C365

Uses of a Blog

-Can be used to replace or complement a traditional discussion group -Can be used to replace or complement a traditional learning log/journal **Can be used instead of a journal about growing a plant a blog they can talk about planting as they grow and add pics **teachers can use the blog of class for individual students blog for parents

COMPOSING / WRITING STAGE

"PROCESS WRITING STAGE 2: IN CLASS STUDENTS CONSULTING WITH EACH OTHER WHILE WRITING, NOT CONCERNED WITH MECHANICS"

A flexible during reading device that can help students comprehend and organize information ? A. Pattern Guide B. Gloss C. Strategy Guide D. KWL Chart

*during & flexible are key word* C. Strategy Guide

Webquest

*inquiry-based* learning task that makes use of internet resources.

Uses of podcast:

-Can be created by teacher and students to share knowledge -Students can record their report presentation -think of WGU webinars and cohorts **Uses multimedia *could be used for literature circle books (which is where kids read and then summarize why you should read that book*

A literature based reading program can be organized in which of the following ways? (Check all that apply) *

-Core literature -Text sets -Thematic Units

Description 1: This step is the act of writing the piece for the first time. The writer puts his/her thoughts down on paper in complete sentences, without worrying about neatness, spelling, or mechanics. *

Composing

Retelling

Comprehension assessment with topic and details- exactly what happened in the story

Maze Passages

Cousin to the cloze passage, comprehension assessment

Cooperative Learning

Opportunities to work with peers.

narrative writing

writing that tells a story or fiction writing

Quick writes

A middle-of-the-lesson activity in which students respond to a prompt framed on the content of the lesson

Mystery passage/think aloud (can be an assessment)

A processing/comprehension assessment in which the students reveal "why" they made the decision they did

exit slip

A quick way to check understand and figure out what you need to go over the next day

Semantic Mapping (after strategy)

A strategy that visually displays the relationship among words (dig deeper into meaning) helps to categorize them.

Descriptive Mapping (after strategy)

A web "bubble" map/organizer

Blog

A website that the creater can add content as needed and people can comment to each other on it.

Rubric

A written description of expectations for student performance

A before reading strategy that activates background knowledge and builds interests in the lesson topic. A. Anticipation Guide B. Strategy Guide C. Pattern Guide D. Gloss

A. Anticipation Guide

According to the situation model theory, how do the students comprehend text? A. They build on mental model of the events described in text B. Engaging in outlining main ideas of paraphrasing the text C. They make meaning out of the pictures provided in the text D. Engaging in activities after the teacher has modeled the text in a read aloud.

A. They build on mental model of the events described in text

Core Literature Advantages VS. Disadvantages

Advantages: -New Vocab -Interests and needs -*Can lift self esteem of low readers* Disadvantages: -More difficult vocab -More challenging to read

Basal Readers- Advantages VS. Disadvantage

Advantages: -Readable -Encouraged goal setting -Leveled (whole text is the at one reading level) -Anthology based (meaning you get a small excerpt piece of the small and larger text) Disadvantages: -Not as interesting -Can be too overwhelming - Assembling drawback

First Grade Speaking and Listening Standards: presentation of Knowledge and Ideas

-Describes things and events with details and feelings clearly -Add drawings/visual displays to clarify ideas, thoughts and feelings - Produce complete sentences when appropriate to task

Third Grade Speaking and Listening Standards: Comprehension and Collaboration

-Engage Effectively in a range of collaborative discussions (1-on-1, groups, teacher-led) on 3rd grade topics; Explain own ideas in light of discussion; Come to discussions prepared; Ask question to check understanding -Determine the main ideas and supporting details of a text read aloud/info presented in diverse media -Ask and answer questions about info from a speaker, offering appropriate elaboration and detail

Fourth Grade Speaking and Listening Standards: Comprehension and Collaboration

-Engage effectively in a range of collaborative discussions on 4th grade topics; Come to discussion prepared; Pose and respond to specific questions to clarify; Review the key ideas expressed and explain their own ideas -Paraphrase portions of a text read aloud-Identify the reasons and evidence a speaker provides to support a particular points

Fifth Grade Speaking and Listening Standards: Comprehension and Collaboration

-Engage effectively in a range of collaborative discussions on 5th grade topics; Come to discussion prepared; Poses and responds to specific questions by making connections; Review key ideas expressed and draw conclusions in light of info and knowledge gained from the discussion; -Summarize a written text read aloud-Summarize the points a speaker makes and explains how each claim is supported by reasons and evidence

Mr. Cory has a significant amount of culturally diverse students in his class this year. He knows it is important for children from all cultures to see the connections between their culture and school, and that he becomes acquainted with the children's cultures. Which two should Mr. Cory utilize to successfully meet these goals? *

-Implement varied approaches to teaching and organizing class activities for varied learning styles. -Interacting with people who are knowledgeable about the various cultures represented in the class

Running Record

-Independent level ONLY -One passage -Same cueing systems

IRI (Informal Reading Inventory)

-Independent, instructional, frustration, reading levels -word lists, passages, comprehension questions -Syntactic, semantic, phonic/visual cueing systems

First Grade Speaking and Listening Standards: Comprehension and Collaboration

-Participate in collaborative conversations about 1st grade topic with peers and adults in small/large groups -Ask and answer questions about key details in text read aloud or through other media -Ask and answer questions about what a speaker says in order to gather additional info/clarification

Second Grade Speaking and Listening Standards: Comprehension and Collaboration

-Participate in conversations with peers and adults in small/larger groups about 2nd grade topics .-Recount/describe key ideas or details from a text read aloud -Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional info, or deepen understanding of a topic/issue

Kindergarten Speaking and Listening Standards: Comprehension and Collaboration

-Participates in conversations about kindergarten topics with small and large groups of peers and adults -Confirms understanding of a text read aloud information orally by asking and answering questions -Ask and answer questions for clarity

Fourth Grade Speaking and Listening Standards: Presentation of Knowledge and Ideas

-Report on a topic or text, tell a story in an organizing manner using appropriate facts; descriptive details to support main ideas or themes; speaking clearly at an understandable pace; -Add audio recordings & visual displays to presentations to enhance the development of main ideas/themes -Differentiate between contexts that for form English and situations where informal discourse is appropriate; Use formal English when appropriate to task and situations

Third Grade Speaking and Listening Standards: Presentation of Knowledge and Ideas

-Report on a topic or text, tell a story, or recount an experience with appropriate facts, descriptive details, speaking clearly at an understandable pace - Create engaging audio recordings of stories/poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize facts/details-Speak in complete sentences when appropriate to task and situation in order to provide detail or clarification

Fifth Grade Speaking and Listening Standards: Presentation of Knowledge and Ideas

-Report on a topic/text /present an opinion, sequencing ideas logically and using appropriate facts and descriptive details to support main ideas/themes; speak clearly at an understandable pace -Include multimedia components and visual displays in presentation to enhance development of main ideas/themes -Adapt speech to variety of contexts and tasks using formal English to appropriate tasks and situations

Second Grade Speaking and Listening Standards: Presentation of knowledge and Ideas

-Tell a story/recount an experience with appropriate facts, descriptive details, speaking audibly in coherent sentences -Create audio recording of stories/poems -Add drawings/other visual aid to stories to clarify ideas -Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification

What are the disadvantages of using Basal readers? (Check all that apply.) *

-They will not interest all students. -They only offer small pieces of a novel, rather than reading the novel in its entirety. -The structure of the program can restrain the class to move through the material in a lockstep fashion.

Wiki for this assessment

-publish work (research papers, reports) -Peer feedback -House class research on related topic

Uses of a world

-synonym and antonym word clouds -word relationships -vocab representation -Sounds relationships

Comprehension Strategies

1. Anticipatory Guide - BEFORE to get students thinking+ get background knowledge 2. Think aloud-modeling -during 3. Pattern guides/strategy guides- give students guides to help them understand/retain info -during Strategy=flexible pattern=fixed glosses are for vocab and used for lower students or ELL-they can use it while they read to know vocab works 4. Graphic organizers- After- after they read they organize ideas from the reading

The teacher would like for her students to learn the steps to baking sugar cookies. She would also like to help develop students writing. Which 2 strategies should be integrated into the lesson plan to meet the teachers objective?

1. Have students brainstorm the step by step, detail procedures for baking cookies in small groups. 2. Use co shaping to assist students in developing responses to Qs about steps you might take to make sugar cookies

Constructivist Classroom Tools:

1. Semantic Maps 2.Co-Shaping 3. Guided Instruction 4.Word Sorts 5.Inquiry Based (web quest) 6. Dramatizing Vocab

Guided instruction

A combination of the teacher-centered and the student-centered approaches which allows the teacher to balance these based on the student's needs. Teachers guide, students then provided with time for practice

Be Metacognitive

As the teacher, work to acquaint yourself with students' cultures and including teaching practices

Dramatizing Vocab

Asking students to put the words (that you have already reviewed) into simple skits +perform them.

A 4th grade teacher has the students write an essay on sharking knowledge about the raising of a dog. Which rubric would be most appropriate to use for grading an essay? A. Rubric for writing to convey experience B. Sample Response to an open-ended test question C. Rubric for assessing writing to explain D. Lexile Assessment

B-not opened ended question, talking about an essay Not A because you're conveying an experience which isn't fact-based which is what they are asking when they say "they want sharking knowledge" SO: C. Rubric for assessing writing to explain

Mr. Barns is using a reading program that includes a series of readers/anthologies and supplementary materials that gradually increase in difficulty. What type of program is he using? A. Core literature B. Basal Reading Program C. Text Sets D. Reading to learn program

B. Basal Reading Program Because of anthologies and gradually increasing in difficulty

Mr. Wrights class is learning about main idea and details for reading and writing. He would like them to take notes after reading the selection. Which of the following would best help the students organize the info? A. Venn Diagram B. Descriptive Map C. Think Aloud D. KWL

B. Descriptive Map **Because it is asking main ideas and details and "After reading" ** It also doesn't say compare/contrast (Venn Diagram)

The students in Mrs. Jones's class are struggling with comprehension. She wants to ensure that they are going through the process of breaking down the material that she is reading to the students. Which of the following would NOT be a strategy the would help her do this? A. A strategy in which the teacher models the thought processes out loud . B. Giving the students a partially completed outline which includes main ideas and spaces for details. C. Breaking the words down into phonemes and sounding them out. D. A paper given to the students with key ideas and paraphrases of the text to aid in comprehension.

B. Giving the students a partially completed outline which includes main ideas and spaces for details. **answer must talk about struggling with comprehension/breaking down terms ***It's not D because that's a reading guide not comprehension strategy

A 4th grade teacher would like to enchant her students understanding of the new vocab they were exposed to in in their last unit of study. Which activity should she assign that works to best meet her goal? A. Have students select vocab words and create an engaging poster using the words on a word wall B. Have students use the vocab words to create a skit that summarizes the key concepts of the unit. C. Have students add electronic flashcards to their class wiki page. D. Have students play hangman using the vocab words as their bank.

B. Have students use the vocab words to create a skit that summarizes the key concepts of the unit.

A during the lesson tool that students can use to aid in comprehension that follows the format of the text for a partially completed outline? A. Strategy Guide B. Pattern Guide C. Graphic Organizer D. Think Aloud

B. Pattern Guide Key: During/partially completed outline *remember pattern guide will always follow a fixed outline

A during the lesson tool that is used to model comprehension processes... A. Strategy Guide B. Think Aloud C. Anticipation Guide D. Graphic Organzier Guide

B. Think aloud Key words: during/modeling

Diverse partnering

Balanced and mixed groups

KWL chart

Before, during, after

Which activity is an appropriate example of developing the listening and speaking skills of 5th grade students? A. After reading or listening to a text ask and responding to questions in order to further their understanding. B. After reading or listening to a text, asking the students to retell the order of events from the story. D. After reading or listening to a text, asking the students to determine the main ideas of the story.

C. After reading or listening to a text, asking the students to discuss the theme and support their opinions with appropriate details. *REALLY PAY ATTENTION TO GRADE LEVEL AND WHAT THEY CAN OR CANT DO ALREADY*

A before, during, and after strategy which consists of brainstorming, categorizing, anticipation and predicting.. A. Graphic Organzier B. Pattern Guide C. KWL chart D. Think Aloud

C. KWL Chart Key: before during and after strategy

A reading specialist uses this assessment to ensure that emergent readers are meeting district benchmarks. He asks each student to read from a benchmark book every 4 weeks and notes each students advancement the specialist is using an A. Interest Inventory (just to see what they are interesting in) B. Informal Reading Inventory C. Reading Running Record D. Timed Word Count

Can take A and D because question doesn't relate to it. because it says every 4 weeks (that's a fast assessment so its goin got be Reading running record because that's a quick check to see where students are at.

A 4th grade class is working on biographies of American scientist. The students will work in groups to find information about 3 influential scientist. The students will keep track of all sources and notes during their research. At the conclusion of the unit the students will present a 5 minute presentation in addition to turning a 1 page essay. How can the teacher modify the lesson plan to address learning differences in the classroom? A. Shorten the length of essay to less than a page B. Allow students to use the SQ3R process to take notes from text C. Require that all students complete the assignment as directed D. Require students to use research materials that include multiple perspectives

D looks good but its not right because it might require a diff level of work or add more work so the right answer is: A. Shorten the length of essay to less than a page ** tip read end Question first and then the beginning

A 4th grade class is currently working on their poetry unit. The teacher would like to add an activity that promotes awareness of cultural differences. Which activity successfully addresses the goal? A. Assign students to read and discuss poems only written by minority authors B. Assign students to groups based on their ethnicity and have them discuss their fav poems C. Allow students to individually select poems to read from a pre-approved bank of material . D. Assign students to read and success poems that highlight various cultures.

D. Assign students to read and success poems that highlight various cultures.

A during lesson tool that helps students with comprehension by explain difficult concepts in marginal notes? A. Pattern Guide B. SQ3R C. Graphic Organizer D. Gloss

D. Gloss

**make sure students cultures are celebrate but

DONT Want to segregate them or group them by culture

Semantic Map

Graphic organizer that shows circles and lines to show relationships *Meaning of something*

Mrs. Grey is a 2nd grade teacher who is currently in the middle of her unit on the animal kingdom. Each student has an assigned animal they are to write an informational report on. Mrs. Grey would also like to incorporate an activity to target her students' listening and speaking skills. Which activity is developmentally appropriate and aligned with the unit? *

Have the students create an audio recording presenting their report and share them on the class website.

Situation Model Theory Or mental model theory

How new situations are comprehended...HOW we take our schema and apply it to what we are reading to make sense of NEW information

Inquiry-based learning

Involvement in the learning process leads to deeper understanding. Allow students to have choices in how they learn (accommodating multiple intelligence) and what they relate new information with (constructivism). Can learn how to learn.

A 3rd grade teacher wants to incorporate comprehension and word recognition in a literacy lesson plan including a variety of text. Which activities support the lesson objectives? A. Summarize 3 books on a given topic and discuss the literary aspects of each. B. Read an article in class and work in small groups to create a word display. C. Read story together as a class and complete a written and oral re-telling of the story D. Choose an article, book or internet site on topic and discuss the connecting as pests of the text as well as reviewing unknown words in a graphic organizer

Key terms from question: comprehension, word recognition and variety of text so the answer must discuss these 3 things. NOT A because: it only gives you comprehension and variety BUT no word recognition NOT B because no variety NOT C because no variety SO, D because it has all 3! D. Choose an article, book or internet site on topic and discuss the connecting aspects of the text as well as reviewing unknown words in a graphic organizer **reviewing Variety listen && discussing aspects of text= comprehension &unknown words in a graphic organizer= word recognition

An after learning device that represents key concepts, main points or basic steps. A. Graphic Organzier B. Pattern Guide C. Anticipation Guide D. Think Aloud

Key: after and represents we only have one after strategy that we use graphics A. Graphic Organizer

Holistic Scoring

Less time consuming Essay scoring method in which a single score is given to represent the overall quality of the essay across all dimensions.

Analytic Scoring

More time consuming Scoring a student's performance on an assessment by evaluating various aspects of it separately.

Description 4: This step involves selecting a topic and brainstorming to generate ideas about the topic. *

Prewriting

Connection Opportunities

See connection between their culture and school

IF YOU'RE QUESTION IS ASKING ABOUT CORE LITERATURE...

THE ANSWER CAN'T HAVE ANYTHING TO DO WITH BASAL READERS

IF YOU'RE QUESTION IS ASKING YOU ABOUT BASAL READERS....

THE ANSWER CAN'T HAVE ANYTHING TO DO WITH CORE LITERATURE

Co-shaping

Teachers provide prompts that help students shape responses that make use of scientific language "Guiding students to answer correctly without giving the answer"

Mr. Lieu is using an approach that prompts his ELL students to dictate a story aloud in their own language based off an experience they have had. That story is written down by the teacher or an aid and is later used to instruct the students in reading. This approach is known as *

The Language Experience Approach

What kind of approach to reading uses sets of children's books as a basis for providing literacy instruction?

The Literature-Based Approach

Ms. Frye has placed her students into five different groups. Each group will focus on the same concept, writing a story, but Ms. Frye will adjust what materials she will use, how the materials are presented, and how much support she provides.Ms. Frye is implementing *

Tiered instruction

Traditional Vs Constructivist:

Traditional: 1. Drill 2. Copy for memorization 3.Mnemoic Devices 4.Lower Standards or providing alt Goals 5.Fact and new info without background ****Constructivist: 1.Building conceptual understanding 2. Prompting students thinking to understand "Why" 3.Providing Support & Scaffolding 4.Asking open-ended questions to co shape possible ideas 5. Making/building connections with students

Schema

Unit of organized knowledge of people, places and things- created by events or experiences in their own life. *Each student has their personal schema*

Wiki

a collaborative site where multiple user share and edit content **Can be used for : -create a data base of info about good books, misleading sites -important terms for a unit -results of science experiment

SQ3R (an independent strategy)

a study method incorporating five steps: Survey, Question, Read, Retrieve, Review **not used in a lesson plan**

Thematic Units

a variety of activities and materials focused in several related content areas and taught using different instructional strategies

Wordle

a visual representation of words into an arrangement a word cloud and all the words relate to one thing

Word Sorts

a vocabulary-development and word-study activity in which words on cards are grouped according to designated categories, as by spelling patterns, vowel sounds, shared meanings, etc.

Reading Workshop

an approach in which students read self-selected texts independently

Language Experience Approach

approach to writing instruction from personal experience; stories about personal experiences are written by teacher and read together until learner associates written form of word with spoken; can also be a group activity restating stories read by teacher

Podcast

auditory or visual files can be played on phone, iPad, computer, radio ect. Provide multi media content

Writing Workshop

classroom writing time during which students are given the structure and direction they need to understand, develop, or use specific writing strategies in planning and revising drafts

Cloze & maze are...

comprehension assessments THEY ARE NOT VOCAB ASSESSMENTS in which you remove a word and: Maze=choose what they fill in Cloze= just a blank to fill in

Lexlies

computerized scale that is used to assess kids reading levels 3rd grade= 3.0 3.5 ect

Uses of web quest

individually or in groups teachers select sites and create them beforehand

Conceptual Understanding

make a personal connection to information in order to learn better

Lexile

reading level

Learning log

students use just put some information all in the same place *not graded just a tool*

Guided reading

teacher explains the purpose for reading a particular text as well as the structure for how to respond to what is read.

Including teaching practices

that address different learning styles.

formal English structure" or "English instruction"

think 'writing' or the writing process

Venn Diagram (after strategy)

two circles that overlap each other to show how a text is similar and different Used to compare/contrast OR cause/effect

expository writing

writing that explains or informs