Read to learn test 2

Academic language

• vocabulary (word level)

• Syntax ( sentence level)

• Discourse (text level)

Instructional shifts when teaching ElA

Balance of literary & informational text

• 4th grade 50% =literary text 50% = informational text

Five clusters of reading standards

Key ideas & details

Craft & structure

Key ideas & details

• Reading closely to determine text, make inferences, cite evidence, support conclusions from the text

• Central idea, themes of the text summarizes

• Analyze how individuals event ideas develop threw out the text.

Craft & structure

• Interpret words and phrases as they are used in the text, figurative meanings, how words shape the meaning of tone

• Analyze the structure of the text, hoe the section chapter scene relates to each other

• How to point of view or purpose shapes the content and style of the text.

Key big ideas for reading literature standards

• theme

• literary

• elements

key big ideas for speaking & listening standards

• engaging in collaborative discussions

• listening and responding

• speaking to an audience

key big ideas for writing standards

• three genres of writing ( focus, content, organization, style,)

• conventions of language

• writing process (conducting, research, credibility of sources, range of writing)

Methods for teaching literature

• close reading

• read aloud

• literature circles

• using graphic organizers

• reader response activities

Close reading

• read for basic understanding

• read for deeper understanding

• read to analyze author’s craft ( word choice, literary devices)

• test 3 times

read aloud

• prepare read aloud. note stoping points

• think aloud about vocabulary, literary devices, comprehension, questioning

• set routines and regular schedules for read aloud

literature circles

• book selection

• formation of groups

• procedures for discussion (may include roles)

• group discussions meet 1+ times per week

• debriefing following discussions

• whole class sharing

using graphic organizers

• character, plot, theme, setting, pint of view analysis

• retelling (begging middle end), summarizing

reader response activities

• Idea circles (Small group peer-led discussions of concepts fueled by reading experiences with multiple texts )

• Using Technology(blogs, discussion boards)

analyzing text factors

• narrative generes

• elements of story structure

writing

have students write to different

• task

• audiences

• purpose

writing process

• two column notes (think)

• topic web (plan)

• writing templates (write)

• revise

two column notes (think)

scaffolding heading, big idea, supporting details

topic web (plan)

introduction, body, conclusion

Syntax and sentence skills

• subject and predicate

• sentence structure types

• types of sentences

• strategy of sentence combining

sentence parts

subject and predicate

Sentence structure types

• narrative

• cause and effect

• problem solution

• compare and contrast

types of sentences

• independent

• dependent

paragraph writing

teaching paragraph structure

types of writing

• narrative

• informative

• opinion

seven principles for effective writing instruction

1.     gradual release of responsibility when teaching a skill (i do, we do, you do)

2.     Explicit instruction of writing strategies

3.     Differentiated instruction

4.     Scaffolding to support learning of new skills

5.     Opportunities for collaboration with peers

6.     Use of mentor text as models for writing

7.     Increase the amount students write in all subject areas

 

Collaborative discussion strategies

• Enhancing comprehension through talk

• Discussion webs

• Literature circles

•  Turn and talks.

• Sentence starters.

Listening activities and skills

·      Provide many opportunities for students to listen to speakers.

·      Peer critique/review

·      Question and answer.

·      Summaries

Speaking activities and skills

·      Speaking audibly and clearly

·      Speaking in complete sentences

·      Adding visuals

·      Retelling & summarizing

·      Describing/ recounting experiences

·      Multimedia reports

Speaking to different audiences.

·      Adjusting speech to different tasks, situation, and audiences.

·      When is it appropriate to talk informally and whrn it more appropriate to use formal speech?

Research skill development across grade levels:

·      Grade k participate in individual or shared research projects on a topic of interest.

·      Grades 1 &2 participate in individual or shared research and writing projects.

·      Grades 3,4 & 5 conduct short researcher projects that build knowledge about a topic.

Components of teaching research skills

asking questions:

·      What do you want to find out?

·      What do you already know about?

Gathering information from credible sources:

·      Print rich environments:

-       Print sources.

-       Digital sources

Areas of study

dance education, music education, theatre education, visual arts education, humanities education

Categories of standards

9.1: Production, performance and exhibition of dance, music theatre and visual arts.

·      Music and movement: expressing thoughts, feelings and ideas threw music and movement.

·      Dramatic and performance play: act out reality and fantasy.

·      Visual arts: Allow expression of interests, abilities, and knowledge.

9.2: Historical and cultural contexts:

·      Every culture has its own art forms.

9.3: Critical Response:

·      People evaluate art based upon a variety of characteristics.  

9.4: Aesthetic Response:

·      Artwork can mean different things to different people.

Visual arts elements in picture book illustrations

• color

• shape

• lines

Drama-based instruction

• dramatic play

• role play

• wax museum

• hot seating

• readers theater

Assessing learners’ readiness

• Independent

• instructional

• frustration levels

Independent

children read comfortably on their own; they recognize almost all words (accuracy = 95-100%); fluent reading; good comprehension of text

instructional

children read and understand texts with support; they recognize most words (accuracy = 90-94%); reading may or may not be fluent; with support, students comprehend what they are reading

frustration levels

children cannot read successfully, even with support; they do not recognize words automatically (accuracy = less than 90%); reading is not fluent; students do not comprehend
much of what they read

Assessing text complexity                                            

• Readability formulas

• Lexile

Lexile

Measures complexity of text based on sentence complexity and word familiarity

5 Themes of Culturally Relevant Pedagogy

Success, Culture, Critical Thinking, Student Focus, Teacher Guide

Funds of knowledge

What students bring from home matters

Criteria for Selecting Multicultural Literature

Authentic, respectful, accurate, meaningful