Session 3 follow up
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This document provides guidance for following up on screening assessments. It recommends gathering additional assessment data to verify initial screening decisions. The follow up data should be organized in a way that allows easy analysis, comparison, and interpretation of individual scores to inform instructional decisions. Criteria for successful completion includes identifying students by grade and subject, presenting individual scores clearly using formats like tables or charts, and using reliable and valid assessment measures.
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Assessments are valuable tools that provide insight for both teachers and students. From a teacher's perspective, assessments inform differentiated instruction to meet varied student needs. For students, assessments impact their learning by allowing them to understand their strengths and areas for growth.
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This document provides criteria for a follow up activity on reading assessment from a professional development session. Participants are asked to identify 3 assessment terms from the session activities, find 2 new assessment ideas or strategies from additional reading, and generate 1 question about assessment from the reading. The document focuses on research-based reading assessment.
Session 1 Follow Up
This document provides criteria for a follow up activity on reading assessment from a professional development session. Participants are asked to identify 3 assessment terms from the session activities, find 2 new assessment ideas or strategies from additional reading, and generate 1 question about assessment from the reading. The document focuses on research-based reading assessment.
FAIR Instructional Ideas
The document discusses strategies for improving literacy skills in adolescents, including vocabulary instruction, comprehension strategy instruction, discussion of texts, increasing student motivation, and interventions for struggling readers. It provides recommendations and examples of techniques for each strategy, such as direct instruction of difficult words, teaching comprehension strategies like summarizing and questioning, engaging students through choice and interesting texts, and multi-syllabic word reading instruction.
Managing the Classroom
1) The document discusses competencies four and five of differentiating instruction, which focus on managing a differentiated classroom.
2) It provides learning outcomes related to identifying and solving management issues, developing routines and procedures, and reflecting on professional growth in addressing student diversity.
3) The document also includes quotes from teachers about the benefits and challenges of differentiating instruction.
Overview
The document discusses differentiating instruction to meet the needs of diverse students. It defines differentiated instruction as a systematic approach that considers how students differ in their backgrounds, readiness, interests and learning styles. The document outlines Florida's reading endorsement competencies regarding differentiated instruction and providing support for struggling readers. It also discusses assessing students, grouping students flexibly, scaffolding instruction, and creating lessons that engage and challenge students at their ability levels.
Overview
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