. Techniques 8. Knowing where communicative competence in lang. occurs. |
| Define a culture capsule | brief description of some aspect of the target culture with contrasting information from the student's native language culture. These are done orally with teachers giving a brief talk on the chosen cultural point then leading a discussion on cultures. |
| Elements of a culture capsule | presentation to class |
| 1-2 paragraphs | |
| photos | |
| could have role playing | |
| Discuss how to support & manage the writing process with students. | Intermediate level writers respond well to classroom structure that's predictable while offering some choice and flexibility. Develop environment in which students are encouraged to feel safe in taking risks to develop a community of writers. |
| Resources to provide for a writing community | dictionaries, language texts, literature for models & samples of writing by class members. Display info on bulletin boards. |
| How might students have a better appreciation for studying subjects when given assignments that are personal to them. | Assignments that make learning personal are effective in helping students appreciate studying & completing those assignments. They can look into their family/community/cultural experiences & gain a better appreciation of both their own & peer's bckgrnd. |
| Examples of personal assignments and student connection. | Family trees for example. These may bring out values that the students might not otherwise appreciate and can also foster closer family relationships. Making assignments personal & valuable gives students a greater incentive to study about the subject. |
| How can a 7th grade teacher become acquainted with a student's strengths and needs. | Learn as much as you can about your students. Talk with them. Also, use: |
| •Oral & written diagnostic questionnaires or surveys | |
| •Consult other personnel, student portfolios & the students' records from previous years. | |
| •Look @ what you've used in the past | |
| How can you measure changes in attitudes over foreign cultures. | •Social Distance Scales |
| •Semantic differential scales | |
| •Statements | |
| •Self-esteem change | |
| Attitudes over foreign cultures: Social Distance Scales | measures the degree to which one separates oneself socially from members of another culture: Would you marry, have as a close friend, have as an acquaintance or work with someone from another culture? |
| Attitudes over foreign cultures: Semantic differential scales. | This is to judge the defined culture group in terms of a number of traits that are bipolar. For instance, are people from this culture clean? Are they dirty? Are they good? Are they bad? |
| Attitudes over foreign cultures: Statements | This is to put a check in front of statements the student agrees with. Is the person you know envious of others? Self-indulgent? Quick to understand? Tactless? |
| Attitudes over foreign cultures: Self-esteem change | This is to measure self-esteem changes in the primary grades. For instance, am I happy with myself? |
| Discuss how a recent immigrant student's action may or may not be misbehavior. | There's a bunch of stress for immigrants. They may feel overwhelmed, confused or frustrated. Counselors may need to help with these feelings. The student's response to the stress may be misinterpreted by educators. Children may be seen as trouble. |
| Discuss developing personal relationships with newly arrived immigrants. | Students need to feel welcomed & valued by their teachers. Show acceptance & warmth. Smile. Take time to talk with the students. Have them talk about their prior life. |
| Explain some goals that should be achieved in teaching culture. | 1. Interest |
| 2. Who | |
| 3. When & Where | |
| 4. Why | |
| Teaching culture: Interest | the student shows curiosity about the target culture and also shows empathy toward its people |
| Teaching culture: Who | The student understands that effective communication requires the discovery of the culturally conditioned images that are seen in the minds of people when they think, act, and react to the world that is around them. |
| Teaching culture: When & Where | The student recognizes that situational variables and convention mold behavior significantly. he or she should know how people in the target culture act in both normal situations and crisis situations. |
| Teaching culture: Why | The students know that people generally act the way they do because they are using options for satisfying basic physical and psychological needs and that cultural patterns are interrelated and tend to mutually support the satisfactions of needs. |
| Explain how learning about the cultures you teach help recent immigrant students in school | Behavior different from American mainstream. They are at risk for being labeled by uninformed educators as having behaviors that are "wrong". Awareness of differences promotes understanding, tolerance, acceptance & celebration of others & their ways. |
| Define: Within-class ability grouping | grouping those with like abilities, as helping most students learn. It's generally flexible and not as stigmatizing as other groups. If such groups are considered, it's suggested to have two groups, to make management easier. |
| Cooperative learning | instructional strategy in which students are put into heterogeneous groups. It's perhaps one of the best researched innovations in recent times and can have dramatic student achievement effects when implemented properly. |
| Individualized instruction | one-on-one instruction is the best way to deal with individual student difference, but it is very difficult to accomplish. Computer-assisted instruction may change that. |
| discuss nongraded or ungraded grouping | grouping children in classes w/out designation of grade levels & age spans of more than 1 year. Research has found that implementing these classes tended to result in homogeneous grouping of children based on ability and achievement level, despite age. |
| Implications of different age grouping schemes | Ungraded: regrouping children for class based on perceived readiness. Goal is achievement rather than age. |
| Combined grade: Don't create sense of family within class or to share knowledge & experience. | |
| discuss the use of an inventory fo students' learning styles | Knowing how students learn affects how a teacher instructs. It helps students too so they know where they are strong and where the need more concentration/effort. |
| Explain small learning groups and combined grouping formats | Small group reading instruction more beneficial than large group. Teacher led groups of 3-10 students learn more than whole group. Combinations of formats (pairs, small groups, whole-class) are a bunch more successful. |
| Discuss continuous progress with respect to class groupings | Children are kept w/ students their own age. These aren't aimed at maximizing the educational benefits of children of different abilities & ages being together.Their goal is to let children progress without being made to meet expectations of achievement. |
| Use of curriculum that incorporates conflict resolution and violence prevention. | Rely on instruction that is ongoing & discussion that helps change perceptions & attitudes of children. These are typically integrated into a broader program that address school-wide behavior & anger management (peer mediation, cooperative learning) |
| Intrinsic motivation | motivation that can be seen when people take part in an activity for its own sake, without some obvious external incentive. (a hobby) |
| Extrinsic motivation | the desire to perform a behavior based on the potential external rewards that the activity might bring |
| What do some scholars believe drive students to be more likely experience intrinsic motivation? | The attribute their educational results to internal factors that they can control. • They believe they can be effective agents in reaching their goals • The are motivated by the deep mastery of a topic rather than rote learning for a grade. |
| Discuss bullying preventative programs to help maintain a safe learning environment | Many school shooters have been bullied. This is why addressing bullying in school is essential. School personnel persistently underestimate the extent of bullying that takes place in their school. A whole-school approach may be needed to combat bullying. |
| How does valuing correct answers students give promote a safe learning environment for the? | Reassure them that no one knows everything and errors are friends. Stress to value correct answers rather than dwelling on their errors. Focus on correct, not what is wrong. This builds confidence and self esteem |
| How can classroom management programs contribute to a safe learning environment at school? | Most incidents of school violence or serious disruptions begin as less serious behavior that has escalated to the point of requiring attention. Early & appropriate classroom responses can stop serious behavior from spiraling out of control. |
| Effect management for classroom includes: | • Multiple options rely on various strategies & responses • Emphasize the positive • Teach responsibility • Decelerating emotional conflict • Consistently communicating appropriate behavior • Early responses so school/classroom rules are known & enforced. |
| What are the assumptions of preventing school violence. | Violence is preventable-preventative programs cam make a difference |
| There is no one quick fix | |
| Prevention requires continuous planning and commitment. | |
| How can book clubs at school help motivate children to read? | Students are taking responsibility for their learning of literacy. They let students choose what they want to read, where they read, how they read & with whom they read. They value each other as readers. |
| What are the problems with assuming a biological cause is behind a reading disability? | labeling children as poor readers and assuming they have an intrinsic disorder caused by biology may create lower teacher expectations. |
| What are some child-based risk factors associated with learning development problems? | Cognitive deficiencies |
| Hearing impairment | |
| Early Language impairment | |
| Attention deficits | |
| Discuss the nature of reading difficulties | Most young children with reading difficulties have problems with development of fluency. The rate is slow, their word identification hesitant & they rely too much on context clues. Comprehension suffers as |
| they concentrate so much on trying to read. | |
| Provide some group-building activities for book clubs at school | • letting the group name themselves. Let them decide mascot |
| • Allowing each club to keep a group reading journal | |
| • All groups to decide on projects that are inquiry-based. | |
| What's the difference from children reading due to motivation rather than reading due to a teacher's assignment? | motivation is placed in part of an engagement process. Readers read for different purposes, participate in meaningful social interactions around reading & scaffolds knowledge that constructs new learning. Motivation takes place any time w/ any reader. |
| Typical symptoms of dyslexia | • dysphonetic |
| • dyseidetic | |
| Dysphonetic symptoms of dyslexia | problems connecting sounds to symbols & may have difficulty sounding out words. |
| Spelling mistakes show very poor phonics understanding | |
| Auditory dyslexia -- because of its relation to the way a person processes language sound. | |
| Dyseidetic symptons of dyslexia | understands phonics concepts but has great problems with word recognition and spelling. |
| Surface dyslexia--Words are spelled in a way that can easily be deciphered phonetically, but may be far from correct. | |
| Most remedial programs use phonics | |
| What are manifestations of dyslexia | Problems from the beginning in learning to understand speech and being understood. May have problems positioning letters , trouble sequencing words, or may speak words in incorrect oder. It's hard to find. Dyslexic minds might be great at music. |
| Define wide-range achievement test | standardized achievement assessments to determine a child's cognitive ability. Designed for people 5-75. Scoring for reading, spelling & math. |
| Discuss problems with assuming that reading disorders involve a failure that is unexpected. | Learning to read uses many different abilities and not all correlated to IQ. The idea of unexpected failure is no longer useful in conceptualizing problems with reading. |
| Discuss various student assessment systems | • norm-referenced |
| • criterion-referenced | |
| • individual or alternative assessments. | |
| Define criterion-referenced systems for assessment | those in which an individual's performance is compared to a certain learning objective of performance standard rather than the performance of other students. |
| Define norm-referenced systems for assessment | those in which student performance is compared to a "norm group," which may be a national sample that represents a diverse cross-section of students. These tests usually sort students and measure achievement based on some performance criterion. |
| Define individual or alternative assessments. | one focusing on the individual student, such as a portfolio assessment. This portfolio of the student's classroom work. Alternative assessments require students to respond to a question rather than a set of responses. |
| Stuttering | an interruptions in the rhythm or flow of speech that is characterized by hesitations, repetitions or prolongation of sounds, syllables, words or phrases. |
| Articulation disorders | difficulties with the way sounds are formed and put together. They are usually characterized by substituting one sound for another (wabbit for rabbit), omitting a sound (han for hand) or distorting sounds. |
| Voice disorders | characterized by pitches that are inappropriate, such as being too high, too low, never changing or breaking, excessive or inadequate volume or vocal qualities such as harsh, hoarse, nasal or breathy |
| Aphasia | loss of speech and language abilities as a result of a head injury or stroke. |
| Delayed language disorder | characterized by a marked slowness in grammar and vocabulary development that is needed to express and understand ideas and thoughts. |
| Provide typical materials and steps one would need for a student reading inventory. | Stop watch, copy of all readings for both the student & the teacher & comprehension questions for scoring purposes. |
| Steps to take when administering the reading inventory | 1. Explain that this isn't a test-it's to see how teacher can teach better. |
| 2. Set timer | |
| 3. Begin timer as student reads the 1st excerpt aloud | |
| 4. Score errors on the teacher's copy | |
| 5. Stop timer & record tot time. | |
| 6. Give comp ?'s & record answers. | |
| Define formative assessment | a diagnostic assessment to provide feedback to teachers & students over the course of instruction. Teachers see how students are progressing and where they are having difficulties. They use the info to make instructional adjustments (reteaching, etc) |
| What do formative assessments include? | •teacher observation |
| •classroom instruction or an analysis of student work | |
| •including homework and tests | |
| •Questioning & classroom discussion (thoughtful/reflective ?'s) | |
| Define Rubrics | A set of assessment criteria that specifies characteristics, knowledge & competencies that indicate a student's level of achievement. It's basically a list of characteristics that are used to assess a learning product's quality. |
| Advantages of Rubrics | • allow students to document the grade they earned not the grade they were given |
| • Tests/research papers don't offer valid reflection of learning. Rubrics are tied to learning outcomes | |
| • Grades alone offer limited reflections of student's learning. | |
| Discuss using an informal reading inventory for assessing student reading. | individually administered survey designed to help determine student's need in reading. Helps determine the instructional level & amount/type of support the student needs. |
| Should informal reading inventories be used alone? | No. Educators should use info from the inventory along with other tests & information to make decisions about instructional plans. |
| what does an on-demand, direct writing assessment for a 9th grader doing a reflective autobiographical incident entail? | might embed stages of the writing process into defined time periods. Students write about events in past. Prompt focuses on some aspects of the social or intellectual development of the students. Topic encourages student to be reflective. |
| What does on-demand, direct writing assessment include? | •Task introduction |
| •a short reading selection that serves as a model, | |
| •some discussion questions | |
| •one or more planning suggestions | |
| •prompt | |
| • checklist of revision/editing ?'s | |
| Define informal assessment | techniques that are easily put into classroom routines & learning activities to measure student's learning. Can be used w/out interfering w/ instructional time. Results can indicate skills or subjects of interest. Seek ID of strengths & weaknesses. |
| Examples of informal assessment (structured/unstructured) | • Structured: checklists or observations. |
| • Unstructured: student work samples or journals. | |
| Explain the use of multiple assessment methods and their selection | they give a comprehensive view of how well students are achieving learning outcomes a program identifies. If students are completing a program & need knowledge, careful measurement is needed. If U want to see how they apply info, U need a written form. |
| What do quantitative assessments give educators? | Numerical evidence of student learning. |
| What do qualitative assessments give educators? | They show descriptive evidence of what the student has learned. |
| Explain the use of performance assessments for students | Can document & evaluate the work done by students during a fixed period of time. They tend to be lengthy, multi-disiplinary problem-solving activities. Give students opportunity to show their expertise. They could be short answer or extended response. |
| What format can performance assessments come in? | They can be based on performance of tasks. They can be short answer or extended response. They include oral questions, traditional quizzes, open-ended prompts and tests. |
| Discuss questioning techniques for teachers. | Key questions should be planned to give direction & structure to the lesson. Spontaneous questions that come up are fine, but the overall direction of the discussion should have been mostly planned. |
| Guidelines for improving questioning skills by teachers. | • make sure question is clear |
| • Don't call on a particular student-doesn't let others tune out | |
| • After framing the question, give the students a chance to think of an answer before calling one someone to answer. (pause called wait time = 2-4 seconds) | |
| Define Authentic Assessment | asks students to apply their skills & knowledge in the same way they would be in real-world situations. Performance-based assessment. Students exhibit their in-depth knowledge & understanding through mastery demonstration. |
| What does authentic assessment assume and what are some of the concepts. | Assumes that the material is meaningful to students & thus more motivating and deeply processed. Some terms = contextual learning and theme-based curriculum. |
| Explain the use of constructed-response tests as opposed to selected-response tests | Constructed-response: non-multiple choice exam that requires some type of written or oral response |
| Selected-response: consist of quesitons to be answered from a predetermined list of answers, w/ formats of multiple choice, true/false, matchin | |
| Benefits of Selected-response tests | Allow more questions to be asked in shorted time periods. Scoring is faster & easier to create comparable test forms. More items can be covered over several content areas. Machine-scorable allow for fast, objective scoring. |
| Benefits/drawbacks of constructed-response tests | have the potential for gathering deeper information about a student's knowledge & understanding of a content area. Items are more time consuming & allow fewer items to be covered. |
| Disadvantages of using portfolio assessments | • very time-intensive to evaluate |
| • developing individualized criteria may be unfamiliar/difficult | |
| • may be collection of miscellaneous artifacts-don't show growth/progress if criteria unclear. | |
| • date could be hard to analyze for progress/change. | |
| How can portfolio assessment best be used | • evaluate w/ flex/individual outcomes |
| • people involved in their own change/decisions to change | |
| • give info for meaningful insight | |
| • provide tools for accountability | |
| • assessing important & complex aspects of many constructs | |
| Discuss the distinguishing characteristics of developing portfolios used for assessment | • multiple date sources • Authentic evidence related to program activities • captures change/growth • clear on what's expected • integrated (program & life connections) • ownership involved - participant has a say in items & goals • multipurposed |
| Portfolio Assessments | thought of as a scrapbook or photo album that records progress. |
| Include: drawings, writings, photos, video, audio tapes, computer discs, and copies of program-specific or standardized tests. | |
| Advantages of using portfolio assessments | • Evaluators see student/group individually • future analysis/planning by showing a total pattern of strengths/weaknesses/etc. • concrete communication vehicle • promotes ownership • gets past limitations of trad. assessments. • covers broad scope of info |
| Define process portfolios | document growth over time toward a goal. Includes statements of end goals, criteria & future plans. Baseline info included to describe participant's performance or mastery @ the beginning of the program. |
| Define Product portfolios | include examples of the best efforts of a group or participant. final evidence or items which demonstrate that end goals are achieved. Encourage reflection about learning or change. show a sense of strength to showcase a person's accomplishments. |
| Purpose of Self-Evaluations | allow students to synthesize past work over a given time period. Occasions for reflection &b feedback. Goal isn't rt/wrong answers but thoughtful responses to ?'s |
| Types of self-evaluations | look back & assess their own work, ask students to make connections over the entire term, ask students to look ahead to future tasks. Can be series of final entries in their journals as well as short or more extensive assignments both in/out of class. |
| Observational Journals for assessment | used to increase a student's awareness of the relationship between events in the real world and class material. Teacher might want to assign students a specific location for a certain amount of time & have them record their observations. |
| Personal experience journal for assessment | lets students reflect upon their experiences in the context of a specific theory or idea. These journals promote active, critical processing of course material & active encoding |
| Reading journal for assessment | encourages reading assignment processing. The journals may target relationships between what students read and what they experience. |
| Explain the use of journals to promote reflective thought | they let students write an ongoing record of thoughts, ideas, experiences & reflections on a given topic. They go beyond the demands of usual written assignments as they promote integration of personal thoughts & expression with materials for a class. |
| Why are journals valuable? | They assess a student's ability to observe, challenge, doubt, question, explore & solve problems. |
| Guidelines for effective use of journals in assessments | • design to reflect spec. learning objectives/goals • provide good instructions. Be specific • Clearly discuss privacy/confidentiality of info • review journals & provide feedback. |
| Using samples of student work for assessment | collect a range of student work samples that all respond to the same skill & performance assessment. Teacher clearly defines the terms/goals of the assessment in the rubric. |
| How might a teacher perform a miscue analysis | • teacher tells student to read aloud a passage w/o teacher's help. • videotape/audiotape made for analysis after session • After teacher marks miscues. • Teacher records by text in 1 col & what said in other. • Miscues analyzed • %s are calculated. |
| Threats to internal validity of test:History | outside events that happen during the course of what is being studied may influence results--doesn't make test less accurate. |
| Threats to internal validity of test: maturation | Change due to aging or development between or w/in groups may affect validity |
| Threats to internal validity of test: Instrumentation | The reliability is questioned because of a calibration change in a measuring device or change in human ability to measure difference, such as fatigue or experience. |
| Threats to internal validity of test: Testing | test-taking experience affects results. This refers to either physical or mental changes, such as changes in the attitude of physiological response of a participant after repeated measures. |
| Threats to internal validity of test: Statistical regression | This is the tendency to regress towards the mean, making some scores higher or lowers |
| Discuss the use of daily reflection journals | These are used to encourage expression of thoughts, insights and ideas in writing on a habitual basis. these can include emotional and personal thoughts. Can enhance personal insight as well as showing a grasp of writing strategies. |
| Discuss learning log journals. | These journals promote reflection on the learning process and aid in self-assessment of strengths and weaknesses. |
| Discuss Exchange journals | are used in interactions between two or more peers, utilizing questions or answers. |
| Discuss Academic journals | curriculum-oreiented writings that promote reflection on material, both before and after instruction. These journals can help teachers focus on issues relevant to student concerns. |
| Test Validity: Face Validity | This asks the question: does the test measure what should be measured? |
| Test Validity: Content Validity | Asks: is the full content of the concept being defined included in the measure? It must include a broad sample of what is tested, emphasize material that is important & require skills that are appropriate. |
| Test Validity: Criterion Validity | Asks: is the measure consistent with what is already known and expected? There are two subcategories-predictive & concurrent |
| Test Validity: Predictive Validty | Subcategory of Criterion Validity -- predicts a known association between the construct being measured & something else. |
| Test Validity: Concurrent Validity | Subcategory of Criterion Validity -- associated with indicators that pre-exist or with something that already measures the same concept. |
| Test Validity: Construct Validity | Shows the measure that relates to a number of other measures that are specified. |
| Test Validity: Discriminant Validity | does not associate with unrelated constructs |
| Use of minute reflection journals | can be used in class to promote critical thinking that is related to particular presentations, activities or discussions. Teachers may pose questions, then require students to take two or three minutes and record initial thoughts and reactions. |
| Use of listening journals | Reflect on a presentation to clarify misconceptions or confusion. Best suited for more difficult subjects. After info is presented, teacher requires student to paraphrase/explain what they heard. Can be used to monitor understanding and clarify confusion. |
| Use of Expansion journals | These are used to encourage a deep analysis of a particular concept or topic. After instruction, students select a single topic and expand on the information. |
| DefineTest Validity | Valid when it measures what it is supposed to measure. Depends on the purpose for which it is to be used. |
| Define Test Reliability | Reliable when it yields results that are consistent. A test must be reliable for it to measure validity |
| Test reliability: Inter-observer | requires consistent results among testers who are rating the same information |
| Test Reliability: Test-retest | This requires the same results from testing at two different times w/ no treatment in between |
| Test Reliability: Parallel-forms | Requires that two tests with different forms, supposedly testing the same material, yield the same results. |
| Test Reliability: Split-half reliability | Requires that items which are divided in half, such as odd versus even questions, provide the same results. |
| What kind of measurement of reliability can be used for all forms? | Quantitative |
| What tests can be given to assess student reading strengths/weaknesses on which teachers & reading specialists may collaborate to find the best means of helping the child | There are lots of available tests. Teachers and specialists work together to admin. test and develop a plan of action to help at-risk students. They can be formal or standardized. |
| Discuss some conventional views of test reliability. | Temporal stability |
| Form equivalence | |
| Internal consistency | |
| Reliability | |
| Conventional views of test reliability: Temporal stability | refers to implementing same form of testing on two or more separate occasions to the same group of students. This is not practical as repeated measurements are likely to result in higher scores on later tests after students become familiar with the format |
| Conventional views of test reliability: Form equivalence | this is relative to two different test forms based on the same content, administered once to the same group of students. |
| Conventional views of test reliability: Internal consistency | This relates to the coefficient of test scores obtained from a single test. When no pattern is found in the student responses, the test is probably too difficult & the students resorted to randomly guessing at the answers. |
| Is a test valid just because it's reliable? | No. It's necessary, but insufficient condition for a test to be valid. The test must reflect consistent measurement but it may not be especially valid |
| Provide two sources of test invalidity | Construct underrepresentation |
| construct-irrelevant variance | |
| Test invalidity: Construct underrepresentation | the task being measured in the assessment fails to include important discussions of facets of the construct. Therefore, the test results will indicate a student's abilities w/in only a portion of the construct intended to be measured by the test |
| Test invalidity: Construct-irrelevant variance | the test measures too many variables. Many of the variables are irrelevant to the interpreted construct. -- it can be too easy or too hard. |
| Threats to internal validity of a test | Selection |
| mortality | |
| interaction | |
| contamination | |
| Threats to internal validity: Selection | participants in a group may be alike in certain ways, but will respond differently to the independent variable |
| Threats to internal validity: Mortality | Participants drop out of a test, making the group unequial. Who drops out and why can be a factor |
| Threats to internal validity: Interaction | Two or more threats can interact, such as selection-maturation when there is a difference between age groups causing groups to change at different ages. |
| Threats to internal validity: Contamination | This is when a comparison group in some way impacts another group, causing an increase of efforts. This is also called compensatory rivalry. |
| Some conventional views of test validity | Face Validity |
| Content Validity | |
| What is face validity? | the test is valid at face value. Validity defined as making common sense, being persuasive & appearing right to the reader |
| What is content Validity? | draws inferences from test scores to a lrg domain of items that are similar to those on the test. Concern is that content validity is a sample-population representation, meaning that the knowledge & skills covered by the test should be representative of t |
| Define conjoint behavioral consultation (CBC) | service delivery where parents, educators and other primary caregives work in collaboration to meet the developmental needs of children, address their concerns & achieve success by promoting the competencies of all parties concerned. |
| How does Conjoint Behavioral Consultation (CBC) work? | CBC creates a chance for families & school to work together for a common interest & to build upon & promote the capabilities & strengths of the family members & school personnel. Indiv. needs are IDed and all work together for common goal. |
| Discuss the best ways to facilitate sensitivity in communicating with culturally diverse parents about the reading development of their child | Use sensitivity by sending messages home in the parent's native language, using an appropriate reading level, and listening to the messages that are returned. Courtesy, sincerity & ample opportunity & time show concerns that can promote communications. |
| 4 evaluation necessities that educators should assure parents have been met in evaluating a child for reading problems. | Assure parents the evaluation uses: |
| • native language unless impossible | |
| • Doesn't discriminate because of disability or comes from a different background | |
| • Is admin. by trained evaluators | |
| • used to determine a disability & select an ed. program | |
| Discuss different cultural styles that should be considered when communicating with families of different cultural backgrounds about their children's reading progress. | Carefully consider: |
| • sharing space--some cultures like close, others like distance | |
| • Touching--touching, shaking hands, etc varies amongst cultures. | |
| • Eye contact--African-Americans tend to avert eyes, Anglo Americans prefer to make eye contact. | |
| Provide examples of communicating the steps of a child's reading evaluation with parents. | Use what is already known. Collect more info if needed. Ask for permission if more testing needed. Decide if services qualified for. Develop educational program. & if Spec. ed., an educational program |
| Discuss communicating reading development and/or assessments of disabilities with culturally diverse parents of exceptional children. | Be sensitive to different values & experiences as well as beliefs hat may be held by various ethnic & cultural groups toward spec. ed. People of different cultures show emotions differently. Be aware of unique perspectives or communication styles. |
| Explain what might be typical state guidelines for Reading First summer programs. | • Use Reading First-approved core, supplemental & intervention programs. |
| • Daily 90-min. uninterrupted reading instruct. blocks. | |
| • Intervention services provided for stud. below mastery skills | |
| • Evidence of teacher's use of data to drive instruction. | |
| Discuss some federal Reading First Guidelines for implementing professional developing plans | • plans must be closely aligned w/ the principles of scientifically based reading research & the 5 essential components of reading instruction. • An eligible pro. develop. provider must deliver program. • Teachers must b trained in teaching all components |
| Explain the purpose of the "Reading First Program." | federal initiative adopted of the states & school districts w/ goal that all children in the US learn to read by the end of 3rd grade. It elps apply research and assessment tools to teach all children to read. Assess includes progress monitoring. |
| Provide possible guidelines a school district would implement for reading programs. | • Each student has the rt. to learn to read • Reading is not just a curric. subject. It permeates the entire curriculum at every grade level. • Reading requires skills which can & should b taught @ approp. times & ways • District will proved ed. programs. |
| Provide the 5 essential components of reading instruction that are required in federal Reading First professional development programs. | • phonemic awareness |
| • phonics | |
| • Fluency | |
| • Reading vocab | |
| • Reading comprehension | |
| Discuss how a conjoint behavioral consultant partnership model is implemented. | * needs identification, needs analysis, plan development & plan evaluation. Three of these stages use interview to structure the decisions to be made. Overall, the goal is to effectively address needs & desires of parents & teachers for the children. |
| Explain how curriculum-based assessment helps define curriculum | These r models of assessment that emphasize a direct relationship to student's curriculum. They use measures from the curriculum to evaluate the effectiveness of instruction & determine what changes to the instruction can lead to more effective teaching. |
| Discuss some intended outcomes for peer helpers. | • helpers refer their friends to adults for help when there's a need • Helpers know when/where/how to make referrals • Increased understand of seriousness of depression • helpers id/respond to suicide warnings • show increased level of personal developmnt |
| Discuss a strategy for finding literary research in order that it may be disseminated across grade levels. | • Focus the topic |
| • Find overviews or background info | |
| • Prepare the search. Circle the main words in the topic statement | |
| • Find books. | |
| Provide leadership guidelines for educators implementing Reading First programs. | * Provide a vision--teachers can make a greater impact |
| • Set priorities | |
| • Create ownership--teachers help in decision-making | |
| • Foster peer support--teachers have time to meet with reading specialists/colleagues for formal professional development | |
| Discuss how peer helpers can effectively support their student peers | Young people with serious worries can be helped by their peers & adults. Students can build a circle of support around them w/ such programs. Train peer helpers to help w/ continued needs that help foster well-rounded communities w/in schools. |
| Discuss ways that schools can convey high expectations to students | •Establish policies that emphasize how important it is to achieve academically. |
| •Use slogans that communicate high expectations for the students | |
| •Protect instructional time-no tardies, absenteeism, interruptions | |
| •Provide insistent coaching to students | |
| Discuss assessing curriculum materials for cultural relevance | invisibility, stereotyping, selectivity, imbalance, unreality, isolation, language bias & fragmentation. Also look for inappropriate treatment of people groups. Also avoid the sidebar approach...putting ethnic experiences in an isolated bar. |
| How do you act as a facilitator in culturally-relevant approaches to education | •students share artifacts that are reflective of culture |
| • write about traditions their families share. | |
| • research dif aspects of their culture | |
| • guest speakers of different cultures on other subjects | |
| • as class, make something from another culture. | |
| Two views of instructional changes | Evolutionary & Revolutionary |
| Instructional changes: Evolutionary | •changes are minor |
| •made in parts of the plan (time, activity, materials, motivation) | |
| Instructional changes: Revolutionary | change in method of instruction |
| Explain how to adjust teaching styles to the learning styles of students who come from different cultures. | understanding preferred learning styles of students allows them to adjust their teaching style to maximize teaching effectiveness. Discern the learning preferences for a recently arrived immigrant students and then teach to those preferences. |
| Discuss characteristics of effective curricula that are culturally responsive. | • Curriculum-ntegrated & interdisciplinary • authentic, connect to child's real life & child-centered • Develops critical thinking |
| • use coop. learning, whole lang. instruction & self-esteem building • appropriate staff dvlpmnt • pt of a coord. strategy. | |
| Problem-solving process that can be used in conjunction with curriculum-based assessments | • identify the prob. to be solved. |
| • Identify alternative solutions such as unsuccessful solutions | |
| • Implement new programs & test alt. solutions. Revise unsuccessful solutions | |
| • Terminate the problem. Revising unsuccessful programs. | |
| Provide the characteristics of a continuously-monitored school literacy program | •Collecting information regularly |
| •analyzing and evaluating that info | |
| •taking action to improve student performance. | |
| -When teachers monitor school's literacy program they keep tabs on student achievement & success in reading and writing. | |
| Discuss the ongoing strategy of continuous progress monitoring | assessments often (@ least 4x/yr) |
| personal interviews &b focus groups as well as standardized tests/surveys | |
| multiple measurements | |
| How can continuous progress monitoring give faculty & staff a sense of ownership? | Puts accountability in staff's hands. Few surprises exist because because the school does its own assessment. |
| Discuss measures to critically analyze school wide reading programs that are related to the needs and goals of students. | Ultimate goal is better results. |
| •Combine info from multiple measurements | |
| •Organize data to clarify strengths & needs of whole school | |
| •Disaggregate info on students to see if subgroups have sim. problems | |
| • Keep alert to the school-wide qual. of ed. | |
| Provide examples of some concerns in monitoring literacy programs | •eval makes things more confusing, not clearer. |
| no plan in place to answer initial eval ?'s before teaching starts in classrooms. | |
| •Eval. hampered by unclear objectives. If you don't know why eval is happening, you don't know what is being evaluated. | |
| What does evaluation determine and what are they based on? | the worth of something and they're based on data and assessment information. |
| Explain the use of date sources to critically analyze school-wide programs such as reading so that student goals and needs are met. | linked aligned instructional benchmarks to broader objectives that are periodically measured by their state's assessment programs. Schools can examine results to track absolute progress, compare it to benchmark goals & find patterns of progress/weakness. |
| Benefits of having community members involved in schools | Become familiar w/ school & staff |
| Structures school to meet some broader needs families have. | |
| School becomes resource for family & community | |
| School center for community meetings, etc. | |
| develops support for bond initiatives | |
| Explain how a reading specialist can accelerate reading achievements in schools where achievement is lacking. | •focused look @ what needs assistance. |
| •Establish reg. lines of communication between reading teacher & contact area teachers. | |
| •Content teachers communicate how students are doing. Actions then focused on individual students & improvement can occur. | |
| How is a reading specialist a resource in his or her school? | •help staff develop knowledge of lit theory & instructions |
| •Consultants & collaborating teachers | |
| •provide expert instruction to learners who learn differently | |
| •Share learning strategies & practices | |
| • experts for school & district about reading | |
| Provide examples of some pitfalls in monitoring a school's literacy program. | Overworked teachers may feel monitoring something they don't have time for. Support from administration important as well as stressing need for new data collections. |
| Discuss ways to promote professional development for reading programs. | 1. provide strong correlation to district & school goals |
| 2. based on scientific reading research | |
| 3. include a format that provides ongoing training | |
| 4. offer frequent opport. for teacher dialogue & sharing. | |
| Discuss the role that communities are playing in home-school connections. | Paying attention to school's holistic needs as well as their academic needs. Offer programs that support learning & growth. Communities support schools & offer ways to improve. Work on recurring problems. Schools bring more voices to discussion. |
| Why should communities and parents be involved for effective literacy connections? | children perform better when parents are involved in their children's schools. Be role models & mentors; give extra support for both students and teachers. |
| Activities that will help community/parents support school literacy | assistance with parenting, communicating, volunteering, reading at home, decision-making & collaborating with the community. Schools should consider a community's unique character and needs in starting a community & family involvement program. |
| How can a lack of congruence between home and school culture be a predictor of student academic achievement? | Students have a tendency to be more successful when their home and school cultures have similarities. There tends to be less success when there's a disconnect between the two. This can be minimized when schools work with students and their families. |
| Describe dissonance between home and school socialization | may be caused by cultural differences in some cases. Black students tend to do better with communal learning; whites with competitive settings. It may also lead to wrong interpretations of parent behaviors, bringing misunderstandings btwn school & home. |
| Describe congruence between home and school socialization | high achievers have a home enviro. congruent w/ a school enviro. High achievers learned how to independently & obediently complete tasks at home. This is important to school success as well. |
| Ways to create community and family partnerships for school & community connections such as literacy programs | A formal school, family & community partnership is one way to meet such goals. Activities are chosen by school to help students read their lit goals. |
| Explain ways community members can be asked to be involved in making a home-school connection | 1. Become a learning partner or tutor. |
| 2. Volunteer to serve as a community coordinator for a community reading program. | |
| 3. Ask organizations to help support community reading programs. | |
| Semantic property. | contains components of a word's meaning: female is a semantic property of girl, woman, waitress, etc |
| Semantic Class | contains words sharing a semantic property. Classes can intersect. For instance, the words female and young can be components of the symantic class for girl. |
| Semantic Feature | a notational method that may be used to express whether semantic properties exist or do not exist by using a plus or minus sign. |
| Semantic Change | change in one meaning of a word. Each word has a variety of connotations & senses which can be removed, added or altered over time. This can also be word change from particular time period mean something different than the same words from a previous time. |
| Semantic progression | refers to the evolution of word usage, normally to where the original meaning is very different from its original usage. |
| Define language | A system of expressing and receiving information in a meaningful way. |
| Define Speech | The verbal expression of language. |
| Syntactic System of language | Refers to the structural organization (grammar) of a language. It dictates how words are combined into sentences. Another system is morphemes--smallest units of meaning. |
| Components of syntax | Word order |
| Capitalization | |
| Punctuation | |
| break down word THIN | 1 morpheme - thin |
| 4 graphemes (t-h-i-n) | |
| 3 phonemes (th-i-n) | |
| Define guided oral reading | Teacher/parent/peer will read passage aloud & model for student. Student then rereads text quietly, sometimes several times on their own. Text @ student's level. |
| How does text structure knowledge contribute to formulation of meaning | when students become aware of the text structure, they will better understand what is being read and will remember it for longer periods. Readers use text knowledge to differentiate btwn narrative & expository reading & will adapt their strategies. |
| Define and describe phonological system of language | Sound system of language. Refers to meaningful sounds of a language & their corresponding letters. Sounds are called phonemes. There 40 phonemes in English language. |
| Grapheme | a letter combination of letters in a written language which represents a phoneme in the spoken language. |
| Semantic System of Language | meaning system of language refers to vocab, including synonyms, antonyms & figurative speech. By the time a child enters school, he has about 5000 words. During elementary, he adds another 3000 words per year. |
| Why are idioms hard for younger students to understand? | a phrase is used to mean something quite different from that literal concept which the individual words seem to illustrate. They usually originate in one group, then spread to more general usage. |
| Steps taken by authors in organizing stories. | Consider the points they want to make. Ask what message & themes exist. Rough draft can be outline that lists statements central to a story. Carefully analyze sentences/paragraphs. |
| How are trade books used for teaching content areas? | improve reading, develop knowledge, further understanding of the world. They are a complement to teaching and curriculum, but don't replace thorough instruction in reading skills. These texts add to, explain or enrich what is being taught. |
| What are trade books? | instructional materials written specifically for students but are not textbooks per se. Can be used to help improve reading skills, develop knowledge of content areas & further understanding of the world. |
| Socratic Questioning | at the heart of critical thinking skills. It is more than just a one-word answer or an agreement/disagreement from students. They force students to make assumptions, sort through relevant/irrelevant points & explain those points. |
| Forms of Socratic Questioning | • Raise issues |
| • Probe surface | |
| • Pursue problem areas | |
| • Help find structure in thinking | |
| • " develop clarity/accuracy/relevance | |
| • " make judgments self reasoning | |
| • " think evidence/conclusions/assumptions/inplications/ | |
| POV/concpts/Interpretations. | |
| Define progress monitoring | ongoing assessment to determine if students are making sufficient progress or require more help to get grade-level reading objectives. Have benchmarks to ensure reliability & validity. Can assess phonemic awareness, phonics, fluency, vocab & reading. |
| Define and discuss metadiscursive | students should be able to be part of many different discourse communities but they should also know why & how it is they are taking part and what those engagements mean for them & others in realm of lrgr power relationships & social position. |
| Explain how a classroom with several computers may be used | presentation tools, learning centers, development stations or a combo of these. Allows more flexibility in the classroom w/out having to use the comp lab. Having at lease 3 computers in a classroom is necessary to ensure that each student has access. |
| Discuss some objectives for students learning culture. | describe a pattern, recognize a pattern when it's illustrated. Be able to explain these patterns & predict how a patter is likely to apply in a given situation. Describe an attitude that's important for making oneself acceptable in a foreign society. |
| Discuss use of weblogs (blogs) to publish student work. | easy way for students to publish their work. Students can manage own or class can have 1 together to which a group contributes. Consider appropriate topics. Everyone can see them. Consider audience and details & background to include. |
| Discuss the developmental process of writing | Writing is recursive |
| Both process & writing product evaluated & assessed during writing & after. | |
| basic parts are similar from person to person but each person's is unique | |
| Ability acquired w/ practice | |
| many writers attribute skill to reading frequently. | |
| How might an elementary school paper be organized? | prewriting (ideas gathered, organized, brainstormed) |
| Rough draft (printing/editing) | |
| Revision (paper read & re-read for sense & details may be added) | |
| Text that doesn't belong removed | |
| details added | |
| grammatical errors fixed | |
| paper is published. | |
| Discuss how publishing student writing on the internet can help children as writers. | helps students look positively on literature. |
| Rewards student interest in writing & boosts confidence. | |
| Helps & encourages reluctant writers. | |
| Helps children practice writing and develop skills. | |
| More rewarding feedback | |
| How can dramatic activities act as scaffolding for elementary & English as a second language instruction in elementary? | Allows students to participate in language learning in an active way. Students may be more motivated to discuss, organize, rewrite & perform. Students have also become more engaged when interwoven activities involve lit, drama, music, movement in grd k-3. |
| Discuss keeping expectations high for recent immigrant students | Become culturally informed. Belief in a student creates persistence & motivation on their part. Linguistic/academic achievemnt realized because of patience, tolerance & encouragement. Be welcoming & accepting. |
| Describe between-class ability approach to grouping in classrooms | High level kids benefit; middle-low level don't as much. Abilities differ, teacher expectations & quality of instruction are often lower for lower group. Students may also lower their expectations. |
| How does valuing correct student answers promote a safe learning environment? | Emphasize errors are friends, not faults. Value correct answers rather than dwell on errors. Look at how many were correct, instead of looking at a wrong answer. Even 1 right answer shows something is learned. |
| Discuss the need for obtaining and supplying support services for recent immigrant students. | |
| Warning behaviors of dyslexia | 1. avoid hard tasks |
| 2. too much time/not completing work | |
| 3. propping up head | |
| 4. guessing about a word | |
| 5. knowing word 1 day, not next | |
| 6. mix manuscript w/cursive | |
| 7. voc above read | |
| 8. math good, prob w/ reading/wr | |
| 9. gap in scores | |
| 10. extra atten | |
| discuss alternatives to technological means for creating a safe learning environment and reducing student disruption | programs that seem most effect are proactive rather than reactive, involving families, students, teachers & communities. Bully training, peer mediation, etc. more effective than surveillance cameras or metal detectors |
| Discuss eye coordination problems as causes for reading problems | astigmatism |
| eye-hand coordination | |
| visual motor problems & other problems | |
| esophoria-eye turns inward | |
| kids cover eye, put head down, move materials closer | |
| Discuss assumptions of intrinsic processing disorder and processing tests | word decoding & phonological processing measures aren't always emphasized in ID of reading disabilities. Many lack validity & reliability. Poor performance is often interpreted as evidence of a processing disorder but that's not always the source. |
| Describe how to score an informal reading inventory | of errors per 100 words that the student commits. Independent=read on own; instructional=student can read if classroom help is available; frustration=most likely piece too hard |
| Discuss the use of anecdotal records for student assessment | written records kept in a positive tone of a child's progress that are based on milestones particular to the child's emotional, physical, aesthetic & cog. development. Useful in supporting why and how a teacher makes decisions. |
| Discuss the use of observation in assessment of students | 1 of most powerful techniques a teacher has. Builds a picture of a student's personal, social & cognitive development & how they are making progress in their learning. Over time, teachers can see patterns and make judgments. |
| Discuss some points to remember about taking and scoring running records | 1. must b analyzed to offer data for instructional use |
| 2. Consider the text read | |
| 3. Don't make pro. judgments base on the results of 1 running records | |
| 4. indiv. errors are studied for gaining insight into the reader's progress | |
| 5. circle the cues used. | |
| Discuss how running records might be kept for early literacy training | they would be to help students develop a "self-extending" system, which indicates that children learn to apply strategies to self monitoring and self-correction on more difficult texts for extended amounts of text |
| Describe the design and development of a portfolio to be used for assessment | 1. purpose-concern is understanding purpose to be served |
| 2. Assessment criteria-what will be considered a success, what strategies are needed | |
| 3. Evidence-sources? how often evidence collected? how can sense be made of evidence? | |
| Discuss how portfolio assessments are not best used | 1. Evaluating programs that have very concrete, uniform purposes or goals. |
| 2. Allowing a teacher to rank participants or a program in a quantitative or standardized way, | |
| 3. Comparing participants or programs to standardized norms. | |
| Discuss the performance factors that reading specialists might look at in consultation with teachers to decide if a child needs a modified course of reading instruction | 1. continuous improvement-grades improving? |
| 2. comparative performance-is student is doing well compared to other students? | |
| 3. absolute performance-is student reaching school's desired level | |
| 4. small-group performance-others doing better? | |
| Discuss some of the obstacles a reading specialist faces in positively modifying reading instruction | deficiencies in finances or personnel, operating under system of mandates, theories, strategies & trends. |
| Discuss how student journals might be graded | criteria should help students in preparing journals that are effective in addition to helping with grading. System should be reflective of the learning objectives & assignment goals. |
| Holistic rubrics for journals | students are given overall criteria for assigning a grade based on the complete journal. "A" might include that students have complete entries that are insightful, well-developed, or appropriate length, focus on proper objectives & use proper grammar, etc |
| Discuss the utility of student peer training | peer programs offer the ability to increase the student's skill in responding and helping friends, and train students to know when there is a crisis and to whom the peer may be referred. They're already helping each other. Training makes them better. |
| Discuss some of the ways reading specialists can overcome the obstacles adverse to positively modifying reading | the specialist can work with the classroom teacher so that heor she will take ownership of these children who need help. Working with classroom teacher will bring extra benefits to student & classroom. Teacher and specialist work to find answers & modify |
| Discuss the reliability of performance, portfolio & responsive evaluations as well as measurement replication in assessments. | They aren't viewed as reliable. There's multiple error sources in measuring performance assessment. Graders can affect scores. There's only a single data collection. Ultimate reference should go beyond just 1 testing occasion to other such occasions. |
| Social Cultural learning model | purposed by Lev Vygotsky, views culture as the major factor in the development of an individual; a child's learning development will be affected by the culture, including the family environment, to which he is exposed. |
| Zone of Proximal Development (ZPD) | The gap between that which an individual knows about a topic and that which he does not; in children (ZPD) refers to the range of tasks a child can perform with help from a parent or teacher but which he cannot accomplish on his own. |
| Scaffolding | Process in which an adult/teacher provides help to a child then decreases the level of assistance as the child masters the skill or topic |
| metacognition | The process of thinking about thinking which can be encouraged in students by requiring them to write about that which they read. |
| Discuss how reading specialists promote collaboration among colleagues. | The specialist works with teachers to promote/develop literacy Specialist works with teachers as well as students and small groups for providing instruction & for building competencies in lit. |
| Discuss how curriculum-based assessment helps define curriculum | models of assessment that emphasize a direct relationship to the student's curriculum. they use measurements from the curriculum to evaluate the effectiveness of instruction & what changes to instruction can lead to more effective teaching methods. |
| How does fluency relate to the construction of meaning through comprehension. | The more fluent the reader, the less he is concentrating on the task of reading. Fluency and automaticity in reading words are necessary, but not sufficient for constructing meaning from text. They must understand what is being read. |
| Discuss how parental expectations play a part in children's classroom outcomes. | parental expectations play significant impact on school performance and are critical to achievement in academics. The higher the expectations, the higher the level of educational attainment. Expectations of behavior are more easily conformed to as well. |
| Discuss the use of data sources to critically analyze school wide programs such as reading in order that student goals and needs are met. | aligned info can let educators examine instructional variations that might make a difference in academic achievements. This allows educators to ask what should be done at various levels w/in the classroom/school to prevent problems identified by the data. |
| Explain the possible uses of laptop computers in the the classroom | They can develop project-based learning and multimedia activities as students work to collect data, brainstorm or produce projects. |
| Advantages of laptops in classrooms | •portable |
| •may be taken on field trips | |
| •can provide immediate data processing & graphic feedback | |
| •feedback/analysis that's immediate prompts next-step decision making | |
| •files can be shared | |
| •generate reports & projects | |
| •provide access to experts. | |
| Discuss the role of paradigms | paradigm of a lexeme=the set of all its word forms & is organized by their grammatical categories. Lexeme word forms can be arranged into tables & classified by shared features that include tense, aspect, , case, gender or mood |
| Morphosyntax | The area of morphology related to inflection & paradigms, but not compounding or word formation. |
| Syntactic hierachy | from smaller to larger units is |
| morpheme | |
| word | |
| phrase | |
| sentence & text | |
| Syntactic processing | ability to identify clauses, nouns, phrases, verb phrases, prepositional phrases, adjectives, articles, nouns & verbs & assemble them in sentences that are syntactically acceptable. |
| syntactic development | measured by mean length of utterance which is based on the average length of a child's sentences, scored on transcripts of spontaneous speech. Each unit of meaning, including root words & inflections, is recorded. After 2 yrs & 50 words, sentenence start. |
| How can trade books be used to teach values | heroes in history, fiction & current events help exemplify/encourage emulation of certain virtues. Trade books are good sources of these heros. Stories should be accurate & present both + and - aspect of a person's life. Video can help add depth to it. |
| Explain the role of family history in reading difficulty | children whose parents/older siblings have reading problems are at greater risk for reading difficulties. Risk factors: Family history, home lit environ, verbal interaction, lang. other than Enl. nonstandard dialect & family-based socioeconomic status. |
| Discuss the social learning & mediation aspects of a sociocultural approach to literacy | Social learning=social origin of mental functioning. Devlpmnt between people & then inside the child. Learning is a process. |
| Mediation=notion that all human activiity is mediated through sign/tools. | |
| Provide ways to overcome the so-called "black-white" achievement gap. | african americans consistently perform below non-minority peers in reading, science & math. Overcome with direct teaching language skills and vocabulary skills. |
| Define the sociocultural theory approach to literacy and the genetic analysis aspect | proper understanding of emergence of literacy has to take into account the broad cultural, social and historic factors that relate the the significance of reading & writing for human communication & cognition. |
| Discuss the categories that make Socratic questioning usable by teachers | •Clarifying ?s-ask 4 more info |
| •Assumption-probing ?s-ask 4 verification | |
| •?s probing evidence & reasons-ask 4 more examples | |
| •?s about perspectives & POV-how others respond | |
| •?s probing consequences & implications-cause/effect | |
| •?s about ?s-brk in sm ?s | |
| Discuss social class & family background variables in emergent literacy | Early readers tend to come from homews with more pencils, paper & books and that have mothers who read more often. Parental interest, positive attitudes, & modeling identified as major predictors of ac success despite social class or education level |
| Discuss the use of surveys as an assessment | gather info of any type. Useful in determining how students feel about instruction. Can determine level of knowledge. Can provide more personal info than standardized tests. |
| Discuss the effect of peer influence on learning. | can be both + & -. Positively can encourage good traits and learning. Group work can help encourage this. Negatively, it can do the opposite. |
| Examples of the concept of multiliteracies | our personal, public & working lives are currently changing in some significant ways & these changes have the effect of transforming cultures & the ways we communicate. How literacy is taugt is changing. Modern literacy is reinforced by the media. |
| Discuss how sing-songs help children with phonemic awareness | listening to & singing songs helps make children aware of the phonemic nature of spoken language. Songs that help children manipulate sounds in words are most effective in having children pay attention to a language's sound structure. |
| Discuss various advantages of literacy starting at home | Children come to school with several thousand hours of pre-reading experience. Children are already exposed to reading learning. |
| Orthographic Analogies | words families are generated from knowing onsets & rimes. Using orthographic analogies help students build reading/writing vocabs. If a child knows "man" they could use rime analogy to read or write any word that rhymes such as "tan", "fan", "can" etc. |
| What is the metacognition process? | the process of thinking about thinking. As applied to reading/writing, students can use metacognition to develop specific plans of action to enable a better understanding of the material. |
| Three key elements of the metacognition process? | 1. Designing the plan of action |
| 2. Monitoring it | |
| 3. Assessing its effectiveness | |
| Encourage students to ask questions. Why am I reading this? What is important? What don't I know? How did I do? What could've been done differently? | |
| How does introducing word families help students understand the alphabetic principle? | When a child learns that a number of frequently occurring patterns of spelling occur and has learned that these spelling patterns can be generalized, the child will be able to analyze & identify unfamiliar words more efficiently. |
| What is a major value of teaching word families? | These are known as phonograms. They give the kindergarten student the opportunity to practice decoding the beginning letters in a word. Word families give children practice w/ the application of the alphabetic principle. |
| Behavior among African-American students known as "acting white." | sometimes when blacks enter "white" culture, they're accussed of being disloyal to the black community. Speech in particular, is one activity in which blacks may be labeled as acting white. |
| Define the reading-writing connection | generally viewed as 2 sides of the same coin. Reading leads to writing and writing leads to reading. Reading teaches structure, punctuation & vocab. Writing helps students analyze and question what they've read. |
| Provide examples of the positive relationship between children's home literacy experience and that of school | eases transitioning to school. |
| parental aspirations for the child, academic guidance, attitude toward education and having reading materials in the home also impact the literacy experience of school. | |
| Define onset-rime blending | Breaking down word sounds. Onset is everything that comes before the vowel, while rime refers to the vowel and everything that comes after it. Truck= /tr/ & /uck/ Rhyming is blending new onset onto an old rime. Lots of stories with rhyming helps w/ this |
| Discuss the many places literacy may be learned | reading bus stops & cereal boxes. Listening to family stories. Caregivers. Family. Engaging parents, participating in literacy activities together. Peers, community members. |
| Define Body-Coda Blending | Vowels are the loudest parts of syllables. Children can break syllables on either side of the loud vowel, with relative ease. Consonants after the vowel are codas. In dream, /dre/ is the body of the syllable and the coda is /m/. |
| Provide examples of methods of increasing prior knowledge. | Tuning-when students modify/reshape info to meet needs |
| Reconstruction-learning goes against something previously thought as true. | |
| Increased background information-helps with understanding. | |
| Students add real-life experiences to help w/ understanding | |
| What is constructivist theory? | learning is an active process in which those who learn build new ideas or concepts based on their current & past knowledge. They select & transform info, build hypothesis & make decisions that rely on cognitive structure to make it work. |
| How does Constructivist theory relate to learning? | 1. predisposition towards learning |
| 2. different ways knowledge can be built so that the learner most readily grasps it, | |
| 3. most effective sequences in which material can be presented | |
| 4. nature as well as pacing of rewards and punishments | |
| Discuss how reading aloud to children at home plays a part in children's reading acquisition | Children who are read to have been found to acquire concepts about the function of written language in books. Most successful early readers have had contact at home with written language. Children learn how to attend to language and apply that knowledge. |
| Discuss how schemas work through various stages of reading | Prior knowledge & experience are common to the various stages or reading transactions. Readers build meaning before, during and after a reading transaction based upon their interest in and prior knowledge. |
| How do readers build meaning before, during & after a reading transaction? | They base it on their interest in/prior knowledge about |
| 1. facts relating to a topic | |
| 2. concepts & vocab that is related to those concepts | |
| 3. The underlying principles & generalizations. | |
| What is a schema | organized networks or prior knowledge & experiences, |
| What do readers have schema about? | about certain topics which foster expectation whenever they read about those topics. When students are reading, they add to or adjust their schemas as they boost their comprehension of what is being read. |
| Define cultural constructivism | a theory asserting that knowledge and reality are products of their cultural context=two independent cultures will likely form different methodologies of observation. Language and symbols affect the way people think. |
| Define Social Constructivism | a variant of cognitive constructivism that puts an emphasis on the collaborative nature of learning. Believes all cognitive functions originate & must be explained as products of social interactions & that learning was not simply learning knowledge. |
| Specific negative peer influences of learning | even though they are capable of speaking properly, they won't for fear they will not fit with with their peers. They'll acknowledge to adults they are speaking in slang, yet still do so because their culture has shaped them to do so. |
| Dialect | a regionally or socially distinctive variety of a language which is characterized by particular accents, phrases, vocab and grammar. |
| distinctions and relationships between writing and speaking | speech is communication expressed orally, writing is expressed through a set of symbols, representing speech. Both writing & speaking are forms of communication. |
| Discuss the nature of parental education and socioeconomic status on student achievement | parental education & socioeconomic status alone are not predictors of how students will achieve. Dysfunctional homes, low expectations, ineffective parenting, language differences & high mobility account for low achievement. |
| Prior Knowledge | combination of one's attitudes, experiences and knowledge which already exist. |
| discuss the interrelatedness of reading, writing and speaking | Language is developed as it is used. Language may be enhances in its development by a wide variety of tasks in which it is used. Knowledge is acquired through language. Development is enhances by various opportunities to use language in dif. situations. |
| Discuss the discourse theory as it relates to literacy | language is either an abstract system of linguistic forms or an individual form of activity, & language is a continuous generative process that is used in a social & verbal interaction of speakers-focused/increased interaction lead to higher learning. |
| Discuss how the process of contextual cues work in providing meaning in what is read | knowledge of how language works is a factor in how successfully reader will comprehend text. Context cues r used 2 make sense out of what's read. Proficient readers are most concerned with meaning. They understand the process and concentrate on meaning. |
| Discuss the different levels of phonemic awareness in terms of ability & suggestions for phonemic awareness instruction | • Hearing rhymers & alliteration |
| • Comparing/contrasting sounds of words for rhyme/alliteration | |
| • blending & splitting syllables | |
| • phonemic segmenting-count out of phonemes contained in word | |
| • phoneme manipulation-adding/deleting phonemes in a word | |
| phonemic awareness might include: | • engaging preschool children in activities that direct their attention to sounds in words-rhyming games |
| • teaching segmentation & blending | |
| • combining letter-sound relationship instruction | |
| • sequencing ex systematically when teaching blending/seg. | |
| Phonological Awareness | a conscious sensitivity to the structure of language by sound. It includes the ability to distinguish between parts of speech such as syllables & phonemes |
| Phonemic Awareness | |
| part of phonological awareness in which listeners may understand and distinguish between phonemes | |
| Alaphabetic Principle | an assumption which underlies systems of alphabetic writing, in that each speech sound or phoneme of a particular language requires its own distinctive representation graphically |
| Decoding | willingness & ability to sound out words through generation of sounds into recognizable words, known as phonological recording |
| Sight Vocabulary | that stable of words a reader can automatically identify |
| Important phonemic awareness skills for young readers | hearing, identifying & manipulating phonemes or individual sounds within spoken words. Blending & segmentation in phonemic awareness provides foundation for skills in spelling. |
| Define phonological recoding | use of systematic relationships between letters & phonemes to produces the pronunciation of a printed string that is unknown or to spell words. It includes regular & irregular word reading and advanced word analysis. |
| What does regular word reading include | beginning recoding such as the ability to read from left to right words that are regular & unfamiliar, generation of sounds for letters & blending sounds into recognizable words |
| How is beginning spelling translating into speech into print? | through phonemic awareness |
| What is irregular word reading? | reading those words that can't be decoded because either the letter sounds are unique to the word or a few words or the letter-sounds are unique to the word or a few words or the letter-sound correspondences in the word haven't been learned. |
| Provide an example of how specific words can be taught in classroom instruction | Teacher has class read a novel. Novel has a concept that's important to the plot. Teacher ensures students understand that concept (discussion, read sentence that contains concept). Ask students to use context & prior knowledge. Use concept in sentence. |
| Vocabulary | a set of words that a person or other entity knows that are part of language |
| Importance of vocabulary in reading comprehension | Person's vocab=set of words the person understands or set of all words the person is likely to use. Words help derive meaning from a text, which is the main goal in reading. Comprehension needed for subjects a person learns. It helps w/ understanding. |
| Why is phonemic awareness difficult? | • there are about 40 phonemes in English lang. |
| • there are 250 different spellings representing distinct sounds such as "f" - "ph" or "gh" | |
| • phonemes are not obvious. | |
| Context clues to teach vocabulary | teachers tells students that the context the paragraph helps determine what a word means. Look at all the words in the sentences to determine meaning. |
| Provide an example of using repeated exposure to words to teach vocabulary | Show a word to be taught when mentioned in textbook/reading selections. Students use it in their own writing. Find the word in print in newspapers. Compare how the word/concept from the story relates to present times or the student's personal experience. |
| discuss ow extended instruction & repeated exposure help students learn vocabulary words. | promotes active interaction w/ vocab which improves learning words. Words are learned best over time and when actively using the words & in different contexts. The more they hear/see/work w/ specific words, the better they learn them. |
| Provide an example of using extended and active engagement to teach vocabulary | Students do exercises in which they repeatedly use the meaning of the concept of work. Students have many opportunities to see & use word in different contexts that will reinforce its meaning. Ask what they already know & give examples. Outside sources |
| Define direct instruction of vocabulary | giving students specific word instruction and teaching students specific word instruction & teaching students strategies for learning words. Before reading teach them specific words that will appear in the text. |
| Give an example of using dictionaries and other reference aids to teach vocabulary | Look word up in dictionary. Read each definition & discuss with the class whether each def. would fit in the sentence's context. Students eliminate definitions that don't fit. Substitute the most likely definition into the sentence to see if it works. |
| Explain what words should be taught during vocabulary instruction | • Important words for understanding before reading. |
| • Useful words. words student will likely see & use many times | |
| • Difficult words-especially words with multiple meanings depending on the context. | |
| • According to need. Address strengths & needs. | |
| Give an example of using word parts to teach vocabulary | prefixes/suffixes along with base & root help students learn meaning of words. Learning the most common ones gives clues to over 1/2 of the English words. Teachers teach word roots as the occur in texts as well as teaching roots most likely encountered. |
| Provide ways to teach students vocabulary through indirect instruction | read to students, not matter what grade level. students learn words from hearing them. Talk with them about new vocab words & concepts. |
| encourage students to read expansively on their own. |
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fancypants246