Domain 1 Flashcards
What is Choral Reading?
Reading aloud in unison with a whole class or group of students.
What is the Five Fingers Test?
A method for teaching students to select books at their reading levels. Student selects a book and reads a page, putting up a finger each time a word cannot be read. Five fingers? wave bye bye to the book!
Balanced instructional program
Characterized by the strategic and appropriate selection of what skills should be taught given a student’s level of reading development.
Comprehensive Program
An instructional program that helps students achieve all grade level English Language Arts standards
Categories of English Language Arts Standards
a. word analysis, fluency, vocabulary development
b. reading comprehension
c. literary response and analysis
d. writing strategies and writing applications
e. written and oral English language conventions
f. listening and speaking strategies
g. speaking applications
Three types of assessment.
- entry-level
- progress monitoring
- summative
Purpose of entry-level assessment.
Takes place before instruction.
- Determine which students have prerequisite skills and knowledge
- determine which students have mastered the skills that are going to be taught
Purpose of formative assessment.
Takes place during instruction.
Determines which students are making adequate achievement toward target standard.
Purpose of summative assessment.
Determine which students have achieved the standard.
It is important to assess whether students can “transfer” skills and knowledge they have used.
Five alternative assessments for students with an IEP.
- Give more time
- Assess in chunks
- Change mode of delivery (product)
- Provide practice assessments
- Provide a simpler version
Three kinds of norm-referenced scores used in standardized tests.
- Percentile scores
- Grade equivalent scores: raw scores converted to a grade school level.
- Stanine (standard nine) scores. raw scores are converted to a scale from 1 to 9. 5 is average.
Informal Reading Inventory
A battery of assessments administered individually:
- Graded word lists
- Graded reading passages
- Reading interest survey
- Concepts about Print
- Phonemic Awareness
- Phonics (Sound/Symbol)
- Fluency
- Structural analysis
- Vocabulary
- Spelling
Three kinds of norm-referenced scores used in standardized tests.
- Percentile scores
- Grade equivalent scores: raw scores converted to a grade school level.
- Stanine (standard nine) scores. raw scores are converted to a scale from 1 to 9. 5 is average.
San Diego Quick Check
A type of graded word list to determine:
- Reading level (rough estimate)
- “Sight” vocabulary
- Decoding skills (phonics)
San Diego Quick Check
A type of graded word list to determine:
- Reading level (rough estimate)
- Detect errors in word analysis
a. “Sight” vocabulary
b. Decoding skills (phonics)
Miscue analysis
A running record to determine a pattern of errors that reveal how a student decodes print.
Graphophonemic errors
Errors related to sound/symbol relationships in English. These are the most serious errors because the child is not using context clues to decode words. Student must be given explicit instruction on using contextual clues to decode.
Graphophonemic errors
Errors related to sound/symbol relationships in English. These are the most serious errors because the child is not using context clues to decode words. Student must be given explicit instruction on using contextual clues to decode.
Example: Reading ‘feather’ for ‘father’
Semantic errors
Meaning-related errors made because a student does not use phonics skills to decode. A student who makes semantic errors comprehends the text.
Example: Reading ‘dad’ for ‘father’
Syntactic errors
Errors that involve substituting another word of the same part of speech. A student who makes syntactic errors needs to use phonics skills to decode.
Example: Reading ‘into’ for ‘through’
How to interpret and use results of standardized tests.
Determine achievement of content standards and benchmarks. Place each student in one of three groups:
1. Below grade level
2. Grade level
3. Above grade level
Prepare
- Individual profiles to plan any needed intervention
- Class profiles to help plan instruction and grouping strategies
How to communicate assessment results to students.
- Orally on a daily basis
- Individual conferences (1X every three weeks)
- Written summaries on one or two standards (monthly or quarterly) in language the student understands
How to communicate assessment results to caregivers.
- Communication about daily/weekly progress
- Conferences. Early conferences for struggling students, ELs and ALs.
- Written summaries of student achievements on the standards (progress reports)
- Emails and telephone calls. (have students self-address and stamp an envelope).
How to communicate assessment results to caregivers.
- Communication about daily/weekly progress
- Conferences. Early conferences for struggling students, ELs and ALs.
- Written summaries of student achievements on the standards (progress reports)
- Emails and telephone calls. (have students self-address and stamp an envelope). be sure to mail it in to caregivers with positive feedback about their student)
How to communicate assessment results to school personnel.
- Written summaries in the cum file.
2. Meetings with principal and/or reading specialist
I + I Strategy
A strategy to promote independent reading.
Independent Reading Level + Personal Interest = Best Chance of Success.
Ways to Engage and motivate students.
- Stimulating learning environment fostering positive attitude and enthusiasm
- Appropriate reading materials (think of ELs and struggling readers)
- Reading aloud to students
- Book clubs, literature circles, author studies
