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Teaching ELA
| Question | Answer |
|---|---|
| What are the three major factors to consider when selecting student texts? | reader variables, purpose, and complexity |
| What are three before reading strategies for matching readers to texts and tasks? | Conduct an Interest Survey Conduct a Learner Profile Assessment (strengths, needs, interests, and barriers to learning) Conduct a Reading Assessment (independent reading level) |
| What are three during reading strategies for matching readers to texts and tasks? | Partner reading, shared reading (teacher-led read aloud), literature circles (divide students into groups based on interest and reading ability; each student has a role) |
| What are three after reading strategies for matching readers to texts and tasks? | Differentiation (vary assessments), task menus (choice menus - complete specific tasks to demonstrate mastery of the content), student reflections |
| What are the three factors necessary for feedback to be effective? | Balanced (what needs improvement and what they did well), Specific (what is right, wrong, strong, or weak about their writing and what they should do about it), Timely (Students must have time to apply the feedback they receive) |
| What are three self-assessment strategies? | Rubrics, focused reviews, highlight progress |
| What is an example of focused reviews? | Have students annotate their writing using multiple colors or editing codes to help identify specific areas for improvement Target specific skills like capitalization for focused practice |
| What are three peer-assessment strategies? | Rubrics, focused reviews (revision stations / student revision roles), multiple modes of feedback (online/gallery walk) |
| What is culturally responsive teaching? | an educational approach that recognizes and values the diversity of students in the classroom, incorporating students' cultural backgrounds, experiences, and perspectives into the teaching and learning process. |
| What is the goal of culturally responsive teaching? | to create an inclusive and supportive learning environment where all students feel valued and understood |
| What are the four values of culturally responsive teaching? | Equity and inclusion, cultural competence, student empowerment, contextualized learning |
| What is equity and inclusion? | address and amend educational inequities by ensuring that all students, regardless of cultural background, have equal access to a high-quality education |
| What is cultural competence? | understand and appreciate the diverse cultures represented in classrooms, fostering an environment that respects and celebrates these differences. |
| What is student empowerment? | Students are empowered to bring their unique perspectives into the classroom, where their voices and contributions are valued. |
| What is contextualized learning? | Students are encouraged to connect curricular content to their current lives and communities. |
| What are four benefits of culturally responsive teaching? | Increase Engagement Facilitate Brain Processing Enhance Cultural Awareness Foster a Positive Classroom Climate |
| What four modes should you consider when designing multimodal lessons? | Auditory, visual, tactile/kinesthetic, and reading/writing |
| What are four instructional examples of auditory learning? | Read-alouds Verbal instructions Discussions Rhymes and songs |
| What are three instructional examples of visual learning? | Charts and graphs Graphic organizers Visual aids, like slideshows and videos |
| What are three instructional examples of tactile/kinesthetic learning? | Manipulatives, like magnetic letters, Play-Doh, or shaving cream Role-play and movement games Hands-on experiments |
| What are three instructional examples of reading/writing learning? | Note-taking Journaling Text annotation |
| What are physical disabilities? What do they need in a classroom? | limitations in mobility or bodily function and often require environmental changes, such as specialized equipment or modified classroom layouts |
| What are cognitive disabilities? What do they need in a classroom? | how a student processes and retains information, requiring adjustments in instructional delivery. |
| What is an individualized education program (IEP)? | It identifies strengths, challenges, and measurable annual goals for students who qualify for specialized instruction under the Individuals with Disabilities Education Act (IDEA). |
| What are 504 plans? | accommodations to remove barriers for students whose disabilities impact a major life activity, such as breathing, walking, or learning, but do not require specialized instruction as specified under Section 504 of the Rehabilitation Act |
| What is the difference between IEPs and 504 plans? | IEPs focus on specialized instruction and academic goals, and they may INCLUDE curriculum changes. 504 plans focus on accessibility and accommodations WITHOUT changing the curriculum. |
| What is the difference between accommodations and modifications? | Modifications change what is taught. Accommodations change how it is taught. |
| What are accommodations? | Change how a student learns or accesses material without altering the academic standards. For example, a student may receive text in an enlarged font |
| What are modifications? | Change a student's learning expectations by altering the curriculum or task difficulty. For example, a teacher may ask a student to write a shorter response instead of a full assignment |
| What are the areas of need (for students with disabilities) for early literacy? | Phonological awareness; decoding; print concepts |
| What are three support strategies for early literacy (for students with disabilities)? | Provide explicit phonics instruction. Use multisensory approaches (like tapping sounds and tracing). Include decodable text. |
| What are the areas of need (for students with disabilities) for vocabulary? | Limited word knowledge; difficulty with multiple meanings or word retrieval |
| What are two support strategies for vocabulary (for students with disabilities)? | Pre-teach key terms; use visuals. Teach morphology (roots and prefixes); provide repeated exposure. |
| What are the areas of need (for students with disabilities) for reading comprehension? | Difficulty understanding main ideas, making inferences, and self-monitoring |
| What are three support strategies for reading comprehension (for students with disabilities)? | Use graphic organizers. Model "think-aloud" strategies. Break text into manageable chunks. |
| What are the areas of need (for students with disabilities) for text analysis? | Difficulty identifying literary devices, themes, or the author's craft |
| What are three support strategies for text analysis (for students with disabilities)? | Use color-coded text highlighting. Provide "look-for" checklists. Use side-by-side simplified text comparisons. |
| What are the areas of need (for students with disabilities) for writing? | Difficulty organizing ideas, using appropriate grammar, and developing complete responses |
| What are four support strategies for writing (for students with disabilities)? | Offer sentence frames and starters. Provide writing templates. Break tasks into small steps. Use checklists for editing. |
| What are the areas of need (for students with disabilities) for speaking and listening? | Difficulty organizing thoughts verbally or processing spoken directions |
| What are four support strategies for speaking and listening (for students with disabilities)? | Offer sentence stems for discussion. Repeat or rephrase directions. Provide visual cues. Allow extra "wait time" for processing. |
| What is a universal screener? What is its purpose? | It gathers data on all students. Its purpose is typically to organize students into groups, such as intervention groups. |
| What is a diagnostic assessment? | A pre-assessment used to identify students' specific strengths and weaknesses. |
| What is the difference between a formative and a summative assessment? | Formative assessment informs instruction toward the learning objective (small quizzes or informal assessments). Summative assessment sums up students' performance on the learning objective (big tests and projects). |
| What is the difference between an informal and formal assessment? | Informal assessments are done throughout a class (thumbs up or down, answering questions, etc). Formal assessments are your quizzes, tests, projects, etc. |
| What is the difference between a criterion-referenced assessment and a norm-referenced assessment? | Criterion-referenced assessment looks at how students perform against a set criteria. Norm-referenced assessment looks at how students perform against the normal curve. |
| What do criterion-referenced assessments do? What do scores look like? What are two examples? | Compare student performance to a predetermined standard; Scores on these types of tests are expressed as percentages Ex. Tests administered at the end of an instructional unit and state achievement tests |
| What do norm-referenced assessments do? What do scores look like? What are they associated with? What are two examples? | Compare students to a representative group and rank their performance relative to others; Scores are typically reported as percentiles, stanines, or sometimes grade-level equivalents; associated with a normal distribution Ex. IQ and SAT tests |
| What is progress monitoring? | Periodic assessments given to keep track of student growth toward a specific goal or objective |
| What is a curriculum-based assessment? | Measures student progress using materials taken directly from the curriculum |
| What is a performance-based assessment? How are they scored? | Students apply knowledge or skills to complete a process or create a product Typically requires high-order thinking Typically scored with a rubric or checklist |
| What is a portfolio? How are they scored? | A collection of student work to show growth over time Students often select their own pieces and include self-reflection Typically scored with a rubric or checklist |
| What are the three types of rubrics? | Analytic, holistic, self-assessment |
| What is analytic rubric? | Assesses each part of the assignment with multiple graded categories Ex. A writing assessment with analytic scoring, grammar, spelling, and content would be graded separately, and the scores combined to find an overall score |
| What is a holistic rubric? | Evaluates the quality of the piece as a whole. The rubric has one score and is very general |
| What does ELL stand for? | English Language Learners |
| What are the areas of need (for ELL students) for early literacy? | Difficulty connecting sounds to letters Limited familiarity with English phonology |
| What are four strategies for early literacy (for ELL students)? | Use visuals and picture-supported texts. Model phonics explicitly. Use Elkonin boxes. Build connections between the home language and English. |
| What are the areas of need (for ELL students) for vocabulary? | Limited academic vocabulary Difficulty with abstract or signal words |
| What are three strategies for vocabulary (for ELL students)? | Pre-teach key vocabulary with visuals. Teach signal words (like however and therefore). Utilize word banks, glossaries, and cognates. |
| What are the areas of need (for ELL students) for reading comprehension? | Difficulty with text structures Lack of specific cultural background knowledge |
| What are four strategies for reading comprehension (for ELL students)? | Activate and build background knowledge. Connect texts to students' experiences. Use graphic organizers. Check comprehension continuously. |
| What are the areas of need (for ELL students) for text analysis? | Challenges in analyzing the author's purpose or deeper meaning due to language complexity |
| What are three strategies for text analysis (for ELL students)? | Teach directional words to navigate structure. Chunk texts into smaller sections. Use guided questions and sentence frames |
| What are the areas of need (for ELL students) for writing? | Difficulty organizing ideas Limited control of grammar and academic registers |
| What are four strategies for writing (for ELL students)? | Provide sentence and paragraph frames. Supply word banks. Scaffold tasks by breaking them into steps. Model structured responses. |
| What are the areas of need (for ELL students) for listening? | Difficulty processing spoken English, accents, and rapid pacing |
| What are four strategies for listening (for ELL students)? | Front-load key vocabulary before lessons. Teach students to listen for the gist versus specific details. Use gestures. Pause frequently. |
| What are the areas of need (for ELL students) for speaking? | Hesitation to speak; may experience a "silent period" when they understand more than they can produce |
| What are four strategies for speaking (for ELL students)? | Structure peer interaction (for example, Think-Pair-Share). Model academic language. Create low-risk discussion opportunities. Provide sentence stems. |
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