Language Arts Instruction and Intervention - WGU C365 with 100% correct answer

holistic rubric Scoring or ranking students' written pieces on the basis of an overall impression of each piece. Not as time consuming for the instructor as Analytic. analytic rubric This type of rubric analyzes writing and notes specific strengths and weaknesses. maze Used to foster comprehension. Students must choose the correct response from a selection of three given words. cloze used to foster comprehension; exercise in which words are deleted from a passage and students are asked to supply the missing words (No word box given) IRI (informal reading inventory) An assessment that determines the Independent, Instructional, and Frustration reading levels for the student. This sometimes includes a listening capacity component. RR (running record) An assessment given to students where 100 words are read from a book on the student's independent level and teachers mark the miscues. Given every 4 weeks and remediation can take place immedietaely if needed. Retelling Used in grades K-3, students tell details about what they have heard from a story read to them. Teachers listen for key details and main ideas. RTI/MTSS [MTSS (Multi-Tiered Systems of Support), formerly known as RTI (Response to Intervention)] This is an instructional framework that includes universal screening of all students, multiple tiers of instruction and support services, and an integrated data collection and assessment system to inform decisions at each tier of instruction. The framework can be used for literacy, math, or behavior. Tier 1 = Core Instruction for all students, Tier 2 = Targeted Intervention, Tier 3 = Intensive Intervention Authentic Assessments These assessments connect what a student is being assessed on to skills that have real world application. For example, writing a letter to the town board to approve a solar installation with facts and reasoned analysis versus a test about solar power. Authentic assessments are also a powerful tool in a culturally responsive and inclusive classroom. Fluency Assessment Used to determine how many words per minute a student can read accurately. This type of assessment may also include a retelling to determine comprehension of the text read. SAMR It stands for substitution, augmentation, modification, and redefinition. This continuum reflects the ways in which technology can be brought into the classroom. Substitution might be swapping out a book for a PDF. Augmentation might be having an audio recording of the PDF available to students. Modification might be having students manipulate the PDF to highlight, annotate, take notes, etc. Redefinition is when what you are doing could not have been possible without the technology. For example, having an author do a classroom visit via Google Meets and having students ask questions about the digital story or having students take parts and pieces of the PDF to create a movie trailer with music, quotes, etc. To share via the school website. Discussion board These are targeted writing to learn opportunities where students are provided with a prompt that they can respond to and then see other's responses. Students can respond to each other as well. They are suitable subsitutions for live class discussions. You can also use them in coordination with a live session to give students time to collect their thoughts beforehand. They can even be used to guide a live discussion and pull out common patterns in responses. Blog The creator of this tool periodically adds content, with the latest content placed first. Podcast Video or digital files that can be created by students or teachers, used to share presentations Wiki It is a classroom-based private site available only to the class that can used as a database or repository to collect information. It allows students to collaborate together on their writing, both in terms of giving and receiving feedback and in developing shared written work. For example, groups could have a page to write about a given habitat or each student can write about a particular mammal. Students can then read each other's work and give feedback. It can also be a good way for classes to develop a repository of what they have learned. WebQuest This technology tool utilizes Internet sites that are chosen for the student, allowing students to access pre-selected websites Challenges in using technology These can include students accessing sites that might not be developmentally appropriate or have content that is not suitable for school. Additionally, challenges related to student privacy are a concern especially when utilizing various apps and sites (is student data and information secure?). Collaborative Writing Tools (ex. Google Docs, Slides) Google docs and slides, like other colloborative writing sites, offer students the ability to collaborate in real time together on a project or written work. Students can edit and write in one document, provide feedback, add comments, etc. This can be a shared activity or even support students in developing skills in a constructive peer review process. New literacies These may include things like digital citizenship, digital fluency, etc. They are, however, built upon the core literacy skills. For example, the ability to determine if a source is credible works for both print and online resources. Language Experience Stories The teacher and the students write about an experience had by the entire class. The teacher writes as the students dictate their ideas. Pictures can be drawn around the story or pictures taken from the event can be posted around the story to help children make connections. This is a strategy used frequently to support ELLs. Incorporates reading, writing, speaking, and listening. Sentence starters Sentence starters can support students with a variety of learning needs and help them understand various patterns, as well as reduce the writing load to allow them to focus on content. Ex. The Stamp Act was important because _______. Color Coded Graphic Organizer Graphic organizers can help students break down a complex task and support their ability to organize their thoughts, writing, or research. By adding in color coding, this can further help them by building in visual cues and providing a multisensory way to engage with the material. For example, evidence can be coded one color and topic/conclusion statements another. Scaffolding Scaffolding is a process where in the teacher provides supports, tools, or processes to aid in student success and independence. For example, chunking an activity out, using an anchor chart, or providing a graphic organizer. Write to learn Writing to learn is a low-stakes strategy where writing is either ungraded or minimally graded to support students in making their own connection to the material through the act of writing. Ex. Learning logs, interactive notebooks, and quick writes. Shared writing practice Children are given the opportunity to share their writing and listen to the writings of others. This is part of a culturally responsive practice. SQ3R A study strategy used mostly for textbook learning in which the learner surveys, questions, reads, recites, and reviews. This is not used for instruction but rather for studying. Self-Monitoring Self-monitoring is a strategy where students can keep track of their questions about what they understand or where they need support. It is part of using their metacognitive skills to develop themselves as a learner. (Flexible) Strategy based instruction Strategy based instruction supports teaching students strategies so that they can do them independently. It follows the gradual release of responsiblity (I do, we do, you do). (During strategy) Schema Schema is the ordered background knowledge students have on a particular topic, people, places, things, and events. . Tapping into a student's schema can build content connections and deepen learning. Co-shaping/Re-Voicing Co-shaping or re-voicing is a strategy used to reframe student contributions to assist them in bridging the gap between what they are saying and often the academic language we use to discuss the topic or content. For example, Student: "Rabbits get eaten a lot by other animals, like hawks". Teacher: "Yes, rabbits are prey animals". Culturally responsive teaching practices Pedagogy that recognizes the importance of including students' cultural references in all aspects of learning. Includes positive perspectives on parents and families, communication of high expectations, learning within the context of culture, student-centered instruction, culturally mediated instruction, reshaping the curriculum, teacher as faciliator. Raise your righteous hand This is a strategy that allows for students to