Red 3311 And Lae 3314

Front 1

What are the factors to be considered when grouping students?

Back 1

- Your general instructional objectives
- Your specific objectives for individual children
- The material your students will be reading
- Your students’ individual strengths
- Students’ abilities to work with others in the group
- The number and types of groups you can successfully manage
- The absolute injunction that no student be repeatedly assigned to the low-ability group.

Front 2

Types of Student Reading Groups

Back 2

Proficiency Groups
Deliberately heterogeneous Groups
Formal cooperative Groups
Interest Groups
Literature Groups or Circles
Project Groups

Front 3

Describe Proficiency Groups

Back 3

short term groups of students who share a common strength or a common instructional need

Front 4

Describe Deliberately heterogeneous Groups

Back 4

groups specifically set up to counteract the potentially negative effect of proficiency groups

Front 5

Describe Formal cooperative Groups

Back 5

heterogeneous groups of students specifically taught how to work together as a team

Front 6

Describe Interest Groups

Back 6

short term groups of students sharing a common interest

Front 7

Describe Literature Groups or Circles

Back 7

a particular sort of interest group in which students read the same selection and meet to discuss and respond to it.

Front 8

Describe Project Groups

Back 8

groups designed to work together on a particular project

Front 9

How can extrinsic rewards undermine motivation?

Back 9

• Relying on extrinsic rewards can undermine motivation because when students become accustomed to getting extrinsic rewards for reading, they may begin reading solely or largely to get the extrinsic reward and actually discontinue reading when the extrinsic rewards are no longer available.

Front 10

Explain Learned Helplessness

Back 10

a long-term outcome of children’s repeatedly attributing failure in reading to forces that are beyond their control; children who exhibit learned helplessness in reading are apt to be nervous, withdrawn, and discouraged when they are faced with reading tasks; unlikely to be actively engaged in reading, to have goals and plans when they read, to monitor themselves when they are reading, or to check themselves after reading to see if they have accomplished their reading goal.

Front 11

What is attribution theory?

Back 11

deals with student motivation and engagement; deals with the perceptions of the causes of their successes and failures in learning; in deciding why they succeed or fail in reading tasks, students can attribute their performance to ability, effort, luck, the difficulty, or other causes; children who have repeatedly failed in reading attribute their failure to factors that are beyond their control and are likely to decide that there is no reason to try because there is nothing they can do about it.

Front 12

Promoting a motivation for literacy through the classroom environment

Back 12

modeling, text rich environment, time, a place to read, and choice

Front 13

Traits of the successful reader include:

Back 13

1. The reader understands what he/she has read.
2. The experience is enjoyable, entertaining, informative, or thought provoking.

Front 14

Changes in motivation throughout Elementary School

Back 14

As children progress through elementary school, their motivation begins as extrinsic and becomes more intrinsic.

Front 15

In a literate classroom environment

Back 15

students are given plenty of time to read, they are given ample to time to share, they are taught to listen and respect the ideas of others, and they learn that others will listen to an respect their ideas.

Front 16

Things you could do to help students on FCAT

Back 16

1. Make sure they are familiar with the testing format.
2. Use test practice as practice for test taking strategies.
3. Connect the assessment to what’s going on in the classroom.

Front 17

Stages of Reading

Back 17

Stage 1: Prereading
Stage 2: Reading
Stage 3: Responding
Stage 4: Exploring
Stage 5: Applying

Front 18

Stages of Writing

Back 18

Stage 1: Prewriting
Stage 2: Drafting
Stage 3: Revising
Stage 4: Editing
Stage 5: Publishing

Front 19

Prereading

Back 19

Activate or build background knowledge
Set purposes for reading.

Front 20

Reading

Back 20

Apply strategies and skills
Read the illustrations, charts, and diagram.

Front 21

Responding

Back 21

Reading logs
Discussion with class and teacher

Front 22

Exploring

Back 22

Learn vocabulary
Participate in mini-lessons.

Front 23

Applying

Back 23

Create a project
Connect with related books.

Front 24

Prewriting

Back 24

Identify audience and purpose of activity
Choose an appropriate genre

Front 25

Drafting

Back 25

Rough draft
Content over mechanics

Front 26

Revising

Back 26

Reread their own writing
Share writing in groups

Front 27

Editing

Back 27

Proofread classmates’ writing
Meet with teacher for final editing

Front 28

Publishing

Back 28

Final copy
Sit in the author’s chair to share.

Front 29

Cognitive-Contructivist View of Reading

Back 29

emphasizes that reding is a process in which the reader actively searches for meaning in what she reads.