Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
FOR 15
| Question | Answer |
|---|---|
| state standards | academic guidelines defining what students are expected to learn at each grade level |
| state standards | provide consistency, guide instruction, and support accountability |
| aligning instruction with state standards is | the first thing teachers should do when planning lessons |
| backward planning involves | starting with the standards, identifying desired outcomes, and designing assessments and activities with these goals |
| why is standards-aligned instruction important? | standards ensure that instruction is focused, measurable, and consistent; using backward design ensures that all activities and assessments are purposeful and aligned; addressing all components of reading promotes well-rounded literacy |
| standards | broad, overarching goals set by state or national education organizations that outline what students should know and be able to do by the end of a grade level or course |
| objectives | specific, measurable, outcomes that teachers set for individual lessons or units. Breaks down the standard into smaller, actionable steps |
| breaking down standards into clear objectives helps teachers | design targets instruction and assessments |
| key principles of standards-based reading instruction | alignment with reading standards, differentiated instruction, and using assessments to inform instruction |
| flexible grouping | grouping students by skill level, learning style, or interest to provide targeted instruction |
| pacing and intensity | adjusting the speed and depth of instruction based on student readiness. |
| modifying resources | using leveled texts, visuals, and scaffolds to meet individual needs |
| formative assessments | how a teacher monitor student progress through activities like exit tickets, running records, and quick comprehension checks |
| how to manage and organize instruction | establish routines for small group and independent activities, provide explicit instructions and clear expectations, use technology or learning stations to engage students during differentiated instruction |
| homogeneous grouping | involves placing students with similar abilities and skill levels together (commonly used when targeting specific skills such as fluency practice in reading, phonics, or math interventions) |
| heterogeneous grouping | mixes students of varying abilities, backgrounds, or skill levels in the same group (collaborative learning, problem-solving, or discusison-based activities) |
| MTSS | Multi-Tiered Systems of Support is a tiered instructional model that provides a framework for delivering evidence-based reading interventions that meet student's diverse needs |
| components of tiered instructional models | shared responsibility and decision making, evidence-based interventions, and progress monitoring |
| Tier 1 | universal instruction for ALL students |
| Tier 2 | targeted small group instruction for SOME students (small groups, targeted practice of phonics or vocabulary) |
| Tier 3 | intensive individual instruction for a FEW students (one-on-one tutoring, using specialized programs such as Orton-Gillingham) |
| a balanced literacy approach _____________ | integrates a variety of texts, genres, and instructional strategies to foster comprehensive literacy skills |
| literary texts include: | stories, poetry, and drama to develop imagination, empathy, and understanding of human experiences |
| informational texts include: | articles, essays, and reports to build knowledge, critical thinking, and understanding of the world |
| strategies for text selection | integrate texts across content areas (use various genres in SS, Science, and math) AND balance shorter and extended texts (combine short stories, articles, and exerts with novels and in-depth reports to build stamina and comprehension) |
| a BEST practice | pairing primary sources with literature or secondary sources |
| using folktales from different cultures or historical speeches with contemporary essays is___ | diversity in texts and helps students broaden their understanding of the world |
| close reading involves ____ | examining a text deeply to uncover layers of meaning. This also helps students develop the ability to read and analyze increasingly complex texts with efficacy (self-confidence) |
| components of close reading | text-dependent questions (guides students to focus on key ideas), annotation (students highlight key points), rereading for levels of meaning, collaborative conversations (discussions) |
| example of close reading | 1st read: focus on comprehension; 2nd read: analyze text structure, word choice, and the author's purpose; 3rd read: compare the text to other works |
| strategies to motivation and engagement | create a positive reading environment (classroom libraries, reading nooks), promote independent reading (choice in reading materials, reading logs and goals), connect reading to real-life interests (authentic texts, book clubs, lit circles) |
| strategies to build self-confidence and self-efficacy | set attainable goals, celebrate success, scaffold support (provide appropriate levels of support during challenging tasks) |
| strategies to involve families in reading | at-home reading activities and family literacy events |
| foster intrinsic motivation to _____ | develop a student's INTERNAL desire to learn and succeed is more effective than offering extrinsic rewards (stickers and prizes) |
| cultivate intrinsic motivation by | providing engaging, meaningful texts and encouraging self-reflection on student's progress and growth as readers |
| instructional TECHNOLOGIES to support reading | digital reading platforms (Raz-kids), interactive reading applications (Storybird), audiobooks and text-to-speech tools, gamified literacy tools (Freckle), interactive displays and E-Readers (Kindles, Ipads) |
| strategies to promote lifelong readers | model enthusiasm, author studies, student recommendations |
| Even though technology can enhance student motivation and support, remember that it is a tool and cannot replace a ____ | highly qualified teacher |
| teachers provide _____________ | critical guidance, feedback, and relational support that technology alone cannot replicate |
Created by:
kristikee