San diego quick assessment of reading ability
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The San Diego Quick Assessment of Reading Ability is a test that measures students' ability to recognize words out of context using graded word lists. It is intended to be used once or twice per year to quickly determine a student's independent reading level. Weak readers rely more on context clues, so an out-of-context word test better identifies their actual reading ability level. To administer, the teacher starts with word lists a few levels below the student's grade and has the student read aloud while covering unused lists, noting errors to identify the student's instructional and frustration reading levels.
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San Diego Quick Assessment
A public domain assessment useful in getting a quick prediction of someone's independent, instructional and frustration reading levels.
SLA in English Language Teaching
Second Language Acquisition (SLA) refers to the process of learning a second language in addition to one's native language. Key aspects of SLA include the role of the first language, how language develops naturally, individual differences in learners, and the role of input and instruction. There are also different proposed stages of SLA. Individual learners vary in terms of factors like age, learning strategies, personality, aptitude, cognitive style, motivation, and intelligence, which can all influence the process of acquiring a second language.
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The document summarizes 5 stages of reading development from early childhood through adulthood. Stage 1 (grades 1-2) focuses on decoding letters and associating them with sounds. Stage 2 (grades 2-3) focuses on consolidating decoding skills and reading for fluency. Stage 3 (grades 4-8) requires using prior knowledge to understand new concepts. Stage 4 (high school) includes considering multiple viewpoints. Stage 5 (college and beyond) uses reading to synthesize one's own knowledge with others'.
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The document discusses second language acquisition and provides information about:
1) It introduces the class and syllabus, discussing what second language acquisition refers to and the basic questions researchers seek to answer about the process.
2) It defines key terms like first language, second language, and discusses diversity in how languages are learned through informal exposure, immersion, or formal instruction.
3) It outlines some class activities that ask students to reflect on their own language learning experiences and abilities.
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Listening activities are beneficial for language development, especially early on. One key strategy is exposing students to authentic materials like newscasts, podcasts, videos, and audioblogs. Podcasts allow teachers and students to subscribe to and create digital audio files on various topics to support listening skills both before and after listening. Vodcasts are similar but contain video, allowing students to compare and contrast real situations and practice language skills. Audioblogs let users post audio files online in addition to text for debates and oral exercises, giving students multiple chances to record. When using video libraries, teachers should screen videos in advance or use a guided webquest to direct students only to appropriate clips.
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Cloze test and C-test are reading comprehension tests that assess a test-taker's ability to understand text with missing words. In a cloze test, words are deleted from a passage at regular intervals, usually every 5th-8th word. In a C-test, the second half of every second word in a passage is deleted. Both tests are easy to construct and score but a C-test has lower face validity due to more blanks. While cloze tests leave the first sentence intact, C-tests delete words throughout the entire passage.
Syntactic structures
The document discusses various aspects of syntactic structure and sentence structure. It covers topics such as word order, grammaticality, phrasal categories including noun phrases, verb phrases, adjective phrases and prepositional phrases. It also discusses the structure of predication, modification, and complementation. Key concepts covered include subjects, objects, verbs, prepositions, and how different parts of speech can function together in sentences based on rules of syntax.
Recommended
San Diego Quick Assessment
A public domain assessment useful in getting a quick prediction of someone's independent, instructional and frustration reading levels.
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This is a lesson plan that I prepared and used for my final internship demonstration in my school. It is about topic sentences and mainly discusses about how to identify a topic sentence within a given paragraph. Enjoy!
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2) It defines key terms like first language, second language, and discusses diversity in how languages are learned through informal exposure, immersion, or formal instruction.
3) It outlines some class activities that ask students to reflect on their own language learning experiences and abilities.
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It notes that listening is the most widely used language skill and plays an important role in language learning by providing input. The document also discusses the importance of schema/schemata, which is the listener's background knowledge and experiences that help them understand listening situations and texts.
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2ENG.-39-SYLLABUS-2020-THE-STRUCTURE-OF-ENGLISH.docx
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technological, and other transformations that have created an increasing awareness of the interconnectedness
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Transitional bilingual education uses a student's native language for up to three years to help them learn content while also learning English. The goal is for students to transition to English-only instruction.
Partial bilingual education aims to develop oral skills in both languages but does not focus on literacy in the native language.
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The document provides suggestions for assessing language learning in primary schools. It suggests using exercise books for students to track their progress with a variety of tasks and assessments. Recording speaking skills through activities like singing, question-and-answer drills, and presentations is recommended. Assessing listening skills can be done by having students write what they understand from short passages read aloud. Other assessment methods include student-created mind maps to self-assess learning, vocabulary tests, and using levels in Year 6 to facilitate transition to secondary school. The goal is to make assessment short, simple, clear to students, and fun rather than a burden.
Parts of speech edited adj. new powerpoint format
Adjectives are words that describe or modify nouns by providing additional details such as which one or how many. Adjectives are normally placed before the noun they modify but can also be placed after verbs. Adjectives have different forms like comparative and superlative that are used correctly depending on whether a single item or multiple items are being compared.
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The document discusses the EQAO assessments that Ontario students write in grades 3 and 6. It explains that the purpose of the assessments is to measure student achievement in reading, writing and math against provincial standards. It provides details about the format and sample questions for the assessments. Finally, it offers helpful strategies for parents to help their children prepare and succeed, including ensuring good sleep, reading together regularly, and using the EQAO website for additional resources.
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This project offers valuable information into various assessment tools and remedial methods that can be used with elementary students. This particular presentation was based on the needs of a third grade child who was classified as a struggling reader by his classroom teacher.
How to adapt-lessons
This document provides guidance on adapting assignments and assessments for English language learners. It discusses the differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). It also outlines strategies teachers can use to modify their lessons based on students' proficiency levels and the four language domains of reading, writing, listening and speaking. Specific examples are given for adapting assessments and assignments for different proficiency levels on-the-fly or in advance. The overall message is that teachers should grade ELL students on content mastery over time rather than language abilities and use simplified assessments that match students' language skills.
Fun With Fluency- Poems and Riddles Presentation
This document discusses reading fluency and provides activities to practice fluency with students. It defines fluency as reading with accuracy, appropriate rate, and expression. Two common approaches to teaching fluency are guided repeated oral reading and independent silent reading. The document recommends the student-adult reading approach where the adult models fluent reading of a passage before having the student read it aloud multiple times. It suggests using poems, riddles, and activities from a back table to motivate students and help them practice fluency skills like expression and phrasing.
Cloze procedure
A cloze test, also called a "cloze deletion test", is a reading comprehension assessment where certain words are omitted from a passage and students must fill in the blanks using context clues. To create a cloze passage, words are deleted from a text every 5-10 words depending on the reading level and skills being assessed. Cloze tests require students to understand context, vocabulary, and grammar to identify the correct missing words. Research shows cloze tests more accurately assess comprehension of specific texts than standardized tests alone.
Phil- IRI Orientation Rodolfo Z. Titong National High School.ppt
The document discusses the Phil-IRI (Philippine Informal Reading Inventory) which is used to assess students' reading abilities and difficulties in order to design appropriate classroom interventions. It describes the components of the Phil-IRI including group screening tests, reading passages, and comprehension questions. It also explains how to administer the Phil-IRI by conducting oral reading assessments, listening comprehension, and silent reading tests. The results are used to determine students' reading levels and profiles in order to identify difficulties and plan targeted instruction.
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The document discusses English as a Second Language (ESL) programs and instruction for students learning English. It explains that ESL students are typically taught English in a separate classroom by a teacher trained in teaching ESL. It also outlines the qualifications students must meet to be placed in an ESL program, such as failing an English proficiency assessment. Additionally, the document provides guidance on effective instructional strategies for ESL students, including using visuals, modeling, and focusing on reading comprehension rather than just pronunciation.
Responding to our students' writing
The document discusses best practices for responding to student writing. It argues that writing practice should not focus solely on grammar and that responding only with negative feedback on technique is poor pedagogy. Several studies cited found that grammar correction and commenting on errors has little impact on students and may lower motivation and confidence. The document advocates for teachers taking a role as mentors rather than judges, focusing feedback on content over errors. It provides alternatives to traditional marking such as dialogue responses, checklists, and interviews. Structural issues should only be addressed if they interfere with understanding. Overall, the best responses are positive, avoid excessive focus on grammar, are clear, and help students improve.
Type of informal Assessments
This document discusses types of informal assessments, including cloze procedures. It provides details on how to create and administer cloze passages by deleting words in a pattern. Cloze procedures can be used to assess specific reading comprehension skills like vocabulary. The document also discusses the development and effectiveness of the cloze test procedure for determining the readability level of texts for students.
Feedback
The document discusses feedback and correction in language learning. It covers:
- Defining feedback and its components of assessment and correction. Feedback should include both right and wrong with support.
- Types of assessment including formative, summative, and tests. Ways to gather information like teacher, peer, and self-assessment.
- Correcting oral errors by repeating, echoing, or reformulating. Written feedback uses symbols, comments, or reformulation.
- The goal of feedback is learning, so it should be supportive and avoid negative effects like embarrassment or lowered motivation. Focus on the language not the learner to encourage improvement.
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San diego quick assessment of reading ability
- 1. SAN DIEGO QUICK ASSESSMENT OF READING ABILITY Prepared by Alena Kryzshelle C. Cambalon
- 2. What? San Diego Quick Assessment of ReadingAbility is a test that measures the recognition of words out of context. This test consists of 13 graded word lists from preprimer to eleventh grade. The words within each list are of about equal difficulty.
- 3. Note! This assessment is intended for use only once or twice each year for the purpose of providing a quick, yet highly reliable way to determine a student’s independent reading level.
- 4. Why? Weak readers overrely on context and recognize words in context more easily than out of context
- 5. How? Begin with a list two or three sets below the student’s grade level and continue until the student makes three or more errors in a list. Present the Student Material word list to the student. Use a paper to cover word lists not being read. Mark errors on the Record form by crossing out each missed word. Mispronunciations can be written down next to the word.
- 6. How? When the teacher says “next”, the student should move the paper down and read the next word. Encourage the student to read words that he or she does not know so that you can identify the techniques used for word identification. Wait no longer than five seconds before moving on to the next word.
- 7. What it means? Each list completed by the student can be scored as shown below. Error/ List Reading Level 1 error Independent Level 2 errors Instructional Level 3 errors Frustration Level
Editor's Notes
- Generally, proficient readers read as accurately both in and out of context.
- Student Reading Level = The student’s reading level is the last grade-level word list in which the student reads eight or more words correctly.