Teaching Strategies Flashcards
concepts for effective reading instruction
- reading is a skilled and strategic process in which learning to decode and read words accurately and rapidly is an essential feature
- reading entails understanding and constructing meaning from text and is dependent on readers’ active engagement and interpretation
- readings is a socially mediated language and learning activity
RTI approach for struggling readers
ongoing screening, progress monitoring, early intervention
RTI process-HOW
implement evidence-based reading instruction, data driven instructional decisions
structural analysis
use of word structure such as compound words, root words, suffixs, prefixes, and intellectual endings and syllibication to decode multisyllabic words
DISSECT
Discover the context of word
Isolate word’s prefix
Separate word’s suffix
Say word’s stem
Examine stem
Check with someone
Try finding word in dictionary
KWL
What I Know-pre-reading
What I want to Learn-pre-reading
What I learned-post-reading
RAP
Read paragraph
Ask yourself what it was about
Put main idea+2 details in your own words
research based writing strategies
- teach students writing strategies that include planning, writing, editing
- help students combine sentences to achieve more complex sentence types and summarize text
- establish goals for students +writing to improve outcomes
- provide students with good models of writing to study + to compare with own writing
characteristics of struggling writers
- exhibit difficulty with generating and rarely engage in advance planning
- have difficulty attending to whole text organization and meeting rhetorical goals
- have difficulty writing essays that are logical, conviding, appropriately sequenced and take into consideration opposing points of view
- require longer, more instructional support to develop deeper understanding of task
SRSD using DARE
- develop preskills/background knowledge
- discuss strategies
- model strategies
- memorize strategies
- support use of writing self regulated strategies
- independent practie
POW
Pick my idea
Organize notes
Write +say more
TREE
- the topic sentence is like the trunk. it is strong and every part of tree is connected.
- the reasons are like roots. they support the trunk
- the ending/explain reason is like earth. it wraps around tree
- the last part is examine
PLEASE
Pick topic, audience, paragraph
List information
Evaluate list +determine order
Activate your writing
Supply supporting sentences
End with strong concluding sentence
research based principles for effective remediation for math
- explicit instruction
- instructional design to minimize learning challenge
- strong conceptual basis
- drill +practice
- cumulative review
- motivators to help students regulate attention+behavior to work hard
- systematic ongoing progress monitoring
Mneumonic strategy examples
FOIL, PEMDAS
Concept Diagram
concept name
definition
characteristics-always, sometimes, never
examples + nonexamples
MultiPass
a learning strategy for reading science+social studies
1. survey
2. size up-identify highlighted information, read questions at end of chapter, make up questions from statement, skim text to find answerss to questions, paraphrase answers without looking back at chapter
3. sort-out
frequent daily lessons
handwriting is a motor skill and is best learned through spaced practice. short daily lessons or several lessons a week are preferred
direct and explicit instruction
during separate and explicit handwriting lessons, teachers instruct students on how to form upper and lowercase letters in a specific order so that similarities or differences can be emphasized
letter formation
teacher demonstrates how to form each letter
pencil grip and paper position
teacher demonstrates correct pencil grip and paper positions
tracing and copying
students trace and copy letters
use of visual cues
students use worksheets with numbered arrows as a guide to letter formation
fluency/writing from memory
students write letters from memory
mechanics
teachers instruct students about correct grip, posture, paper position
corrective feedback
encourage students to correct/rewrite poorly formed letters
compliments
teacher praise student performance for correct letter formation
evaluation/monitoring
teacher monitors student handwriting, paying attention to instructional needs in letter formation, spacing, slant, alignment, line quality
writing opportunities
students are provided with plenty of opportunities to write
goal setting
teacher asks students to set goals for improving specific aspects of handwriting
self evaluation
students asked to identify and circle best formed letters
integrated lessons
teach students to identify and name letters of alphabet while writing
writing materials
several different types of writing instruments and papers should be available to students
