Rúbrica de lectura
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This document contains a rubric for evaluating student participation in literature circles. The rubric assesses students on respecting others, following along during reading, willingness to participate, thinking about characters, and comprehension. For each category, the rubric provides descriptors to evaluate student performance at levels of 4 (highest) to 1 (lowest).
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- Their physical skills have grown in areas like movement, control, and health awareness.
- Creatively, the student explores art, music, imaginative play and is expressing their own ideas.
Mary Lasater, Ed.D.
This document provides information about different levels of support that paraeducators can provide to students with disabilities. It defines low, medium, and high levels of support and provides examples. It also discusses transitional support. The document emphasizes providing the minimum support needed to avoid being overly intrusive. It notes research showing potential benefits but also detrimental effects of support, and provides remedies to avoid negative impacts like separation from peers, unnecessary dependence, and limited access to instruction. The document encourages paraeducators to question, cue, and prompt students before providing solutions to build independence.
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To Be or Not To Be Intrusive
This document provides information about different levels of support that paraeducators can provide to students with disabilities. It defines low, medium, and high levels of support and provides examples. It also discusses transitional support. The document emphasizes providing the least intrusive level of support possible and avoiding detrimental effects like unnecessary dependence, separation from peers, and interference with teacher engagement. It encourages paraeducators to question, cue, and prompt students before providing direct assistance in order to promote independence.
Support Session
This document provides information about different levels of support that paraeducators can provide to students with disabilities. It defines low, medium, and high levels of support and provides examples. It also discusses transitional support. The document emphasizes providing the least intrusive level of support possible and avoiding detrimental effects like unnecessary dependence, interference with peer interactions, and insular relationships. It recommends strategies like using a hierarchy of cues and prompts, including other students, and encouraging independence.
Module 1
The document provides guidance for teaching listening and speaking skills. It discusses developing listening ability through exposing learners to different text types to improve sound recognition, pronunciation and understanding. For speaking, learners are taught to ask questions, give responses and express themselves confidently using appropriate language. Sample lesson plans are provided focusing on vocabulary, comprehension, functions and grammar using the story "Nickey the Caterpillar" over six lessons. Suggested guidelines for other lessons include activities before, during and after listening to discriminate sounds like suffixes.
Learning teaching chapter2 3
The document discusses potential problems in classroom management and language teaching. It addresses issues like not checking students' understanding of instructions, asking vague questions like "do you understand", having a fear of genuine feedback, lacking authority, focusing on the fastest students, and failing to create rapport. It emphasizes checking comprehension, being authentic, showing respect, developing empathy, and balancing work on language skills and systems.
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Rúbrica de lectura
- 1. RubiStar Rúbrica hecha usando: RubiStar ( http://rubistar.4teachers.org) Literature Circle - Listening and Sharing : El Placer de Leer con Recursos Tecnológicos Nombre del maestro/a: Ayda Lucy Zambrano Nombre del estudiante: ________________________________________ CATEGORY 4 3 2 1 Respects Others Student listens quietly, does not interrupt, and stays in assigned place withoutdistracting fidgeting. Student listens quietly and does not interrupt. Moves a couple of times, but does notdistract others. Student interrupts once or twice, but comments are relevant. Stays in assigned place withoutdistracting movements. Student interrupts often by whispering, making comments or noises thatdistract others OR moves around in ways that distractothers. Follows Along Student is on the correct page and is actively reading along (eyes move along the lines) or finger is following words being read aloud by others. Student is on the correct page and usuallyappears to be actively reading, but looks at the reader or the pictures occasionally.Can find place easily when called upon to read. Student is on the correct page and seems to read along occasionally.May have a little trouble finding place when called upon to read. Student is on the wrong page OR is clearly reading ahead or behind the person who is reading aloud. Participates Willingly Student routinely volunteers answers to questions and willinglytries to answer questions s/he is asked. Student volunteers once or twice and willinglytries to all questions s/he is asked. Student does not volunteer answers, but willing tries to answer questions s/he is asked. Student does not willinglyparticipate. Thinks about Characters Student describes how a character mighthave felt at some pointin the story, and points out some pictures or words to support his/her interpretation withoutbeing asked. Student describes how a character mighthave felt at some pointin the story, and points out some pictures or words to support his/her interpretation when asked. Student describes how a character mighthave felt at some pointin the story, but does NOT provide good supportfor the interpretation,even when asked. Student cannot describe how a character mighthave felt at a certain point in the story. Comprehension Student seems to understand entire story and accurately answers 3 questions related to the story. Student seems to understand mostof the story and accurately answers 2 questions related to the story. Student understands some parts ofthe story and accurately answers 1 question related to the story. Student has trouble understanding or remembering most parts of the story.
- 2. Fecha de creación: Mar 10, 2015 10:17 am (CDT)