Python Notes for mca i year students osmania university.docx
Rica prep presentation lk.5.15
1. C S U L B
1 0 . 2 5 . 1 4
RICA PREP
Presentation is posted on Slideshare:
http://www.slideshare.net/ebowers44/rica-prep-
presentation102514
Handout in Public Dropbox at:
https://db.tt/zaFy4Fwt
Miscue Cheat Sheet:
https://db.tt/JcsxycPv
2. AGENDA
• Welcome and Sign-in
• Introductions- Find Someone Who
• Overview of Exam
• Overview of Competencies
BREAK
• What you Need to Know (competency 1 & 2)
• Review of Competency 3
LUNCH
• Review of Competency (4-15) Group Activity
• Share Out
• Essay (Case Study) Practice
• Closure- Find Someone Who revisit
3. INTRODUCTIONS- FIND SOMEONE WHO
• Each pair should have a sheet that looks like a bingo
board.
• At my signal, you and your partner will walk the room and
introduce yourselves to people.
• You need to find someone (another pair) who can answer
one of the boxes.
• They should give you the answer- and then sign their
name on your sheet.
• Continue getting signatures until the signal is given to stop
4. OVERVIEW OF THE TEST- AND
TEST TAKING STRATEGIES
WHAT AM I LOOKING AT?
5. OVERVIEW OF THE TEST
1. 60 multiple choice questions
2. 4 Open-Ended Assignments
• 2 short essays (one page each, about 75-125 words)
• 2 long essays (two pages, about 150-300 words)
3. 1 Case Study essay- (four pages, about 300-600
words)
6. TEST-TAKING STRATEGIES
• You don’t have to get them all right!
• You must budget your time! (you have 4 hours)
• Multiple choice- 90 minutes
• Two short essays- 30 minutes (15 min each)
• Two long essays- 50 minutes (25 minutes each)
• Case study- 60 minutes
• 10 minutes extra to check your work
7. GOOD ESSAY-WRITING STRATEGIES
• Identify, describe, explain
• Identify one area of need and cite the evidence in the
question that you relied on to reach that conclusion
• Describe an instructional strategy or activity to help address
this need
• Explain why the strategy or activity you described would be
effective for this purpose
• Subtitles (headings)
• One means one- don’t add others to try and dazzle
8. COMMON STRATEGIES TO MEET THE
NEEDS OF ALL LEARNERS
Struggling Readers and Students with Learning
Disabilities:
1. Focus on key skills- prioritize specific learning needs
2. Reteach what is not mastered
• What is not mastered should be determined by a formative
assessment
• Different strategies should be used than what was already tried
3. Teach in manageable “chunks”- checking for
understanding is essential
4. Provide concrete examples
5. Provide additional practice
6. Use visuals, kinesthetics, and tactile activities
7. Guided Groups
9. English Language Learners and Speakers of
Nonstandard English
1. Take advantage of transfer of relevant skills and
knowledge from the first language
2. Note differences between the first language and
English (directionality, how the letter –d is
pronounced in Spanish).
3. Focus on key vocabulary
4. Teach vocabulary with concrete items, pictures,
charts, and diagrams
5. Modeling
6. Frontloading
COMMON STRATEGIES TO MEET THE
NEEDS OF ALL LEARNERS
10. Advanced Learners:
1. Increasing the pace and complexity of instruction
2. Extending the depth and breadth of instruction
3. Building on and extending current skills
COMMON STRATEGIES TO MEET THE
NEEDS OF ALL LEARNERS
12. STRATEGY TO REMEMBER:
• Identify, describe, explain
• Identify one area of need and cite the evidence in the
question that you relied on to reach that conclusion
• Describe an instructional strategy or activity to help address
this need
• Explain why the strategy or activity you described would be
effective for this purpose
13. Use the information below to complete the exercise
that follows.
Prior to having students read a textbook chapter on
tree classification, a fifth-grade teacher divides
students into small groups and gives each group a set
of labeled photographs and diagrams of a particular
type of tree (e.g., pines), with each group focusing on
a different type of tree. The students examine their
photographs and diagrams, write down as many
characteristics as they can about their assigned tree,
and then present their findings to the whole class.
QUICK-WRITE PRACTICE
14. QUICK-WRITE PRACTICE
Use the information below to complete the exercise that
follows.
As students share their ideas, the teacher writes key
words and phrases on the board (e.g., pine trees = have
cones, have needles, the needles grow in clusters, the
needles are green in both the summer and winter
photographs) and also introduces new terminology (e.g.,
trees that have cones are called conifers). The teacher
then conducts a guided whole-class discussion during
which students identify characteristics shared by more
than one type of tree (e.g., having cones) and sort the
trees by these characteristics (e.g., conifers = pines, firs,
hemlocks, spruces, cedars, and larches).
15. EXAMINEE TASK
Using your knowledge of reading instruction, write a response in
which you:
• describe how the teacher can effectively differentiate
instruction with respect to this activity in order to address the
needs of students in the class who are English Learners; and
• explain why the instructional strategy you described would be
effective in addressing the needs
of these students and promoting their development of
vocabulary, academic language, and/or
background knowledge.
Be sure to relate your response directly to the activity described
above.
21. COMPETENCIES
Comp 4
•Concepts About Print, Letter Recognition,
and the Alphabetic Principle
Comp 5
•Phonics and Sight Words: Terminology
and Concepts
Comp 6
•Phonics and Sight Words: Instruction and
Assessment
22. COMPETENCIES
Comp 7
• Syllabic Analysis, Structural Analysis, and
Orthographic Knowledge
Comp 8
• Fluency: Role in Reading Development and
Factors That Affect the Development of Fluency
Comp 9
• Fluency: Instruction and Assessment
23. COMPETENCIES
Comp 10
• Vocabulary, Academic Language, and Background
Knowledge: Role in Reading Development and
Factors That Affect Development
Comp 11
• Vocabulary, Academic Language, and Background
Knowledge: Instruction and Assessment
Comp 12
• Comprehension: Concepts and Factors Affecting
Reading Comprehension
24. COMPETENCIES
Comp 13
• Comprehension: Instruction and Assessment- Before
Children Read, While Children Read, and After
Children Read
Comp 14
• Comprehension: Instruction and Assessment-
Understanding and Analyzing Narrative/Literary
Texts and Study Skills
Comp 15
• Comprehension: Instruction and Assessment-
Expository/Informational Texts and Study Skills
25. WHAT YOU NEED TO KNOW
For Each Competency- you need to know:
• What is it? (definition)
• How do you teach it?
• How do you assess it?
26. COMPETENCY 1 : PLANNING,
ORGANIZING, AND MANAGING
READING INSTRUCTION
• Standards-Based Instruction
• Common Core Standards for Ca Public Schools
• Difference between a skill and a strategy
• Systematic and Explicit Instruction
• Systematic
• Explicit
• Independent Reading
• Interest Inventories
• I + I: Interest and Independent Reading level
27. COMPETENCY 2: READING ASSESSMENT
1. A way to evaluate reading performance, skills,
strengths, weaknesses, and evaluate teaching
practices
2. Interpretation and use of results: standards based
instruction
3. Students’ Independent, Instructional, and Frustration
Reading Levels
• The Informal Reading Inventory (IRI)
• Oral reading of graded reading passages
• Independent. Word recognition: Greater than 95% AND
Comprehension: Greater than 90%
28. 3. Students’ Independent, Instructional, and Frustration
Reading Levels
The Informal Reading Inventory (IRI)
• Oral reading of graded reading passages
• Independent. Word recognition: Greater than 95% AND
Comprehension: Greater than 90%
• Instructional. Word recognition: Greater than 90% AND
Comprehension: Greater than 60%
• Frustration. Word recognition: Less than 90% AND
Comprehension: less than 60%
COMPETENCY 2: READING ASSESSMENT
29. Independent Level
The level at which a student
can read and comprehend
without assistance.
Word Identification in
Isolation: 90% or higher
Obtained from word lists
Word Identification in
Context: 98% or higher
Obtained from oral reading
of passages
Comprehension: 90% or
higher
Instructional Level
The level at which a student
can be instructed profitably.
Word Identification in
Isolation: 70% to 89%
Obtained from word lists
Word Identification in
Context:
Obtained from oral reading
of passages
90% to 97%: Total Accuracy
95% to 97%: Total
Acceptability
Comprehension: 70% to 89%
Frustration Level
The level at which a student is
completely unable to read
with adequate word
identification or
comprehension.
Word Identification in
Isolation: Less than 70%
Obtained from word lists
Word Identification in
Context:
Obtained from oral reading of
passages
Less than 90%: Total Accuracy
Less than 95%: Total
Acceptability
Comprehension less than 70%
Criteria for Unfamiliar Text: Independent, Instructional,
and Frustration Levels
30. 4. Assessing in Isolation and Context:
• Isolation- assessing a skill by itself- sight word assessment,
phonics assessment
• Context- assessing skills in combination with others in an
authentic environment
• IRI- you can assess
• Fluency
• Phonics
• Comprehension (if you ask questions after)
COMPETENCY 2: READING ASSESSMENT
38. COMPETENCY 2: READING ASSESSMENT
• One more thing to note:
Alternative assessments for students with an
Individualized Education Program (IEP)
• Give students more time
• Divide the assessment into smaller units
• Change the mode of delivery
40. COMPETENCY 3: PHONOLOGICAL AND
PHONEMIC AWARENESS
Phonological Awareness-
The knowledge that oral English is composed of smaller units
(not just sounds in a word- but words within a sentence).
Phonemic Awareness-
A lower level within phonological awareness. The knowledge
that each word is comprised of individual sounds
(luck- /l/ /u/ /c/ /k/).
*The two levels above do NOT include letters-only
sounds!
Phonics-
The knowledge of letter sound correspondence (knowing that
in the word phonics the /f/ sound is made with –ph)
41. The alphabetic principle-
This principle states that speech sounds are represented by letters in English. English
is an alphabetic language because symbols represent sounds (as opposed to an
ideographic language like Egyptian Hieroglyphs or Chinese characters)
Phonetic alphabet and graphemes- (see next slide)
Phonemes
Speech sound in a language that signals a difference in meaning (/v/ and /b/ as in
vote and boat. A simpler definition is that phonemes are the smallest units of
speech.
Vowels: a, e, I, o, u (and sometimes –y)
Long- a vowel says it’s name
Short- occur in words like pet, cat, bit, cot
r-controlled or l-controlled- not long or short- car, her, talk, chalk
COMPETENCY 3: PHONOLOGICAL AND
PHONEMIC AWARENESS
43. Consonants-
Speech sounds that occur when the airflow is obstructed in
some way by your mouth, teeth, or lips (i.e., b, c, d, f, g)
Onsets and rimes-
Think syllable! Onsets and rimes occur in a single syllable. In a
syllable, the onset is the initial consonant sound or consonant
blend: the rime is the vowel sound and any consonants that
follow.
Syllable Onset Rime
Cats C ats
In - in
Spring spr ing
COMPETENCY 3: PHONOLOGICAL AND
PHONEMIC AWARENESS
44. • Blends-
The bl- in blend is a blend
• Digraph-
The ph- in digraph (two letters that come together to make
one sound- sometimes three- but really that’s a trigraph! -tch)
• Diphthong-
Two sounds or two tones- AKA-A gliding vowel- cow, oil, boy.
Your tongue has to make two moves
COMPETENCY 3: PHONOLOGICAL AND
PHONEMIC AWARENESS
46. Direct, Explicit Teaching:
Phoneme isolation- first sound in van?
Phoneme identity- same sound in fax and fit?
Phoneme blending- /b/ + /i/+ /g/= ? ***
Phoneme segmentation- how many sounds in goat? What
are they?
COMPETENCY 3: PHONEMIC
AWARENESS: HOW TO TEACH IT
49. TESTING PHONEMIC AWARENESS
• Check students’ invented (temporary) spelling
• Yopp-Singer Phonemic Awareness Test
< 6 = not phonemically aware
7-16= so, so (more practice needed)
17+ = PA is good, start teaching phonics
53. Words you may have found:
1 letter: 2 letter: 3 letter: 4 letter: 5 letter:
I in bet tent stunt
it set lent tents
is let bent tense
be bin bunt dense
sin ride
tin bide
bun test
den rest
6 letter: 7 letter: 8 letter: 9 letter:
instruct
The big word is: Indestructible
Another resource
http://blevinsenterprises.com/Big_Words.pdf
54. “Making Words” and “Making Big Words”
By Patricia Cunningham
Great Games for Structural Analysis!
At both the early level and older level
Sorting game for your tutoring student if they are
at least at the 1st grade level-
http://www.eduplace.com/kids/sv/books/content/w
ordsort/?g=0#header
55. GROUP COMPETENCY ACTIVITY
• You will work in groups
• Each group will take a competency (4-15) and
create a poster which addresses:
• What is it? (definitions)
• How to teach it
• How to assess it
• Be ready to share out
56. RECON MISSION
1. Take your packet, laptop…
2. Work in your poster team
3. Send out each member of your team to a different
poster/s
4. Each member records the information
5. Each member comes back to the team- and shares
what they found with the rest of the team
57. CASE STUDY REVIEW
Understand the Examine Tasks
• Part 1- identify three strengths/needs and cite
evidence
• Part 2- describe two instructional strategies or
activities
• Part 3- Explain
• Connection between the student’s area of need and the
activity
• The underlying rationale for the activity
• The activity fits the student’s way of learning
