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linking assessment test 3

STUDY
PLAY
Comprehension
a process of constructing meaning from written texts, based on complex coordination of a number of interrelated sources of information. Simultaneously extracting and constructing meaning through interaction and involvement with written language
Literal comprehension
information printed in text.
Inferential comprehension
requires reader to move beyond the literal information to infer meaning from the text.
Critical comprehension
requires reader to analyze and evaluate the information that has been read, typically to develop new perspectives relative to the content.
Creative comprehension
refers to refining what was read to a level where the student produces new insights and thoughts that spin off the content read.
Narrative text
storytelling includes beginning, middle, and end. Includes clear story elements.
Expository text
relates to text that is factual. Examples include textbooks, biographies, newspapers, magazines, etc.
Explicit instruction
skills and strategies are taught to students using a form of direct instruction.
Intensive instruction
sufficient time is allocated to comprehension; includes a broad scope and sequence, incorporating active participation in lessons.
Persistent instruction
instruction planned in such a way that is a systematic set of lessons developed and presented overtime.
Science based or empirically validated approaches
National Reading Panel suggested approaches.
Basal Reading Approach
exposes students to a basic vocabulary the provides for repetition
Language Experience Approach
encourages students to verbalize their thoughts and experiences, which are written down by the teacher or the student and can be read.
Whole language
a philosophy in which children learn naturally and holistically through the integration of reading and writing with good literature, emphasizing meaning and the use of real texts. All aspects of language are taught across content areas.
Teacher-directed questioning strategies
questioning by teachers used in teaching comprehension. Questioning to enhance connection of material read to prior knowledge.
Directed reading/ thinking activity (DRTA)
teacher directed strategy to develop metacognition and enhance comprehension. Students make predictions about what they are going to read before they read the text. While reading, students refine their predictions.
Student Directed Questioning Strategies-
students ask themselves questions in order to become more effective and independent readers.
Peer-Mediated Strategies
involves participation of other students in the reading comprehension process.
Reciprocal teaching
student generated questions and peer mediation; based on assumption that comprehension is enhanced when students read a text and then take turns leading small- group discussions to help their peers also understand what was read.
Graphic-aid strategies
visual formats to assist students in organizing information for better comprehension.
Story frames
graphic aid constructed by the teacher that helps students organize and summarize information. Guides comprehension by helping students sort out the important concepts and ideas of the material.
Semantic mapping
based on schema theory, understanding new information learned by integrating it with prior knowledge.
Fluency
ability to read effectively with respect to speed, word recognition, and prosody.
Prosody
expressive reading in terms of phrasing, intonation, and rhythm
Repeated readings (multiple oral readings)
used to enhance fluency; students receive a selection approximately 200 words in length with instructions to practice reading it orally while listening to a tape of the same material.
High-interest, low difficulty books (HILD)
books designed for students who read at reading levels well below their interest level.
Strategy instruction
critical element of instruction. Provides ways for students to monitor their comprehension as they are learning new words and concepts presented in text.
Reciprocal teaching
way for students to get more involved in the reading experience and to understand the big ideas better. Shared reading models which involves stopping often to share thinking.
Text generation
transfer of ideas into representations in language
Transcription
the translation of language representations into the format of written language, through handwriting and spelling.
Informal measures of handwriting assessment
help identify the many factors that affect writing performance as well as the skills and abilities involved in the process.
Hoyle gripper
a three-sided plastic device that requires the child to place two fingers and the thumb in the proper position.
Mixed scripts
writing with an element of manuscript and cursive merged.
Proficiency
enhancement of activities learned
Maintenance
retaining accuracy and fluency of activities learned.
Precommunicative spelling
randomly stringing together letters of the alphabet without regard to letter-sound correspondence
Semi phonetic spelling
letters represent sound, but only some of the letters are represented
Phonetic spelling
words are spelled like they sound, all the phonemes are represented in a word, although the spelling may be unconventional
Transitional spelling
a visual memory of spelling patterns is apparent; spellings exhibit conventions of English orthography
Error analysis
careful scrutiny of patterns in a student's misspellings
Mnemonic strategies
strategies to help a student memorize a task or information
Invented spelling
students' creations of spelling which often reflect a direct application of phonology to words
Narrative writing
writing stories and personal essays
Informative writing
sharing knowledge and communicating instructions, ideas, and messages
Persuasive writing
influencing the reader's action and bringing about change
Prewriting
what the writer considers prior to the act of writing itself. Basic intent to write
Drafting stage
handwriting and spelling and other craft aspects and content of written language
Postwriting stage
editing of the craft aspects of writing and the revision of content, with emphasis on improving the written product (proofreading)
Publishing
sharing the written work with an audience
Portfolios
examples of writing samples to compare over time and allow students and teachers to evaluate progress.
Language experience approach ( LEA)
natural approach that combines attention to listening, speaking, reading, and writing; students dictate stories and teachers transcribe for subsequent readings
Sentence extension
analyzes sentences to a series of WH-- questions (who, what, when, where) instead of initially labeling nouns, verbs, adjectives, adverbs, and prepositions.
Sentence combining
an effective way to increase syntactic maturity and improve quality of writing; encourages students to expand and develop their own creation.
RAP
paraphrasing strategy that involves Read a paragraph, Ask yourself the main ideas and details, and Put the mains ideas and details in your own words.
Story grammar
students focus the setting of the story to be written, the main supporting characters, the problem in the story and the plan to solve it, and the ending resolution
Procedural facilitators and elaborated dialogue
writing strategies that encourage students to think about, and talk to themselves, their teachers, and their peers about the writing process.
NRP
National Reading Panel
NRP identified 5 essential ares of reading instruction
phonemic awareness instruction
phonics instruction
fluency instruction
vocabulary instruction
text comprehension instruction
LEA ( language experience approach ) formal strategies
provide an experience , talk about the experience , record the dictation , read the text
story grammar strategies
enhance reading and writing skills of students with special needs ; the concept of building on former strategies
NRP's 8 evidence supported instructional techniques for classroom use
comprehension monitoring , cooperative learning , graphic and semantic organizers , story structure ,questioning answering , questioning generation , summarization , multiple strategy techniques
error- monitoring strategy COPS
Capitilization : have i capitalized the first word and proper nouns?
Overall appearance : have i made handwriting , margin , messy or spacing errors?
Punctuation : have i used end punctuation , commas , and semicolons correctly ?
Spelling : do the words appear to be spelled correctly?
why use graphic organizers?
helps understand how things go together, helps to remember information , assists with writing a final draft , helps organize any type of writing
chain of events
describes the stages of events ( beginning , middle , end)
clustering
non-linear activity to generate ideas around a stimulus word
spider map
topic in center with main ideas coming off and details off main ideas
short story analysis
table format that fills in information about characters , setting , theme , and plot
4 square method
visual frame work to asset in getting ideas , consist of topic sentence , opening supportive sentence , two supportive sentences and a summary sentence
steps to 4 square organizers
pre-4 activities : think of subtopic ideas
step 1: brainstorm 3 supporting details and writing a concluding sentence
step 2: 3 supporting details and a concluding sentence using an expository or perusaive type prompt
step 3: take writing off the organizer and put it in paragraph form
preliterate stage
drawing to stand for writing - purposeful communication , reads draws and scribbles as if they were writing , beings to mimic holding pencil like adult , toddlers use the term drawing and writing interchangably
early emergent stage
writing in strains of connected forms - some shapes actually resumable letters , unique crations that can look like poorly formed letters , children understand difference between drawing and writing
emergent
use letter sequences perhaps learned from writing their own name , write the same letters in a random order without spacing , research also show that children scribble and emergent writing take on the characteristics of printed language
semi phonetic stage
children create a mental image of a particular letter they wish to write , adults should provide a rich environment with print
phonetic stage
student become more aware that letters are written across a page and they read them as a sentence or series of sentences , the letters may appear on drawing a childs signature or description of the drawing
initial middle and final sounds
ages 4-5 at the stage beginning sound are used first , ending sounds , second , middle sounds followed by short vowels and sound come last , once children become comfortable writing congenital letter they begin to cluster letters together to make new words forms ( not real words)
transitional phases
6-7 , creates own spelling when conventional spelling is not know , one letter may represent the entire syllable , proper spacing may be used , only one or two letters may be invented or omitted
standard spelling / conventional spelling
ages 5-7 - the childs own name is usually written first followed by words such as mom , dad or love , initially children may copy words incorrectly eventually words will be written correctly , adults can support the childs move to conventional spelling by being patient
6 processes to write
1- pre-writing 2-drafting 3-editing 4- revising 5- poofreading 6- publishing
pre-writing
brainstorming , purpose , charts , story webs , graphic organizers
drafting
writing ideas on paper or in a word document , student should write and not worry about conventions or neatness , students may add additional facts later
editing , proofreading ,revising
blend together , to create writing from a draft to a final draft
revising
making decision about what needs to be clarified
publishing
final copy , withers use a word processor or write as neat as possible
how do we learn to write
writing : modeled writing , shared writing , interactive writing , guided writing , and independent writing
writing : knowing age appropriate levels of reading comprehension , fluency , vocabulary , phonics and phonemic awareness
graphic organizers
chart sandwiching
webbing
KWHL
charts
prompt fading
chaing prompt giving less information each time
how do we learn handwriting
printed letters , top and print the letter and work you way down , practice wiring important letters ex you name , cursive writing
spelling
in order to spell correctly one must be able to convey phonemes to graphemes and have lexical knowledge
how is writing assessed
authentic writing assessments
assemsnt should be directed at objective
CBA
sharpiro tables
pssa assessments
rubrics
authentic writing
real writing as the basis of writing assessment , the asim is to asses many different kinds of literacy abilities in meaningful usages
types of writing
descriptive , expository , narrative , persuasive , poetry , technical
rubrics
assisnged a sore to a product that focuses on quality in writing , they have categories of measurement with descriptions of various levels
spelling assessments
formal assessment in dictation form
formal assessment in which students chose from a list of a word
6 traits for good writing
ideas , organizations , voice , word choices , sentence fluency , conventions , presentations
ideas
the main message , the content , main theme , together with the supporting details that enrich and develop that theme
organizations
structure can be based on comparison- contrast , deductive logic , point by point analysis , development of a central theme , chronological history of an event , identifiable patterns
voice
coming through words , the sense that a real person is speaking to us and cares about the message , personal tone or flavor from the author
word choice
colorful , percise languages , vocabulary , senmatics , literal v. figurative
sentence fluency
fluency has been cadence , power , rhythm and movement , free of akward word patterns that slow the readers progress , sentences can vary in length , beginnings , structure and style
conventions
spelling , punctuation , captilization , grammar / usage , paragraphing , syntax
presentation
balance of white spaces and texts , graphics , neatness , handwriting , font selection , borders , overall appearance
what six things should be included in writing curriculum
1- previous linguistic experiences ( listening , speaking , reading )
2- ideation as a content / technical skills as a craft
3- process and product
4- personal experience
5- demonstrating cultural sensitivity
6- you own roots as a writer
what types of children struggle with handwriting and why
children with deficits/ attention or visual memory - are the strongest in the area suffer from physiological problems ( fine motor skills inhibited ) , kids who are susceptive to poor teaching

all children struggle with one aspect of the writing process
describe one formal assessment to assess spelling
test of written spelling 4 ( TWS-4) the ability to phonetically spell regular and phonetically irregular words ( standardized tests )
describe one informal assessment to assess spelling
consider progression through the 5 stages of spelling proficiency - 1 - pre-communicatiove , semi phonetic , phonetic , transitional
2- error analysis
3- diagnostic
how do teaching spelling strategies emphasize rules ? why is it important to emphasize rules when teaching spelling
look at a word , say the word , close your eyes , visualize the word , cover the word , write the word , check the spelling , if misspelled repeat

english contains relationships between sound and symbols to generate applying generalizations
explain invented spelling . has this method been evaluated empirically ? how should a teacher use invented spelling ?
invented spelling - children create the spelling of words based on the phonology of the word heard - cannot be evaluated empirically - teachers should only use as an experimental tool and id used carefully monitor its usage
what are the purposes of writing ? what are the three stages in the writing model ?
purpose : to bold on language domains to use for narrative , informative and persuasive method of expressions

stages: pre-writing , writing , post writing
describe three different way to assess writing ?
1- test of written languages ( TOWL-3 assessing the students ability to write , spell and other various components )
2- testing for quality such as ideas , content , word choices , fluency and conventions
3- portfolio writing , a collection of students writing samples student selected pieces and longitudinal reach of standard age writing goals
what is the difference between a teach - write and write teach approach to writing accord to the author which is better
the author says the write-teach is more affective because the teach-write lacks validation for learners with and without special needs
instructional strategies for motivating students when writing
motivation : encourage students to focus initially on ideation rather than mechanics of writing to make them feel comfortable , expose them to a variety of experiences to build basic knowledge, record thoughts using tapes , keep journals daily/ weekly, composition revisions
sentence extension
analysis sentence into wh?'s - who what when where how
label nouns, verbs , adj, adverbs , prepositions to keep instruction meaningful and relevent
sentence combining
to increase syntactic maturity and improve the overall quality of writing
- cluster sentences
encourage students to expand and develop their own individual creations
4 units of sentence extension
sentence writing
expanding sentences into paragraphs
paragraph writing for a purpose
theme writing
instructional strategies for students when writing
brainstorming , mapping/story webs , goals