Domain 1 Flashcards
Direct and explicit skill & strategy lessons are:
[Competency 1]
- teacher-directed
- teach a specific reading skill or strategy
Systematic teaching has two dimensions:
[Competency 1]
- teacher knows what skills & strategies each student at each grade level knows
- assessment results focus instructional planning
The goal of systematic & explicit instruction is:
[Competency 1]
- to prevent reading difficulties
- focus on prevention rather than remediation
Remediation programs for young readers are called:
[Competency 1]
early intervention programs
Differentiation is making adjustments to meet the needs of individual students. Teachers must differentiate instruction for:
[Competency 1]
- English learners
- Speakers of nonStandard English (dialects)
- struggling readers
- students with learning disabilities
Three ways to differentiate are:
[Competency 1]
1-Not rely on whole group lessons
2-Select appropriate strategies for different groups
3-Choose different resources & materials for different groups
Evidence-based learning objectives means:
[Competency 1]
Teacher has defined some source of evidence that will indicate whether or not the child has met the objective
Pacing Guides are important to short and long term planning. They:
[Competency 1]
They describe how long a teacher should take to teach something
Successful short and long term planning requires that:
[Competency 1]
The teacher have a thorough understanding of the relevant grade-level standards
When planning reading instruction that meets the needs of all learners, teachers must consider the following factors:
[Competency 1]
- students’ knowledge & skills
- prerequisite knowledge & skills
- pacing of instruction
- complexity of the content/skills to be presented
- scaffolds
Scaffolds are:
[Competency 1]
A temporary support, guidance or assistance provided to a student on a new or complex task (examples: reteach lesson, provide more concrete examples, break lesson into chunks or teach it at a slower pace).
Three ways to meet the needs of all students and provide balanced literacy are:
[Competency 1]
1-flexible grouping (whole class, small group, individualized)
2-use of Core CA SBE-adopted materials (ex. basal reading programs)
3-benchmark, strategic & intensive groups (categories for classifying struggling readers)
Benchmark groups are:
[Competency 1]
Experiencing a small level of difficulty in achieving standards (strategy: reteach from basal reader).
Strategic groups are:
[Competency 1]
Consist of students who are 1 or 2 years behind their peers (strategy: plan special lessons).
Intervention groups are:
[Competency 1]
Need considerable help; often more than 2 years behind.
strategy: highest level of differentiation using special resources, often requiring special education programs
Components of the CA Reading/Language Arts Framework are as follows:
[Competency 1]
- orientation
- presentation
- structured & guided practice
- independent practice & application
Independent practice differs from guided practice in that:
[Competency 1]
The teacher will not be available to monitor student performance or provide feedback (independent practice can be homework or occur in class while the teacher works with small groups or individuals).
Some ways to engage and motivate students in a literacy setting are:
[Competency 1]
- create a stimulating learning environment (print-rich)
- book clubs, literature circles and author studies
- provide appropriate reading materials (silent reading: books they can read easily, direct instruction: material that is challenging but within their grasp, read aloud by teacher: books at their frustration level).
- SSR (sustained silent reading time in class regularly) or DEAR (Drop Everything and Read)
- Reader’s Workshop (provides time for independent reading and direct instruction)
- encourage at-home reading
Most independent reading should be self-selected & self-paced. Two important factors for connecting students to books for independent reading are:
[Competency 1]
1-teaching students to determine their independent reading level (Goldilocks rule: “not too easy, not too hard- just right”, or Five-finger test: one finger up for each word he/she cannot read on a page in middle of book: five fingers up=wave goodbye!)
2-determine their personal interests (use interest inventories to determine to what extent they value recreational reading and what their preferences are).
Some ways to promote at-home reading are:
[Competency 1]
- send books home with student, with a form that parents sign verifying that their child read the book
- let students borrow books for class/school library
- provide a list of books that can be checked out of the public library
- offer support to parents of English learners (communicate with parents in their native language and allow EL students to read at home in their native language. Goal is to form a reading habit).
Methods for monitoring student independent reading:
[Competency 1]
- student-maintained reading logs
- book reports
- formal & informal oral presentations
- individual conferences (students come with literature journal, reading log and text; teacher takes notes)
Monitoring student independent reading helps teachers to:
[Competency 1]
- determine whether or not student read book with some level of understanding
- determine student’s reading interests
- learn more about student’s ability to read, write & speak
Some support systems to promote the skillful teaching of reading are:
[Competency 1]
- reading/literacy coaches
- grade-level meetings
- professional development
Assessment is:
[Competency 2]
The process of gathering, interpreting and using data.
