RICA- Domain 4 questions
What are types of grouping patterns?
Reading comprehension lessons should use: (Competency 13, Domain 5) Small group instruction (GPR), Students at the same instructional level. Texts at the instructional reading level Flexible grouping
Why is it important to teach nontechnical academic language?
nonacademic language consists of words that are used in several subjects—words that children encounter whether they are studying mathematics, social studies, science, or the humanities (literature, music, visual art) -these are words that are necessary for performing school tasks and need to be taught to children (e.g. "define," "identify," "illustrate," "speculate," "summarize," "classify")
What is wide reading? How do you use it to increase vocabulary?
-encourage students to read widely on their own -children learn the meanings of thousands of words through independent reading -the more a child reads, the more words s/he will encounter in print -the more often a reader comes across a word, the better chance the reader will acquire an understanding of the word's meaning -to have the most impact, children should expand their reading horizons -many students will only read the same type of books (e.g. books from one series); for such students, teachers should find books with similar characters, settings, and plots but written at a more difficult level -to increase academic and background knowledge, students' independent reading will need to focus on new and different topics
With regard to vocabulary, academic language and background knowledge, how do you differentiate for instruction for struggling readers/EL learners?
-focus on key vocabulary and nontechnical academic language -although most children might be expected to learn the meanings of 6-8 words in a lesson, lessons for struggling readers might focus only on 3 or 4 absolutely essential words -struggling readers will benefit from lessons on words that will be used in several contexts -reteach what is not mastered -provide concrete examples -use visual, kinesthetic, and tactile activities -e.g. when teaching the meaning action verbs, kinesthetic instruction would involve having the students pantomime the target words, such as "measure," "hammer," "saw" and "drill"
How do you develop word consciousness?
-synonyms and antonyms -homophones and homographs -word of the day -playing with words: idioms and puns -playing with words: poetry -etymology
What are the four instructional strategies for teaching vocabulary?
-vocabulary instruction involves each of the following: 1. direct instruction of specific words 2. teaching students independent word-learning strategies 3. developing word consciousness 4. encouraging wide reading
What are three types of independent reading strategies students should be taught to use when they are reading?
1. morphemic analysis 2. contextual analysis 3. using the dictionary
What are the four ways Heacock characterizes differentiated instruction?
1: students' knowledge and skills 2: prerequisite knowledge and skills 3: pacing of instruction 4: complexity of the content/skills to be presented 5: scaffolds
What are ways to develop professional knowledge and expertise as a reading teacher?
Become a life-long learner, find a mentor, join a group of colleagues, read and write about your profession, continue building your skills
What are some strategies for determining if a book is appropriate for a student?
Choose a book that you think you will enjoy. Read the second page. Hold up a finger for each word you are not sure of, or do not know. If there are five or more words you did not know, you should choose an easier book. Still think it may not be too difficult? Use the five finger rule on two more pages.
What are the criteria for determining which words to teach?
Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of do-mains. Instructional potential: Words that can be worked with in a vari-ety of ways so that students can build rich representations of them and of their connections to other words and concepts. Conceptual understanding: Words for which students understand the general concept but provide precision and specificity in de-scribing the concept.
What are some strategies for making content-area textbooks more comprehensible?
Instructional oral conversations of: Summarize/Retell Share personal perspectives Make text-to (self, text, world) connections Graphic organizers/Study Guides.
How do you develop a thematic unit?
Select books related to the topic of each thematic unit. For literature selection you may wish to develop a pre- reading activity, a variety of cross-curricular learning activities, and open-ended discussion questions. Select books from a variety of genres.
How do you implement a writing workshop?
Students are given opportunities to write in a variety of genres and helps foster a love of writing. The Writing Workshop allows teachers to meet the needs of their students by differentiating their instruction and gearing instruction based on information gathered throughout the workshop.
What are the important issues related to the development of vocabulary, academic language, and background knowledge?
The Matthew Effect = over a period of time the gap between high-achieving and low-achieving readers widens -if a child does not gain an understanding of the meanings of thousands of words in pre-K, K, 1st grade, and 2nd grade, then s/he will find reading a frustrating task -as a result, child reads less, and as a result of that, the further the child falls behind peers who read a great deal -effective vocabulary instruction for all children and timely intervention for those who are having difficulty in the primary grades
How do you implement a reading workshop?
They are time, texts, teaching, talk, tasks, and testing. Reading Workshop session begins with a mini-lesson that lasts approximately 10-15 minutes. During each mini-lesson, the teacher introduces a specific concept, also known as the teaching point. Most often, the teaching point focuses on a reading strategy or skill. The teacher will explicitly model or demonstrate the skill for the students. Students then get a chance to practice the skill or strategy on their own or with a partner. This part of the mini-lesson is called the active engagement.
What is the role of vocabulary, academic language and background knowledge in reading development?
Vocabulary knowing the meaning of words helps in the ultimate achievement of swift, accurate word recognition and in all aspects of fluency (rate, accuracy, and prosody) -understanding the meaning of words makes it easier to recognize words and read fluently Academic language failure to comprehend could be a failure to know the meanings of nontechnical academic language, in which case reading about almost any academic topic will be frustrating -or problem could be lack of technical academic language in a specific area, which explains why some students comprehend better in one subject than in others (e.g. student has a good sense of the academic language used in history and comprehends the social studies book, but has poorly developed academic language knowledge in geology and struggles when reading a science textbook) Background knowledge lack of background knowledge can be a cause of poor comprehension (e.g. a student who knows little about farms will have difficulty understanding a selection about crop rotation) -background knowledge is a key predictor of how well a student will learn new information related to that content
What are five different types of reports?
book report, writing report, progress report, group report, final report
What are the types of talks used during literature circle discussions?
customize the literature circles to target specific learning outcomes and meet the needs of the students. Literature circles provide voice and choice
What are the tiers of academic language?
first tier: -includes simple words that most children will know without instruction -words that are used almost every day (e.g. "flower," "water," "rain") -students will encounter many first-tier words when they read second tier: -more difficult words that appear in several contexts across 2 more more areas of study (e.g. "peninsula," "territory," "nautical," "climate," "tropical," which might be used in science and social studies textooks) -some authorities think these words should be the focus of vocabulary instruction third tier: -most difficult because they are used only in one specific domain/area of study (e.g. "unicellular," "protozoa," "amoeba" if students are learning about microorganisms) -often too difficult to be taught with vocabulary instructional strategies alone; will also require several well-planned science or social studies lessons that use them
How do you implement literature circles?
grouping students, group folders for monitoring progress, teach talking and listening skills, assign different literature circle roles
What are some research-based principles of vocabulary instruction?
instruction must fit the age and ability of the students -developmentally appropriate, "kid-friendly" definitions -lessons must provide examples of how target words are used in the context of sentences and paragraphs -to learn the meanings of words, children must have repeated exposure to the words -isolated vocabulary lessons don't work -vocabulary instruction involves each of the following: 1. direct instruction of specific words 2. teaching students independent word-learning strategies 3. developing word consciousness 4. encouraging wide reading
What are the five different vocabularies?
listening, speaking, writing, reading(sight), and meaning(reading) vocabularies? 1)Listening vocabulary- words you understand when listening to other people speak. 2)Speaking vocabulary- words you use when you talk (always smaller than listening vocabulary) 3)Writing vocabulary- words you use when you write 4)Reading (sight) vocabulary- words you can recognize and correctly pronounce 5)Meaning (reading) vocabulary- words you understand when reading silently
What are some instructional activities designed to support what students have learned?
listening: -teachers should read aloud both literary (fictional) and informational texts -students should take part in discussions that challenge them to use the words they have learned through direction instruction speaking: oral rehearsal -before students write something, they say it to themselves, listening to how the words come out and perhaps modifying their message before they write it if it doesn't "sound right" -e.g. group of students could take a set of target words that have to be placed in sentences, discuss possible sentences options before deciding what the final version of their sentence wold look like -allows students to transfer oral skills to written language reading: -after learning the meanings of words, students should have reading assignments that include the target words they have learned writing: -students should be asked to use words they have learned in sentences and paragraphs that they compose *teachers must go beyond just teaching the definition of words; words have to be used knowledge of the following will increase a student's vocabulary and knowledge of academic language: -sentence structure -syntax -punctuation and capitalization
What are three categories of response patterns?
question and answer, hypotheses and proof/disproof, problem and solution
What are some ways to organize a literature unit?
reflecting on your responses to a text, develop response tasks and purposes for tasks, sequence tasks, formulating alternative versions of tasks, consider alternative intelligence's in devising tasks
What is included in a literacy center?
some examples would be a computer center, ABC center, writing center, listening center, memory card games, word family center, book club center, building/manipulative center, art center, buddy reading center, poetry center, math center, science center, social studies center, etc.
How do you manage a literature unit?
structure and plan your units and continually assess the students using progress monitoring. Group students with intention
What are the four strategies for teaching the meaning of words? Describe each one.
to learn the meanings of words, children must have repeated exposure to the words -isolated vocabulary lessons don't work
