Final

Question 1

receptive literacy

Answer 1

listening and reading

Question 2

expressive literacy

Answer 2

writing and speaking

Question 3

fourth grade slump

Answer 3

students who fall behind in reading due to a “shift from learning to read in grades 1-3 and reading to learn in 4-8”

Question 4

tier 1 vocabulary

Answer 4

basic words
common words used socially

ex. clock

Question 5

tier 2 vocabulary

Answer 5

academic vocabulary
school words
used more frequently in written language

ex. obvious

Question 6

tier 3 vocabulary

Answer 6

specialized terms
content-specific
often abstract

ex. biology

Question 7

academic vocabulary

Answer 7

vocabulary that is found in textbooks and books

Question 8

importance of academic vocabulary

Answer 8

it is part of their background knowledge and affects their comprehension

Question 9

Marzano’s 6 steps to vocabulary instruction

Answer 9

explain

restate

show

engage

discuss

play

Question 10

nonlinguistic representation

Answer 10

enhance students ability to use mental images to represent and elaborate knowledge

Question 11

importance of nonlinguistic representation for ELL students

Answer 11

a picture is worth 1000 words- show, don’t tell

Question 12

connotation

Answer 12

personal and cultural meanings in addition to their primary, literal meaning of a word

Question 13

denotation

Answer 13

the primary, literal meaning or dictionary meaning of a word

Question 14

vocabulary influence on comprehension

Answer 14

comprehension improves when you know what the words mean

Question 15

what is a know statement?

Answer 15

facts

vocabulary

dates

procedural knowledge

Question 16

what is an understand statement?

Answer 16

big ideas

generalizations

Question 17

what is a do statement?

Answer 17

basic skills

thinking skills

social skills

Question 18

backward design

Answer 18

planning with the end in mind

Question 19

3 steps to backward design

Answer 19

1. unpack your standards/frameworks
2. design your assessments
3. plan the lessons

Question 20

gradual release of responsibilty

Answer 20

to provide appropriate instruction, moving students towards independence

Question 21

basic steps to the gradual release of responsibility

Answer 21

i do, we do, you do

Question 22

3 ways that students can vary

Answer 22

readiness

interest

learning profile

Question 23

3 things that teachers can change in response to how students vary

Answer 23

content

purpose

process

Question 24

4 basic levels of comprehension

Answer 24

literal

inferential

critical

evaluative

Question 25

literal comprehension

Answer 25

basic pick out main ideas note similarities and differences

Question 26

inferential comprehension

Answer 26

use clues in the text imply information use personal background knowledge

Question 27

critical comprehension

Answer 27

analyze symbolic meaning distinguish fact from opinion draw conclusions

Question 28

evaluative comprehension

Answer 28

most sophisticated judge the value of the text against criteria

Question 29

close reading

Answer 29

reading to uncover the layers of meaning that lead to deep comprehension

Question 30

purpose of close reading

Answer 30

before we can ask students to answer high order thinking questions, we have to teach them to make meaning

Question 31

when does comprehension begin?

Answer 31

before students can even begin to read

Question 32

comprehension includes

Answer 32

background knowledge vocabulary motivation fluency familiarity with genre

Question 33

features of literacy texts

Answer 33

a story about people, animals, or events that is made up by an author

Question 34

3 reasons why we read informational text

Answer 34

allows students to develop sophisticated comprehension skills builds critical content knowledge and vocabulary apply higher-order thinking skills

Question 35

D'Nealian manuscript

Answer 35

letters have tails some use it because it more closely resembles cursive

Question 36

Zaner-Bloser manuscript

Answer 36

"stick and ball" used by most school districts easier to teach

Question 37

what grade should handwriting instruction continue into? why?

Answer 37

5th grade

Question 38

4 levels of support for writing

Answer 38

modeled guided/shared interactive independent

Question 39

5 stages of the writing process

Answer 39

prewriting drafting revising editing publishing

Question 40

reading and writing are call reciprocal processes because...?

Answer 40

they affect each other reading plays a major role in writing and at the same time, writing helps children build their reading skills

Question 41

how many words are their in the english language?

Answer 41

more than 400,000

Question 42

how many words can a person learn per day?

Answer 42

8-10 words per day

Question 43

how many words per year are added to the English Language?

Answer 43

1,100 words per year

Question 44

What is the recommended amount of time that teachers should spend on cursive writing

Answer 44

15 minutes per day or 60 minutes per week

Question 45

what percent of students are able to write faster and neater in cursive?

Answer 45

50%

Question 46

vocabulary

Answer 46

the body of words used in a particular language

Question 47

comprehension

Answer 47

making meaning the multifaceted thinking process

Question 48

informational texts

Answer 48

texts that help you learn something new understanding something better or explore a new perspective on a topic of interest

Question 49

literacy texts

Answer 49

texts that are fiction or nonfiction that cultivate their knowledge about a range of subjects simulating their habits of inquiry helping them make connections between ideas inspiring in them a broad range of interests

Question 50

differentiation

Answer 50

a teaching approach that provides a variety of learning options to accommodate differences in how students learn

Question 51

basic steps on gradual release of responsibility (GRR)

Answer 51

demonstration guided practice independent practice application

Question 52

teacher/learner roles in demonstration (GRR)

Answer 52

``` Teacher • Initiates • Models • Explains • Thinks aloud • Shows “how to do it” ``` Student • Listens • Observes • May participate on a limited basis

Question 53

teacher/learner roles in guided pratice (GRR)

Answer 53

``` Teacher • Demonstrates • Leads • Suggests • Explains • Responds • Acknowledges ``` ``` Learner • Listens • Interacts • Questions • Collaborates • Responds • Tries out • Approximates • Participates ```

Question 54

teacher/learner roles in independent practice (GRR)

Answer 54

``` Teacher • Scaffolds • Teaches as needed • Evaluates • Observes • Encourages • Clarifies • Confirms • Coaches ``` ``` Student • Applies learning • Takes charge • Practices • Problem solves • Approximates • Self-corrects ```

Question 55

teacher/learner roles in application (GRR)

Answer 55

``` Teacher • Affirms • Assists as needed • Responds • Acknowledges • Evaluates • Sets goals ``` ``` Student • Initiates • Self-monitors • Self-directs • Applies learning • Problem solves • Confirms • Self-evaluates ```