The document provides an agenda and materials for a teacher preparation workshop focusing on the Reading Instruction Competence Assessment (RICA) exam, including an overview of the exam format and content areas, activities to review the competencies assessed, and practice for the essay portions. Presenters provided information on test-taking strategies and common instructional approaches for different types of students. Participants engaged in group work to review competencies and practice writing sample responses.
Some ways of engaging English learners with grammar by teaching it inductively, through communicative activities, rather than deductively through explicit teaching
Some ways of engaging English learners with grammar by teaching it inductively, through communicative activities, rather than deductively through explicit teaching
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
Teaching English grammar task in inductively in Indiasunandakannadasan
I enclose how we make our class very interactive of teaching English in India .by this teaching method will be easy to the teachers as well as learning method is easy to the learners.
and main thing inductive method of teaching makes the learner in unmemorable in their life
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
Can remote teaching lead to deep learning?Paul Woods
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
2 generation curriculum & pdp reading lesson planMr Bounab Samir
Salam ;
2 Generation Curriculum & Teaching PDP Read lesson
- Read is a receptive skill which can be tackled through
PDP reading frame work.
- So
a) What is PDP read frame work?
b) Why PDP read frame work?
c) How to teach PDP Read framework ?
d) Importance of Pre - reading phase
e) Activities for pre reading stage
f) Importance of during reading stage
g) Activities that can be done in during reading stage
h) Importance of post reading phase
i) what can be done in post reading stage
k) Loud reading
l) How to teach loud reading
Thank you
By : Mr Samir Bounab ( Teacher trainer at MONE)
Teaching English grammar task in inductively in Indiasunandakannadasan
I enclose how we make our class very interactive of teaching English in India .by this teaching method will be easy to the teachers as well as learning method is easy to the learners.
and main thing inductive method of teaching makes the learner in unmemorable in their life
French consumers faced many economic challenges prior to the onslaught of the recent global recession. Factors such as high youth unemployment, rising food prices and above-average inflation, among others, all worked to dampen consumer purchasing power and stifle dynamic growth. This report provides detailed data and analyses covering not only recent and current consumer market performance and trends but also projections of future trends in the large and critical French consumer markets.Euromonitor's Consumer Lifestyles in France report analyses factors influencing national consumer expenditure. Consumer lifestyles reports include coverage of: population, urban development, home ownership, household profiles, labour, income, consumer and family expenditure, health, education, eating habits, drinking habits, shopping habits, personal grooming, clothing, leisure habits, savings and investments, media, communication, transport and travel and tourism. Use this report to understand the factors influencing a nation's lifestyle choices.Data coverage: market sizes (historic and forecasts), company shares, brand shares and distribution data.Why buy this report' * Get a detailed picture of the Consumer Lifestyles market; * Pinpoint growth sectors and identify factors driving change; * Understand the competitive environment, the market's major players and leading brands; * Use five-year forecasts to assess how the market is predicted to develop.
Η συμμετοχή του 2ου Πρότυπου Πειραματικού Γυμνασίου Θεσσαλονίκης στο συνέδριο ACSTAC 2014.
Η εργασία αυτή είχε ως τίτλο: "Τα Θρησκευτικά συναντούν την Πληροφορική: Τα βήματα του Αποστόλου Παύλου στην Ελλάδα με τη βοήθεια του Scratch".
Η ομάδα εργασίας αποτελούνταν από τους μαθητές Κωνσταντίνο Ρ., Φάνη Φ. και Παύλο Σ. και είχε ως επιβλέποντες καθηγητές τους Νίκο Μιχαηλίδη (Πληροφορικό) και την κυρία Σμαράγδα Φαρίδου (Θεολόγο) του 2ου Πρότυπου Πειραματικού Γυμνασίου Θεσσαλονίκης.
Ανάπτυξη Εφαρμογών σε Προγραμματιστικό Περιβάλλον - Εισαγωγή στις δομές δεδομ...Απόστολος Πουγαρίδης
Μια αναλυτική παρουσίαση για τις δομές δεδομένων με βάση τη θεωρία του σχολικού εγχειριδίου, καθώς και γραφική αναπαράσταση της δομής των πινάκων για καλύτερη κατανόηση.
Our design research guide on how to "design the right thing before designing the thing right. For everyone who are beginners to UX or just need a reminder. We cover design values, interviewing techniques, and empathy.
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
First meeting wih coordinator teachers of the wilaya . The meeting was about unifying the yearly planning , teacher's documents , topics of the meetings and all what deals with teaching English In Algerian Middle Schools
Training Novice teachers
**Teacher ’s documents
**Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
**How to deal with the log book , teacher’s plan book and the board
**Planning lesson
**Teaching Grammar + Pronunciation items
**TD session
**The project work
**Adapting the school manual
**Testing
**Test Report and remedial work
**Opening Session
**Teacher ’s documents
**Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
**How to deal with the log book , teacher’s plan book and the board
alam
Training Novice teachers
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
EEL: What Is EEI?
Just like our students, each teacher is different in strengths and struggles. Finding a lesson plan template that works in all areas can take some time, but once you identify one that helps you plan your day, you'll likely stick with it. The EEI, or Essential Elements of Instruction Model, may just be that tool.
The EEI model focuses on components of teaching which are essential for every lesson. Based on the Madeline Hunter model, the EEI criteria are:
Title - You write the name your lesson here for easy identification along with any other pertinent information.
Materials - This section allows an area to list all necessary supplies that will be used in the lesson, including those for both you and your students.
Curriculum Standards - This is where you will write any standards used for the lesson.
Anticipatory Set - Often called the 'hook', this stage is meant to get students interested in the lesson, connect to prior knowledge, and set the stage for learning.
Objective - In this section, you will list performance and learning objectives your students will achieve. Be sure to use verbs from Bloom's taxonomy or other source. The terms must be measurable and shared with students.
Purpose - This states the reason for the lesson.
Instructional input - Here you will note the activities and methods you will use to teach, including direct instruction, etc.
Modeling - You will demonstrate the skill in this part of the lesson.
Check for Understanding - This focuses on methods you will use to determine if your students are catching on. You will use these strategies throughout the lesson.
Guided Practice - This marks the active learning time completed by your students with your support.
Closure - At the end of lesson, you summarize and share learning while connecting the lesson to future learning.
Extended/Independent Practice - To increase student understanding, here you will list methods of learning students will complete after the lesson, such as homework or projects.
Here the COE lesson plan : Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson ...
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1. RICA Prep
CSULB
11-6-2015
Presentation is posted on Slideshare: http://www.slideshare.net/ebowers44/rica-prep-
presentation102514
Handout in Public Dropbox at:
https://www.dropbox.com/s/k0u33mizhwnqmw7/RICA_LK_11.2015.pptx?dl=0
2. Agenda
▪ Welcome and Sign-in
▪ Introductions- Find SomeoneWho
▪ 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)GroupActivity
▪ ShareOut
▪ Essay (Case Study) Practice
▪ Closure- Find SomeoneWho 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. 70 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)
7. The Test doesn’t assess the domains
equally
70 Multiple Choice (they don’t equal 100):
– Domain 1- 10%
– Domain 2- 33%
– Domain 3- 13%
– Domain 4- 20%
– Domain 5- 23%
Essay Questions:
– Domain 1- no essay
– Domain 2- Long essay
– Domain 3- Short essay
– Domain 4- Short essay
– Domain 5- Long essay
*The Case Study covers all 5 domains!
8. 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
9. 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
10. 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
11. Common strategies to meet the needs of
all learners
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
12. Common strategies to meet the needs of
all learners
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
13. Keep In Mind…
▪ Try not to use language that implies assumptions or generalizations
(all ELL should get simplified text…all students with IEP’s need extra
time…)
14. Keep in mind
▪ YOU will make the changes (how willYOU adapt to meet student
needs, how willYOUR teaching be modified. Don’t write about the
work you will send home, extra things you will have students
do…what parents will do)
15. Keep in mind
▪ You will consult the available data on that students for decision-
making because you have used multiple forms of assessment,
formal, informal, they may have IEPs, they have a CELDT level, etc.
▪ You will not jump to conclusions based on any single data point
17. 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
18. Quick-write Practice
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.
19. 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).
20. 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.
24. Competencies
Comp 4
• Concepts About Print, Letter Recognition,
and the Alphabetic Principle
Comp 5
• Phonics and SightWords:Terminology
and Concepts
Comp 6
• Phonics and SightWords: Instruction and
Assessment
25. competencies
Comp 7
• Syllabic Analysis, Structural Analysis, and
Orthographic Knowledge
Comp 8
• Fluency: Role in Reading Development and
FactorsThat Affect the Development of Fluency
Comp 9
• Fluency: Instruction and Assessment
26. 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
27. 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/LiteraryTexts
and Study Skills
Comp 15
• Comprehension: Instruction and Assessment-
Expository/InformationalTexts and Study Skills
28. 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?
29. Competency 1 : Planning, Organizing,
and Managing Reading Instruction
▪ (what is it) Standards-Based Instruction
– Common Core State Standards
– Assessment driven
– Comprehensive
– Balanced in materials, strategies, approach
▪ (how do you teach it) Systematic and Explicit Instruction
– Systematic
– Explicit
▪ (how do you assess it) Comprehensive Program ofAssessment
– Independent reading level
– Multiple measures
– Interest Inventories
– I + I: Interest and Independent Reading level
30. Competency 2: Reading Assessment
1. You should have a program of assessment (entry-level/universal
assessment, progress monitoring, summative and formative assessment)
2. Alternative/modified assessments for students with an Individualized
Education Program (IEP)
▪ Give students more time
▪ Divide the assessment into smaller units
▪ Change the mode of delivery
3. Interpretation and use of results: standards based
4. 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%
31. Competency 2: Reading Assessment
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%
32. Competency 2: Reading Assessment
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)
34. 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!
35.
36. These Skills are NOT Phonics
What is Phonics?What’s the difference?
Phonics-
The knowledge of letter sound correspondence
(knowing that in the word phonics the /f/ sound is
made with –ph)
37.
38. Competency 3: Phonological and Phonemic
Awareness
▪ The alphabetic principle:
– This principle states that speech sounds are represented by letters in English. English is an
alphabetic language because symbols represent sounds (not true for Egyptians who used
hieroglyphs)
▪ 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
40. Competency 3: Phonological and Phonemic
Awareness
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
Cat C at
Rain R ain
Thing Th ing
41. Competency 3: Phonological and Phonemic
Awareness
▪ Blends-each consonant can be heard
The bl- in blend is a blend
▪ Digraph-comes together to make a new sound
The ph- in digraph (two letters that come together to make one sound- sometimes three- but really that’s a
trigraph! -tch)
▪ Diphthong-vowel version of blend
Two sounds or two tones- AKA-A gliding vowel- cow, oil, boy.Your tongue has to make two moves
Blends Digraphs
Bl sh
cr ph
Sp ng
43. Competency 3: Phonemic Awareness: How to
teach it
Direct, ExplicitTeaching:
Phoneme identity- same sound in cat and cup?
Phoneme isolation- identity and position of sound: first sound in
van?
Phoneme blending- /b/ + /i/+ /g/= ? ***
Phoneme segmentation- how many sounds in goat?What are they?
46. Assessing phonemic awareness
You need assessments that assess (in part or as a whole):
▪ Phoneme matching is the ability to identify words that begin with the same sound.
▪ Phoneme isolation is the ability to isolate a single sound from within a word.
▪ Phoneme blending is the ability to blend individual sounds into a word.
▪ Phoneme segmentation is the ability to break a word into individual sounds.
▪ Phoneme manipulation is the ability to modify, change, or move the individual sounds
in a word.
47.
48.
49. Assessing Phonemic Awareness
▪ PhonemicAwarenessTest
▪ Check students’ invented (temporary) spelling
Students usually master these skills:
▪ Phoneme matching:The middle of kindergarten
▪ Phoneme isolation – Initial (first) sound:The middle of kindergarten
▪ Phoneme isolation – Final (last) sound: Late kindergarten or early first grade
▪ Phoneme isolation – Medial (middle) sound: Late kindergarten or early first grade
▪ Phoneme blending: Late kindergarten or early first grade
▪ Phoneme segmentation: First grade
▪ Phoneme manipulation – Initial (first) sound: First grade
▪ Phoneme manipulation – Final (last) sound: First grade
▪ Phoneme manipulation – Substitution: Middle to end of first grade or early second grade
50. 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
51. 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
52. Case Study Review
Understand the ExamineTasks
▪ 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
53. Use a Graphic Organizer!
Strengths
Weakensses
Strategies
•#1
•#2
55. ▪ Look at each artifact.
▪ What does it assess?
▪ How did student do?
▪ What can I learn from this?
▪ Make a Graphic Organizer
▪ Strengths, evidence
▪ Needs, evidence
▪ Strategies
▪ Double Check you have answered
prompt
▪ 3 (combined strengths, needs)
▪ 2 Strategies
56. Strengths/needs Evidence
Can decode well IRA-made one deletion, read all the words
slowed to decode irregular words, low
frequency words
Good at comprehension at literal level Remembered where Sarah was from, where
she was going, she has a sister
Struggled with inferential comprehension Didn’t know why Sarah was sad.Tried to make
self-text connection
Can read Fluently Teacher notes on fluency, near 50 percentile
for grade level in Fall, slowed to decode
irregular words, low frequency words
Does not appear to enjoy/do much reading
outside of school
Parent conference notes, dad’s comment, not
yet done with independent reading book,
doesn’t seem engaged in reading during IR
time, responses on reading survey, written
response was based on tv episode of book
Limited knowledge of multiple meanings for
common mm words
Responses on informal assessment, could only
generate second response for 2 examples
57. Strategies
Explicitly teach inference with a focus on character motives-consider what
characters say, think and do as a basis for understanding.Teach her how to find text
evidence to support her inferences. Using a graphic organizer may support her in
finding and writing down the evidence from the text.
Vocabulary building-work with Isabel individually and in a small group to examine
multiple meaning words, focus on homographs, provide her examples of words, like
those on assessment used differently in sentences.
I will work with her to generate student friendly definitions of these words, paying
attention to their differing meanings.
Vocabulary likely impacted by her limited independent reading. I will check in with
her more frequently during independent reading time. I can show her to use a venn
diagram in her journal to look for differences and similarities between the Elmwood
kid series books and the tv show.This may help focus her attention during IR, set a
purpose for her reading