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41 Cards in this Set
- Front
- Back
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Tech Tools for Struggling Readers |
1. Rewordify 2. Snap and read universal 3. Newsela 4. Immersion Reading 5. Inspiration |
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Rewordify |
Analyzes texts looking for words and phrases that may be difficult to understand. |
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Snap and read universal |
Google Chrome extension that reads language aloud using integrated text-to-speech with synchronized highlighting. |
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Newsela |
A website that publishes current events articles each day on a variety of topics pertaining to most school subjects. |
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Immersion Reading |
An e-book technology that combines recorded audiobooks with synchronized highlighting of electronic text. |
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Inspiration |
A software that provides one of the best platforms for accomplishing task. |
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National Assessment for Educational Progress (NAEP) |
National Report Card, that provides state content standards developed to put a high value on informational texts. |
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When do students comprehension strategies increase? |
When students use more complex reading materials. |
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Literacy is integral for? |
Building Knowledge |
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What does disciplinary literacy acknowledge? |
That texts used and students thinking accompanies it vary according to subject. |
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Levels of specialization in literacy development |
1. Disciplinary Literacy 2. Intermediate Literacy 3. Basic Literacy |
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Texts with unique elements |
Texts associated with specific subjects that distinguish them from other disciplines. |
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Primer |
A small book used to teach young children how to read. |
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Three conditions that are essential for developing reading comprehension. |
1. Building metacognitive awareness by teaching students what to do before, during, and after the reading. 2. Develop students' ability to formulate questions as they read. 3. Provide intentional instruction in using strategies to support their comprehension. |
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Metacognition |
Thinking about one's thinking. |
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Three ways students can use metacognitive skills when reading. |
1. Develop a plan of action 2. Maintain/monitor the plan 3. Evaluate the plan |
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Questions that students should develop to formulate questions as they read. |
1. What is my purpose for reading? 2. What do I already know about this topic? 3. How long do I think it will take for me to read it? |
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Predetermined stopping points to have students ask themselves. |
1. Do I understand what i'm reading? 2. If not, what can I do to help myself? 3. What do I already know that I can connect this information to? 4. Do I need to change my pace? 5. What are the important ideas? |
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Questions students need to ask themselves to evaluate plans of revisiting their purpose to gauge if reading was successful. |
1. How did I do? 2. Did the reading meet my expectations? 3. Did I understand? 4. Do I need to revisit any part of the text? |
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Strategies that provide intentional instruction to utilize comprehension strategies. |
1. Focused instruction 2. Guided Instruction 3. Collaborative learning 4. Independent learning |
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What does learning begin with? |
"YOUR" intentions for learning. |
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What are learning intentions? |
Daily statements that frame the purpose for learning. |
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What are three ways to present learning intentions. |
1. Content purpose 2. Language purpose 3. Social purpose |
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Who needs to know what success looks like? |
Students |
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What do learning intentions set the stage for? |
The lesson and to help students understand the purpose for learning. |
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What do learning intentions develop? |
Success criteria that requires teachers to understand success. |
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Ranking systems that students can use to rank their knowledge of understanding content. |
Students may use groups and have them labeled according to what needs to be done and how things need to be understood. |
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Self Assessment Group Ranking System |
1. Apprentice 2. Craftsperson 3. Journeyperson 4. Master |
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Two types of "T's" that teaching can be. |
1. Transportable 2. Transparent |
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Reflective teaching |
Habits of mind of effective educators who practice a recursive cycle of self-questioning and self-assessment to improve teaching and learning. |
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Three types of questions reflective teachers must ask. |
1. How effective was I today? 2. What can I learn about my teaching by looking at today's lesson? 3. How can I improve my teaching? |
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What is teaching considered to be? |
1. Art 2. Science |
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Teachers must take a step back and do what? |
Analyze the efficacy of their practice. |
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The usefulness of every assessment depends on what? |
A proper fit between purpose and types of assessment used. |
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Considerations for assessments. |
1. Tied to your stance on learning 2. Driven by learning goals 3. Systematic 4. Tied to instruction 5. Inclusive of the learner 6. Integrated into a manageable system |
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Tied to your stance on learning |
Every teacher brings a philosophy of education and a view of literacy to his or her practice. |
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Driven by learning goals |
Assessments used should be consistent with state content standards for the grade level. |
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Systematic |
Teachers select assessments that can be administered and analyzed in a systematic way at both the individual and class levels. |
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Tied to instruction |
Should be linked directly to instruction, either to determine what should be taught next (pretesting) or to check for understanding of skills or strategies that have just been taught (posttesting). |
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Inclusive to the learner |
Assessments intended to be completed in conjunction with the needs of the learner. |
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Integrated into a manageable system |
Crowding out equally valuable instructional time. |
