Praxis 240 Teaching ELA

Writing, Speaking, and Listening

• reader variables

• purpose

• complexity

3 major factors to consider when selecting texts for students

occur inside and outside the classroom, impacting students’ ability to comprehend a text

reader variables

Some students demonstrate stronger listening comprehension than reading comprehension so teachers can scaffold with read-alouds

listening and reading comprehnsion

some students gain more from a text by discussing it rather than completing assignments on the text independently

propensity for discussion

prior knowledge can

impact student comprehension

some text contain instructional scaffolds, questions, vocab support, and graphics that can assist students as they read

instructional support

• student knowledge of the english langauge

• student age and level of maturity

• cultural context

other reader variables that can impact a student’s comprehension

some students prefer to work in pairs or with a group of students as they comprehend the text

social element of reading comprehension

students’ genre preferrences can impact their

reading comprehension

• purpose

• complexity

• language

• motivation

• background knowledge

• skill levels

factors to consider when matching readers to texts

• conduct an interest survey

• conduct a learner profile assessment

• conduct a reading assessment

before reading classroom strategies for matching readers to texts and tasks

An assessment used to understand students’ strengths, needs, interests, and barriers to learning

Learner Profile Assessment

To figure out a student’s independent reading level a teacher can conduct a

reading assessment/standardized reading level inventory

• partner reading

• shared reading

• literature circles

During reading strategies for matching readers to texts and tasks

students with a lower reading level can gain confidence and develop reading skills when paired with a student with a higher reading level

partner reading

A teacher-led, interactive read aloud in which all students view and engge with the text together

shared reading

students are divided into groups based on interest and reading ability. Each student has a role within each group, and each group chooses its own book based on a theme provided by the teacher

literature circles

• differentiation

• task menus/choice menus

• student reflections

after reading strategies for matching readers to texts and tasks

teachers can vary assessments by offering versions differentiated by content, process, or product

differentiation

assignments that allow students to complete tasks to demonstrate content mastery

task menus/choice menus

should help students improve a specifc piece of writing and develop as writers

writing feedback

• balance

• specific

• timely

factors to keep in mind to ensure effective feedback

students need to know what need improvement and what they did well. feedback on areas of improvement should also be goal orientated. positive feedback should be encouraging and highlight what students did right so they learn to do it again

balanced feedback

teachers should be specific about the next steps for improvement

specific feedback

timely feedback

students must have time to apply the feedback they receive

• rubric

• provide examples of effective and ineffective writing

• provide a central focus for improvment

• focus on errors that impair meaning or orgaization instead of mechanics unless its the assignment’s goal

• encourage self-assessment

• facilitate structured peer-review activities

• having writing conferences

strategies for providing meaningful feedback

effective writing instruction empowers students to become self-aware and analytical writers through

metacognition

It is the psychological process of being aware of, monitoring, and actively controlling your own cognitive processes—such as learning, problem-solving, and decision-making

metacognition

self- and peer-assessment strategies encourage students to critically evaluate their own work,

fostering an intentional and reflective writing process

crucial skill as it leads to development in metacognition, ownership, and improved writing

self assessment

• rubrics

• focused reviews

• highlight progress

self-assessment strategies

• have students annotate their writing to help identify specific areas for improvement

• target specific skills like capitalization for focused practce

focused reviews

• compare and contrast rough and final drafts

• build writing portfolios to enhance reflection

highlight progress

teachers should model constructive and respectful feedback and set clear expectations for peer review

peer assessment strategies

• icebreaker games and activities to help build connections

• allocate time for student check-ins and conversation

strategies to build a classroom community

the level of difficulty appropriate for students on any given assignment

complexity

the reason a text is selected for an assignment

purpose

teacher should have a positive attitude towards their students and instruction to maintain a positive classroom environment

teacher attitude

• modeling positive social interactions

• using social stories to teach students about expected social behaviors in various settings

• carefully teaching expectations

• explicitly teaching problem-solving strategies

• providing opprotunities for cooperative or group learning

ways teachers can promote inclusivity

any change from one activity to another; often requires movement from one classroom to another or to put away/gather materials

transitions between activities

student work is displayed for the class to see, analyze, and provide feedback on

gallery walk

• direct instruction and modeling

• routines

• explicit expectations

• timer usage

• visual schedules

• peer mentors

strategies for supporting transition

a teacher-led approach to instruction in which the instructor provides information on a concept and is the sole expert in the room

direct instruction

an educational approach that recognizes and values diversity of students in the class, incorporating students’ cultural backgrounds, experiences, and perspectives into teaching and learning process with the goal to create an inclusive and supportive learning environment where all students feel valued and understood

culturally responsive teaching

educators address and amend educational inequities by ensuring that all students have equal access to high-quality education

equity and inclusion

the ability to interact with, understand, and effectively communicate with people across cultures

cultural competence

students are empowered to bring their unique perspectives into the classroom

student empowerment

students are encouraged to connect curricular content to their current lives and communities

contextualized learning

• learn about students

• design inclusive curriculum and classroom spaces

• incorporate culturally responsive pedagogy and assessment

• incorporate popular culture

instructional strategies to create a culturally responsive teaching space

employing multiple instructional methods, strategies, and modes of communication to support diverse learning styles

multimodal teaching

• auditory

• visual

• tactile/kinesthetic

• reading/writing

learning modes

one of the easiest ways to implement multimodal learning is through

student choice

affects how a student process and retains info, requiring adjustments in instructional delivery

cognitive disabilties

 involve limitations in mobility or bodily function and often require environmental changes, such as specialized equipment or modified classroom layouts

physical disabilities

students should be educated with ther non-disabled peers to the greatest extent possible

least restrictive environment

legally mandated, customized educational plan developed for students with disabilities in the United States, outlining specific learning goals, services, accommodations, and supports needed to meet their unique educational needs

Individualized Education Program (IEP)

provide accomodations to remove barriers to students whose disabilities impact a major life activity such as walking, breathing, or learning but do not require specialized instruction

504 plans from Section 504 of the Rehabilitation Act

change how students learn or access material without altering academic standards

accommodation

change a students learning expectations by altering the curriculum or task difficulty

modification

• lack of background knowledge needed for reading or writing task

• too many unfamiliar vocabulary words

• difficult connecting to text due to cultural bias

• lack of interest in topic

reasons for student reluctance

are used to determine student knowledge and dictate whether the class is prepared to move on to a new skill

ongoing assessment

testing the curriculum being taught

Curriculum-Based Assessments

tests that compare an individual's performance/achievement to a group called the "norm group"

norm-referenced tests

a list of important words to know along with their meanings

glossary

background knowledge a reader brings to a text

schema

a usually post-instruction assessment with the purpose of assessing student knowledge, retention, and application; often involve the use of a standardized rubric or scoring guide based on several criteria

formal assessments

reading level in which a student can read and comprehend independently; they have difficulty with no more than one out of every twenty words

independent reading level

students who do not have a disability that is severe enough to qualify for an IEP can fall under 504. These students can perform on grade level with supportive accommodations.

section 504 of the rehabilitation act

periodic assessments to monitor student growth and evaluate the effectiveness of instruction

progress monitoring

the opportunity for all student to have equal success in their education

equity

an instructional strategy in which the teacher demonstrates a concept or skill and students learn by observing

modeling

the law mandating that all students with disabilities must receive a free and appropriate education that is tailored to their needs and abilities

Individuals with Disabilities Education Act (IDEA)

evaluations at the end of an instructional period

summative assessments

Information that can be understood despite language barriers. Legally required to be provided to all ELL students under statute set by Lau vs. Nichols.

Comprehensible Input

learning through engaging with texts and writing

reading/writing learning style

learning through seeing and observing

visual learning

learning through hands-on experiences and movement

kinesthetic learning/tactile learning

students evaluating their peer's learning and having their learning evaluated by peers

peer assessment

tests in which a standard has been set for the test taker to achieve in order to pass the test

criterion-referenced assessment

assessment administered before instruction to determine students' strengths and weaknesses

Diagnostic Assessment / Pre-Assessment

ongoing evaluations to monitor student progress

formative assessments

an exit ticket is an example of a

formative assessment

assessment tool that outlines specific criteria and performance levels for evaluating student work, providing clear guidelines and standards for both instructors and students to ensure consistent and objective grading

rubric

students who are learning the English language, or for whom English is not a first language

English Language Learners (ELL)

assessment administered to all students to gather data and form groups, such as intervention groups

universal screener

comments and assessments given to students to improve their writing

writing feedback

assesses each part of the assignment individually, with multiple categories that are graded

analytic rubric

students are encouraged to connect curriculum to their own lives

contextualized learning

process where individuals reflect on their own performance, abilities, or understanding of a topic, typically using criteria or standards to evaluate themselves, fostering self-awareness, self-regulation, and continuous improvement

self-assessment

a revision strategy in which stations are set up around the classroom where students will focus on one step of the revision process

revision stations

assessment that requires students to show mastery of specific skills by demonstrating, producing, or performing something

performance-based assessments

an individual meeting with students to discuss their drafts to help them revise their work before submitting a final product, and to help the teacher assess student understanding and modify instruction as needed

writing conference

strategy in which a teacher organizes students into small groups to discuss a common text

literature circles

social stereotypes that individuals have formed outside their conscious awareness

unconcious biases

questions that ask students the types of books they enjoy reading

interest survey

telecommunications application that specializes in providing video chat and voice calls

skype

factors that impact a student's ability to read a text

reader variable

students evaluate their own work according to set criteria

self-assessment rubric

learning through listening and speaking

auditory learning

a peer revision strategy in which each group member is given a specific role to narrow their revision focus (e.g., thesis, organization, grammar)

revision learning