MTTC 002 - Pedagogy Flashcards
(20 cards)
1
Q
Recommendations for Teaching Reading
A
- Students often benefit from the explicit instruction of new vocabulary.
EX: Describe a particular type of plot device that is used in a passage before the students encounter the device in the reading
- Vocabulary knowledge can be reinforced implicitly by integrating the new words into activities and future texts.
- Peer discussions can help improve comprehension, as students can help each other develop decoding skills through discussions about the meaning and interpretation of texts.
- Reading comprehension is often affected by students’ motivation to read the passage.
- Teachers should employ motivational strategies, such as frequent assessments and rewards, to keep students motivated.
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2
Q
Guiding the Literacy Instruction of Students
A
- Educators should give students explicit instruction and supportive practice to effectively improve reading comprehension.
- Educators should use a higher quantity and quality of continued, open discussions about the content that the students are reading.
- Educators should sustain high standards for students. Students should be expected to be able to answer questions about the text that they read, the vocabulary they learn, and any applications of the text.
3
Q
Literacy Instruction Strategies to Use Before Reading
A
- To activate the prior knowledge of the students.
- To generate questions they may want to ask about the subject and the reading before they read.
- To discuss vocabulary words they will encounter in the text.
- To encourage students to make predictions about what they will be reading.
- To help students to identify a purpose for their reading.
4
Q
Literacy Instruction Strategies to Use During Reading
A
- To engage students with the text.
- To help students to self-monitor their own reading comprehension.
- To teach students how to summarize the text.
- To help students integrate new information from the text with their existing knowledge.
- To help them make and verify predictions about the text.
- To help them create graphic organizers to aid comprehension.
- To facilitate their use of mental imagery related to the text.
5
Q
Instructional Activities Used After Students Have Read Assigned Text
A
- To have students reflect on the content of the lesson.
- To identify where they found this context in the text they read.
- To have the students consider and study questions that the teacher provided to guide their reading and have them give answers to those questions based on what they read and their own prior knowledge.
- To have students evaluate the accuracy of predictions they previously made about the text during instructional activities conducted before and during reading.
- To have students engage in discussion of the text to express, share, and compare their responses to the text.
- To have students summarize or retell the narrative, events, or information they read in the text using their own words, demonstrating comprehension and application.
6
Q
Before Assigning Texts, What Element Should Teachers Evaluate?
A
Readability - How easily an individual can read a passage
7
Q
To Combat “Mindless Reading”
A
- Group reading
- The use of frequent recaps and comprehension checks
- Small group discussions
- Asking rigorous and challenging questions that require paying close attention to the story
- Asking students to apply themes or questions about the text to their own lives
8
Q
Algorithms Used to Determine Readability
A
- The Flesch Reading Ease Method
- The Gunning Fog Scale Level
- The Dale-Chall Score
- The Fry Readability Grade Level
9
Q
[Readability Algorithms] The Dale-Chall Score
A
- Evaluates if words within the text are common or not
- Begins with a set list of words that are considered easy
- Scores are based on the number of words in a passage that are not on the list.
- Scores range from zero to 9.9.
- Scores 4.9 or below suggest that the passage can be easily read by a typical fourth-grader
- Scores exceeding 9.0 suggest that a reader would need to be at a college level to easily read the passage
10
Q
[Readability Algorithms] The Flesch Reading Ease Method
A
- Primarily uses syllable count and sentence length to determine reading level
- Measured on a 100-point scale, with different ranges of scores corresponding to a certain level of education
11
Q
[Readability Algorithms] The Fry Readability Grade Level
A
- Analyzes a passage based on the number of syllables and sentences per 100 words
- Values are documented on a graph, using the two factors as axes.
- The readability and grade level of a text are determined by which portions of the graph the text falls under, based on its 100-word sample.
- Multiple samples are often used for higher accuracy
12
Q
A
13
Q
Necessary Skills for Informative Writing
A
- The ability to locate and select pertinent information from primary and secondary sources
- Combine their own experiences and existing knowledge with the new information they find
- Must not only select facts, details, and examples relevant to their topics, but also learn to incorporate this information into their writing
- Develop their skills in various writing techniques, such as comparing and contrasting, making transitions between topics or points, and citing scenarios and anecdotes related to their topic
14
Q
Scaffolding
A
- Begin with explicit instruction
- Proceed to modeling
- Then provide activities for practice
- These activities can include guided writing exercises, shared writing experiences, collaborative work, feedback that refers to the learning objectives that the teacher has established, or peer conferences
15
Q
Style and Voice Instruction
A
- To help students develop their voice, it is helpful to have them refer to what they know
- Students can look to writings they enjoy and consider the author’s style and voice
- Students who can recognize style and voice in others’ work are more equipped to detect their own style and voice
- Students can also identify what makes their speaking voice or patterns unique and determine whether these elements are transferable to their writing
- Collaborative work can help students develop their voice while learning what style and voice others see in their writing
16
Q
Standards for Citing Textual Evidence
A
- Sixth-graders are expected to be able to cite textual evidence to support their inferences and analyses
- Seventh-graders are expected to additionally identify specific pieces of textual evidence to defend each of their conclusions
- Eighth-graders are expected to differentiate strong from weak textual evidence
- Ninth and tenth-graders are expected to be able to cite thorough evidence as well as strong evidence from text
- Eleventh and twelfth-graders are expected, in combination with the previous grade-level standards, to determine which things are left unclear in a text
Students must be able to connect text to their background knowledge and make their own interpretations of it
- Must be able to organize and differentiate between main ideas and details in a text to make inferences about them
- Must be able to locate evidence in the text
17
Q
Instructing Students to Apply Cognitive Strategies
A
- Teachers should apply Direct Instruction for each cognitive strategy – inferring, questioning, summarizing, etc…
- The direct instruction should include each of the following:
- The teacher should give the students a definition of the strategy and explain it
- The teacher should explain what purpose is served by the strategy during the act of reading
- The teacher should also give the students concrete examples of the strategy and non-examples (examples of actions that do not use the strategy
18
Q
Text Coding (An Active Reading Strategy)
A
- As students read, they should make text code notations on Post-it notes or in the margins of the text
- Teachers should model text coding one or two at a time until they have demonstrated all eight codes
- The eight codes:
Check Mark: “I know this.”
X: “This is not what I expected.”
*: “This is important.”
?: “I have a question about this.”
??: “I am really confused about this.”
!: “I am surprised at this.”
L: “I have learned something new from this.”
RR: “I need to reread this.”
19
Q
Instructional Methods to Guide Student Writing
A
- Mentor Texts
- Model Composition
- Scaffolding
20
Q
A
