WGU C365 All Terms Latest 2023

WGU C365 All Terms Latest 2023 Pragmatics effective use of language Ways to assist ELL students Boldface vocabulary words, speak slowly, use gestures and visuals, explain new words, use motivation. Role of culture Instruction should build on the students' experiences and develop and reinforce skills and values important to their cultures. New literacies- critical thinking Reading, writing, and communication skills that are required for successful use of information and communication technologies, especially the Internet. 10 principles of reading instruction 1. Learn to read by reading 2. Reading should be easy but not too easy 3. Instruction- Functional and contextual 4. Make connections 5. Promote independence 6. Believe all children can read and write 7. Literacy program should be goal oriented and systematic 8. Build motivation and competence 9. Build language proficiency 10. Know how students are progressing Native vs: Second Language Native- first language learned and spoken; second language- language being learned (English). Ways to Support ELL with no Bilingual Program Language experience stories, predictable books, writing, oral language skills Ways to support all ELL students secure environment, build language, modeling, running commentary, expansion, redirect, academic language, academic word lists, sentence starters, word walls, checking for understanding, empowering, cooperative groups, peer tutoring, use of print. Ways to Assist Economically Disadvantaged build background, emphasize success, make instruction explicit, provide a balanced program, provide access to books and magazines, and fourth-grade slump Learning Disabilities can generally be considered to be caused by a weakness in information processing such as visual-perceptual skills, auditory processing, language skills, and attention and motor skills. Strategies for ADD Attention Deficit Disorder- provide meaningful and interesting tasks, give choices, allow mobility in the classroom, allow students to work together, minimize formal tests, make sure they understand directions, make sure they have all needed materials, keep a schedule, use visual aids, schedule breaks, work with parents, minimize distractions, have clear procedures, highlight important information, use peer tutoring, use computers. Intellectual Disability- Support (IQ of 69 or less)- use modeling, stay on task, determine relevant information. Slow Learners (although not a diagnostic category) (IQ of 70-85)- use concrete examples, give guidance, more practice, more time on learning tasks, use materials on their level. Language and Speech Support Help child apply skills in the classroom that are learned while working with a speech therapist. Inclusion providing support to classroom teachers as they provide support for the education of disabled students Modifications Change in content or structure of instruction (like altering the curriculum). Accommodations Changes in the way student is taught- changes in instruction, assessment, or the assignment of homework. Gifted- Challenge materials on their instructional level, use reading and writing workshops, self selected texts. Culturally Diverse value and build on every student's culture. Learning Styles differing ways in which students think and process information Standards statements of what students should know and be able to do Assessment process of gathering data about an area of learning through tests, observations, work samples, and other means Summative Assessment occurs after learning has taken place and summarizes student progress Formative Assessment takes place during learning and is used to plan or modify instruction Informal Reading Inventory (IRI)- used to determine students' reading levels. Consists of word lists, reading passages, and comprehension questions. Can also include silent reading passages in some instances. Independent Reading Level free-reading level, students can read on their own without teacher assistance. 96-100% accuracy Instructional Reading Level Students need assistance, should be level of materials used for instruction. 90-95% accuracy Frustration Reading Level Text is too difficult. Less than 90% accuracy Miscues Errors student makes while reading. Self-Correct Errors Child corrects mispronounced word- does not count as an error. Quantitative Errors Errors that change the text and affect comprehension. Errors that are countable - everyone can agree that it is an error (objective). Qualitative Errors Errors that change how a student reads, but may not affect comprehension. These do not count as errors. These are subjective errors. Fluency Reading rate usually recorded as words per minute. Miscue Analysis Process of analyzing miscues in order to determine which cueing systems or combination of curing systems the student is using. Cueing Systems Syntactic (how language sounds), semantic (meaning of the sentence or passage), phonic (graphophonic) (phonics). Running Record Students read aloud to determine whether reading materials are appropriate and to obtain information about the word-recognition processes students are using. Can be 100 words or a 2 minute reading. Screening Measures designed to identify students who are at risk Benchmark An expected level of performance on a task. Oral Reading Fluency measure how many words a student can accurately read in a minute. Maze Passages a modified cloze procedure that measures basic comprehension Rubrics Written description of what is expected from students in order for them to meet a certain level of performance. Observation Watching students while they are involved in reading and writing in order to keep anecdotal records and make note of student needs Checklists Can be a present-absent scale or show degrees of involvement. Holistic Scoring 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 Scoring Analyzing pieces and noting specific strengths and weaknesses. Portfolios Collection of work samples, test results, checklists, and other data used to assess a student's performance. Lexiles Computerized formula which measures sentence length and word frequency to determine reading level of a text. Anticipation Guide an instructional technique designed to activate and have students reflect on background knowledge (Before Strategy) Think-Alouds Modeling how the teacher reads text or uses comprehension processes so that students can gain insight in the process (During Strategy) Strategy Guide Evolved from study guides; a flexible guide to help students comprehend information during reading. This can be an outline or a list of questions. (During Strategy) Pattern Guides Can be a partially completed outline to see the main idea and how details relate to them. (During Strategy) Glosses A comprehension aid in which technical items or difficult concepts are explained in marginal notes. (During Strategy) Graphic Organizers Visual devices designed to help the reader note relationships between key concepts, main points, basic steps, or major events in a selection. (After Strategy) Descriptive Map A graphic organizer used to locate and write main ideas and details. Venn Diagram (Frame Matrix) A graphic organizer used to write or record details for comparison and contrast. KWL (Know, Want to Know, Learn)- technique designed to help readers identify what they know about a topic, what they want to know about a topic, and what they learned about a topic (Before, During, and After Strategy) Learning Logs A brief written response to a text passage, discussion, lesson, or prompt. A way to check for understanding. Admit Slips Slips students write to reflect on homework or a topic of conversation the day before or to set the stage for the day's lesson. A way to check for understanding. Exit Slips A short written summary or a reaction to the day's lesson. A way to check for understanding. Quickwrite An activity in which students respond to a prompt on what they are learning, what is confusing, or what they know about a topic. A way to check for understanding in the middle of the lesson. Sheltered English Combines learning English language skills with the study of content areas. Conceptual Understanding An understanding of the information that enables the learner to see the significance and make a connection with the information. Always recommended over memorization or drills. 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 only. Basal Reader Comprehensive program for teaching reading that includes readings that increase in difficulty, teacher's manuals, workbooks, and assessments measures. Decodable text containing leveled sight words. Anthologies Comprehensive program for teaching reading that includes readings that increase in difficulty, teacher's manuals, workbooks, and assessments measures. Core Literature (Literature-based approach) Literature that has been selected for a careful, intensive reading. Interest based Text Sets Groups of related books. Thematic Units Has a theme or other unifying element. Self-Selection Students will be more willing to put forth effort when having some say in their reading selection. Dialogue Journals a student responds freely to a piece of writing or a prompt about the writing provided by the teacher Reading Workshop A form of individualized reading in which students choose their own books and have individual or group conferences but may meet in groups to discuss books or work on projects. Learning Centers Can provide practice for skills, provide enrichment, or allow students to explore interests. Language -Experience Approach children's experiences expressed in their own language and written down by the teacher or an aide, becoming their reading material. Steps of the Writing Process Prewriting, Composing, Revising, Editing, Publishing. Writing Workshop A way of organizing writing instruction that includes a mini-lesson, time for students to write, individual and group conferences, and whole-class sharing. Mini Lessons A brief lesson on a needed specific skill. Guided Writing Students are taught writing strategies in small groups in which all members are at the same stage of writing development. Writing Time Core of the writing workshop, lasts 30 min. or longer, student work on their individual pieces. Group Sharing Volunteers read their pieces of writing. Quickwrites Brief first drafts written in response to a reading or short piece of literature. Can also be used to check for understanding in the middle of a lesson. Writing Guide Can be a graphic organizer, outline, or listing of steps but needs to be a way to help students to write on their own. 6+1 Traits Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, Presentation. Rubrics Written description of what is expected. Webquests Students answer questions, offer solutions, or find information for a presentation using teacher selected internet sites Blog Website where the author can share information and respond to feedback in the form of comments Wikis Online discussion page that is usually a closed system in which only the teacher and students can read and respond. Not related to Wikipedia. Word Processing Computers used to aid in composition. Podcasts Video or digital files that can be created by students or teachers, used to share presentations Schema Theory describes how familiar situations are understood Situation Model Theory (Mental Model Theory) describes how new situations are comprehended semantic maps graphic organizer that used lines and circles to make connections to vocabulary and categorize information. venn diagram comparison/contrast graphic organizer using overlapping circles possible sentences a technique to help student use new vocabulary words to predict sentences that might appear in a selection. story impressions an activity to help activate student's schema and build word knowledge. Students use vocabulary from a selection to reconstruct the story. word experts a teacher complied list of words with page numbers for students to construct word cards on as they read a selection. word sorts sorting related words in relation to their roots, similarities, differences, etc. story grammars a series of rules designed to show how the parts of a story are interrelated. retelling students re-tell the story with or without prompting from the teacher to recall main ideas and major details. Used to check comprehension. narrative text telling or writing of a story. Can be fiction or non-fiction. expository text writing that is designed to explain or provide information text structure the way a piece of writing is organized: main idea and details, comparison-contrast, problem-solution, etc. wait time a period of silence between asking a question and repeating or rephrasing to allow student think time. think-pair-share a technique to foster discussion and thinking. In the think step, the students reflect. They pair up with a partner and discuss in the pair step and then share with the class or group in the share portion. guided reading used with individuals or groups of students, a framework where teachers provide support steps in a guided reading lesson 1. reading the text, 2. discussing the text, 3. re-reading or revisiting the text, and 4. extending the text cloze procedure 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)