Quiz #3 Flashcards - EDUC 222

comprehension

combination of extracting meaning from an author’s word while also interpreting the meaning of those words

students need to be able to read words in order to comprehend

build on background knowledge

formal assessments

often require students to read a piece of text, then answer questions

reveals patterns among incorrect answers to support instruction

informal assessment

often occurs during instruction as a way to gain insight into strategy use

many opportunities for practice

activating prior knowledge

help students think about their own connections to the story to help them build their understanding

creating mental images

which connect to senses such as sight, smell, taste, touch, and hearing.

This connects to how students create their own image of what is happening in a story as they are reading the story.

making inferences

allow students to make predictions that are not

specifically stated by the author. This builds students' critical thinking skills and requires reading comprehension to provide new information within the story.

questioning

encourages students to find a purpose during the reading and engage in questions regarding who, what, where, when, why, and how

retelling and summarizing

contributes to the full understanding of a story or text

monitoring, clarifying, and fixing up

conveyed through rereading parts of the text the student does not understand and asking for clarification

reading comprehension

multicomponent, complex process that involves interactions between readers and what they bring to the text

Collaborative Strategic Reading Routine

preview

click and clunk

get the gist

wrap up

preview stage

before the reading

activates students' prior knowledge, engages the students, and allows students to make predictions

students will build their skills in announcing the topic, introducing vocabulary words and proper nouns, identifying background knowledge through videos and clips, understanding text features such as titles, subheadings, and figures, brainstorming their knowledge of the topic, and making a prediction

click and clunk

provides students the ability to monitor their understanding when they are reading

Click

refers to the ease that students can have while reading if they understand the vocabulary words and the passage's idea

Clunk

is the struggle that students may feel as they do not know difficult

vocabulary words

get the gist

during the reading

students determine the text's main idea or purpose, which builds a student's independent reading comprehension skills.

Students can aid in this stage by writing and understanding summaries to understand the point of the story.

wrap up

after reading

students review what they

have learned and analyze the key points of the text. Students can apply their thinking to higher order questions and expand their knowledge from what they learned in the story and what they already know.

4 Critical Components of Writing Instruction

social practices

genres

writing process

writing skills

Social Practices

writing instruction are defined by the purpose of the writing, the audience the piece is intended to serve, real life contexts and the writing environment within the classroom

Genres

 include narrative, persuasive and informational writings, but genres have more complex notions such as text structures and the organization of writing, genre expectations, specific genre domains and the connection between reading and writing

Writing Process

includes the planning, drafting, revising and editing procedures. Students learn about how to approach their writing skills and how they can develop a routine to their writing.

Writing Skills

include the word level, sentence level and the text as a whole. Word level ideas include vocabulary, handwriting and fluency skills which help students with basic writing skills. Sentence level includes structured and complex sentences that include appropriate grammar functions. The text as a whole allows students to form well organized paragraphs that expand their writing skills. 

5 Steps of the Writing Process

Planning

Drafting

Revising

Editing

Publishing

Planning

allows students to brainstorm and form ideas before writing using different means such as graphic organizers and outlines.

Drafting

Students start to write using their ideas from the planning process.

Revising

Students make changes to their writing and evaluate if their writing corresponds to the directions.

Editing

Students check for grammatical errors, organization, tone of voice and other clarity based ideas to ensure their writing makes sense. 

Publishing

Students can share their writing with the audience and receive feedback from others. 

WRITE

working from your plan,

remembering your goals,

including transition language,

Try to implement different sentence structures and

utilize exciting and engaging vocabulary

SRSD

The Self-Regulated Strategy Development Approach helps students apply independent thinking and learning skills while developing students' writing knowledge, self-regulation and motivation towards the concept of writing.

Collaborative Writing:

establishes a community based writing space where students can share their ideas with their peers and receive feedback from other parties to further expand their writing. 

Texts as Models

allow students to engage in their own background knowledge of a subject as well as have an idea of the expectations and language that aligns with the assignment.

2 Components of  Tier 1 Assessment for Writing

Assessment to Plan Instruction and Evaluate Learning

Screening: Identifying Struggling Writers

Assessment to Plan Instruction and Evaluate Learning

Assessments can help teachers know a student's baseline writing skills and to see their progress as they engage in writing skills. Teachers can utilize rubrics, which can be beneficial in identifying where students struggle and how the teacher can scaffold instruction to help the students succeed. 

Screening: Identifying Struggling Writers

identifies students who are at-risk and gives data to help teachers know what they need to work on. This can be done through traditional assessments and is completed multiple times a year. 

3 Components of  Tier 2 Assessment  for Writing

Initial Diagnostic Assessment

Progress Monitoring

Implement Formative Assessment Activities

Initial Diagnostic Assessment

allows teachers to directly identify what students need help with and how they can differentiate instruction to help those students needs. The test measures the students writing profile which includes the word level, sentence level and discourse level of a student. 

Progress Monitoring

provides teachers with the knowledge of how a student is progressing. Teachers can assess if students are understanding the writing process and can guide students when needed.

Implement Formative Assessment Activities

can occur during a lesson and can gauge the students' understanding of the content. Some practices include using explicit instructions for the students, providing student samples, giving students immediate feedback and utilizing peer support or individualized methods to help students with their accountability in their writing.