Language Arts Instruction and Intervention Strategies, Exams of Science
education
holistic rubric - ANSWERScoring 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 - ANSWERThis type of rubric analyzes writing and notes
specific strengths and weaknesses.
maze - ANSWERUsed to foster comprehension. Students must choose the
correct response from a selection of three given words.
cloze - ANSWERused 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) - ANSWERAn assessment that determines the
Independent, Instructional, and Frustration reading levels for the student.
This sometimes includes a listening capacity component.
,RR (running record) - ANSWERAn 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 - ANSWERUsed 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)] - ANSWERThis 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 - ANSWERThese 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 - ANSWERUsed 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 - ANSWERIt 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 - ANSWERThese 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 - ANSWERThe creator of this tool periodically adds content, with the
latest content placed first.
Podcast - ANSWERVideo or digital files that can be created by students or
teachers, used to share presentations
Wiki - ANSWERIt 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.
education
holistic rubric - ANSWERScoring 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 - ANSWERThis type of rubric analyzes writing and notes
specific strengths and weaknesses.
maze - ANSWERUsed to foster comprehension. Students must choose the
correct response from a selection of three given words.
cloze - ANSWERused 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) - ANSWERAn assessment that determines the
Independent, Instructional, and Frustration reading levels for the student.
This sometimes includes a listening capacity component.
,RR (running record) - ANSWERAn 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 - ANSWERUsed 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)] - ANSWERThis 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 - ANSWERThese 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 - ANSWERUsed 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 - ANSWERIt 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 - ANSWERThese 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 - ANSWERThe creator of this tool periodically adds content, with the
latest content placed first.
Podcast - ANSWERVideo or digital files that can be created by students or
teachers, used to share presentations
Wiki - ANSWERIt 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.
