Teaching strategies praxis II 5038 100% Solved

Teaching strategies praxis II 5038 100% Solved Semantic feature analysis Relate vocabulary to text to understand meaning of vocabulary. Ex: grid of vocabulary and then use a + or - to see what the student know about that word. Background building Using connections in a student background. Anticipation guide Before reading to activate prior knowledge. Ex: a teacher prepares a list of statements about what constitutes a tragedy, and asks students to indicate whether they agree or disagree with each statement. After reading the play, the class will discuss what their misconceptions were and how they have revised their thinking. Reciprocal teaching When students get in groups and each have a job such as: summarizer, questioner, predictor, clarifier. Metalinguistic awareness Is the ability to think about and talk about language as language. Native speakers generally come by this naturally but ell need to be taught. Ex: "can" has two meanings "Nail" has two meanings Example from study guide: The strategy of teaching Ella that words can have multiple meanings Kinesthetic activity Student draw pictures to define the vocabulary words. Vernacular language The dialect, or normal spoken form of language of a specific population Colloquial The use of informal words and expressions that are not considered standard Guiding strategy in prewriting Having students brainstorm a variety of situations in which they have been asked to express their opinions. Visual aids for an oral activity -Accessing integrated Web content for the audience to view during a lecture. -displaying multiple charts and graphs during a presentation. -showing photographs during the delivery of a speech. 5w's Who? What? Where? When? Why? And how? Metacognition Often described as thinking about one's thinking; it is also being aware of what one knows and does not know. Students use these skills: -develop a plan of action -maintain/monitor the plan -evaluate the plan Metacognitive awareness- before reading questions Developing the plan - what is my purpose for reading? -what do I already know about this topic? -how long do I think it will take for me to read it? Metacognitive awareness--during reading questions -do I understand what I am reading? -if not, what can I do to help myself? -what do I already know that I can connect this info to? -do I need to change my pace? -what are the important ideas? Metacognitive awareness--after reading questions -how did I do? -did the reading meet my expectation? -did I understand? -do I need to revisit any part of the text? Think-pair-share -Teacher asks the question. -Students think about the answer to the question. -students turn to a partner to discuss their individual answers. -teacher then asks students to share what the partners came up with. Learning stations Students are put into small groups. There will be stations around the room for the groups to go to. They will discuss at each station. Jigsaw Home group- reads multiple texts among themselves. They find similarities of all the texts. Expert group- reads one book and discusses with the member that read the text from home group. Reciprocal teaching -questioning- the text by asking literal and inferential questions of one another. -clarifying-understanding through discussion of how a confusing point might be cleared up. -summarizing- the main ideas of the passage. -predicting- what the author will discuss next, based on prior knowledge. Reciprocal teaching example Groups of 4 students band together across a lit classroom. Brightly colored cards sit on desks, each indicating a role for its student. Each student from the group will get a job. PQSC. Word walls Are alphabetically arranged high-frequency words displayed in a manner to allow easy visual access to all students in a room. Expanding student vocabulary Specialized word lists, thesauri and dictionaries. Developing structural word analysis The ability to deconstruct words to ascertain meaning is directly related to a students knowledge of root words and affixes. Semantic feature analysis A strategy for categorizing terms by characteristics. Set in columns of characteristics. Rows of words or themes and put a + or - sign if they fall into the column characteristics. Questioning the author (qta) A text-based strategy that invited the reader to interact with the info and build meaning from the content by analyzing the authors purpose. ReQuest Questioning technique designed to assist students in formulating questions and answers based in a text passage student partners read a passage together, then write 2 or 3 questions and answers to quiz each other. Question-answer relationship (QAR) Strategy describes four types of questions: right there, think and search, author and you, and on your own. Graphic organizer Used for promoting and extended student understanding of concepts and the relationship between them. Concept map A shape-bound words or phrases radiating from a central figure that represents the main idea or concept. Flow diagrams Visual displays are ideal for processes, event sequences, and time lines. Tree diagrams Used to categorize and classify information. Matrices An arrangement of words or phrases in table format to be read both horizontally and vertically. RAFT in teaching writing Role- who is the writer, what is the role of the writer? Audience- to whom are you writing? Format- what format should the writing be in? Topic- what are you writing about? Observation - informal assessment Purpose- gathers info about a students academic, behavioral, or social skills used in an authentic setting. Administration- teacher records observational data in anecdotal notes, journals, or daily logs. Portfolio Informal assessment Purpose- provides evidence of a students academic growth through the collection of work samples. Admin- student and teacher select representative samples of student work display in a binder or other organizer. Inventory Informal assessment Purpose- documents student use of specific skills during a single Observation. Admin- a commercially or teacher-produced form of observable behaviors completed by the teacher. Conference Informal assessment Purpose- involves the student in direct feedback to the teacher in a one to one discussion. Admin- often scheduled by teacher at regular intervals to gauge progress in more complex academic behaviors such as reading comprehension. Self-assessment Informal assessment Purpose- allows student to engage in reflective learning. Admin- students assess their own academic performance using an age-appropriate checklist of indicators. Survey Informal assessment Purpose- collects student feedback about interests, prior knowledge, or motivation about a topic. Admin- student completes a commercially or teacher-produced survey of items. Standardized Formal assessment Purpose- yields a students academic performance ranking compared to a normed sample of students. Admin- schedule determined by state and local agencies; often yearly. Tests are usually timed and have strict protocols. Criterion referenced Formal assessment Purpose- measures a students performance compared to a set of academic skills or objectives. Scores are reported as the proportion of correct answers. Admin- tests may be untimed or timed. May be administered annually or more frequently. Text to text What does Huck say when he decides not to turn Jim into the authorities? Text to self When would you support a friend when everyone else thought he or she is wrong? Text to world What was the responsibility if persons finding runaway slaves? Formative assessment Includes both pre-assessment and ongoing assessments to judge what students know at a given point in time and what needs to be done next to help students achieve the standard. Summative assessment Is used at the end of the learning period to check the "sum" of the learning that gas taken place. Venn diagram Identifies what is similar and what is different between two topics. Word webs Is an organizer that can be used for organizing and classifying. Helps students focus on a concept, theme, or topic Cubing Is a technique for considering a subject from six points of view. Remember it Understand it Apply it Analyze it Evaluate it Create it. Analytic rubric Articulated level of performance for each criterion so the teacher can assess students performance on each criterion. Holistic rubric Does not list separate levels of performance for each criterion. It assigns a level of performance across multiple criterion as a whole. Anticipation guide A series of questions that students are asked to respond. Marking agree or disagree. Before a particular unit or lesson is began. After the unit the student review to know better understanding. Semantic feature analysis Asks students to identify key words in a reading selection and relate these words to the major concepts of the text Metalinguistic awareness Is the ability to think about and talk about language as language Kinesthetic activity When he student uses a visual representation of the word. example: drawing pictures of the word Code switching The ability to modify one's language according to audience and purpose When the suffixes are added to a root word the word becomes an adjective Able,-ish and less When the suffixes are added to a root word that word turns into a verb -ify structural clues looking at the word itself, prefix, root word and suffix to try to find out what it can mean Context clues Looking at the words surrounding the word to find out what it can mean. Vernacular Is the native language or native dialect of a specific population Writing across the curriculum A pedagogical movement with a foundation in the importance of writing instruction occurring across academic disciplines and in a variety of settings Free writing A strategy designed to help students generate ideas by spending a predetermined amount of time writing everything that comes to mind about a topic Writers workshop Advocates teaching grammar, usage, and spelling in the context of writing and does not support assessing such knowledge out of context Wiki An online tool for collaboratively creating and editing content. Analytical rubric Lists critical dimensions of performance and then describes the level of proficiency for each dimension. This rubric gives the most detailed feedback Holistic rubric Consists of a single scale with all criteria to be included in the evaluation being considered together Holistic rubric Signs a single score based on an over all judgment of the students work. matches an entire piece of student work to a single description on the scale Primary trait rubric Evaluate the primary language function or rhetorical trait by a given writing task or prompt. example: primary trait is persuading. score how much the writer is persuading the audience Self-assessment rubric The teacher gives tasks and columns of what they expect. students assess themselves on how they did Socratic seminar Are student led discussions that give all students the chance to share their thoughts about the novel. it also allows students to question the text Literature circles Small groups of students gather together to discuss a piece of literature in-depth. the discussion is guided by the students' responses to to what they have read Formative assessments Are intended to help the teacher modify instruction and engage student understanding throughout the learning process Jigsaw Is a method of small group discussion in which small groups of students read a certain portion of an assigned text and teach its contents to another small group of students K WL Tracks what students know, what they want to know and what they have learned SQ 3R Survey, question, read, recite and review. is used on textbooks not on literature books.