READING DOMAINS knowledge and abilities necessary for teachers to deliver this effective instructive are organize into five domains Flashcards Preview

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Flashcards in READING DOMAINS knowledge and abilities necessary for teachers to deliver this effective instructive are organize into five domains Deck (31):
1

DOMAIN 1- Planning, organizing, and managing reading instruction based on ongoing assessment

competency #1-
1. What are some factors to consider in planning reading instruction?
2. What factors may be used in long term and weekly/daily lesson plans?

2

DOMAIN 1- Planning, organizing, and managing reading instruction based on ongoing assessment

3. What are some factors to consider when setting up your classroom to manage, organize, and differentiate instruction in reading?
4. How can a teacher motivate students to engage in purposeful, independent reading?

3

DOMAIN 1- Planning, organizing, and managing reading instruction based on ongoing assessment

Competency #2-
1. What are some of the tests to use for ongoing assessment to plan reading instruction?
2. What criteria are used to select the test or assessment to use?

4

DOMAIN 1- Planning, organizing, and managing reading instruction based on ongoing assessment

3. How do you use the data from tests?
4. What are some ways you would use test results in relations to the reading/language arts standards?

5

DOMAIN 2- word analysis

Competency 3-
1. What is the difference between phonological awareness and phonemic awareness?
2. What part does phonemic awareness play in learning to read?
3. What do teachers need to know concerning phonemic awareness?
4. What is the role of phonemic awareness in learning to read?

6

DOMAIN 2- word analysis

5. What instruction can be presented to assist in the development of phonemic awareness?
6. How can a teacher plan direct systematic, explicit, and implicit instruction in phonemic awareness?
7. How can a teacher address the full range of learners in the classroom with respect to their development of phonological development including phonemic awareness?

7

DOMAIN 2- word analysis

Competency 4-
1. What role do concepts about print and an understanding of how the letters, words, and sentences are represented in written language play in student's learning to read?

8

DOMAIN 2- word analysis

Competency 5-
1. What are systemic, explicit phonics and other word-identification strategies?
2. What tasks must the teacher address to implement a systematic, explicit phonics program?
3. How are phonics development and spelling development related?

9

DOMAIN 2- word analysis

competency 6-
1. What skills need to be taught at the beginning decoding stage?
2. What steps in the instructional process should a teacher consider when planning instruction in decoding?
3. What should a teacher consider when planning instruction in sight words?

10

DOMAIN 2- word analysis

competency 7-
1. What should a teacher include when providing instruction in structural and syllabic analysis?
2. What are some ways a teacher might provide students with frequent opportunities to develop their syllabic analysis skills, structural analysis skills, and orthographic knowledge in their reading and writing?
3. How can a teacher differentiate instruction in word analysis for struggling readers, students with special needs, English learners, and advanced learners?

11

DOMAIN 3- Fluency

competency 8-
1. What are the key indicators of fluency?
2. What are some of the strategies a teacher might use to help develop fluency?
3. What are some of the factors that can disrupt fluency?

12

DOMAIN 3- Fluency

competency 9-
1. How can a teacher differentiate instruction in fluency for various populations, such as struggling readers, students with special needs, English learners, and advanced learners?

13

DOMAIN 4- vocabulary, academic language and background knowledge

COMPENTENCY 10-
1. What are some of the important issues related to the development of vocabulary, academic language, ad background knowledge that a teacher needs to consider?

14

DOMAIN 4- vocabulary, academic language and background knowledge

competency 11-
1. What steps are included in direct instruction of vocabulary words?
2. How can a teacher use explicit instruction to build on students' prior knowledge, improve listening and speaking vocabulary , and enhance vocabulary development?
3. How can a teacher differentiate instruction in vocab. academic lang., and background knowledge for struggling readers, students with special needs, English learners, and advanced learners?

15

DOMAIN 5- comprehension

COMPETENCY 12-
1. what are the levels of comprehension? How should these levels be taught?
2. How can a teacher facilitate student attainment of comprehension?

16

DOMAIN 5- comprehension

competency 13-
1. What are comprehension strategies? How should these strategies be taught?

17

DOMAIN 5- comprehension

competency 14-
1. How can a teacher teach elements of literary analysis and criticism?
2. how can a teacher assist students in making connections and responding to literature?

18

DOMAIN 5- comprehension

COMPETENCY 15-
1. How can the teacher teach reading strategies for students to gain meaning from text in a variety of ways?
2. What does a teacher need to know to teach content area literacy/ comprehension?
3. how does a teacher teach study and research skills?
4. How can a teacher differentiate instruction in reading comprehension for struggling readers, students with special needs, English learners and advanced learners?

19

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction
#1- demonstrate knowledge of fundamental principles involved in planning, organizing, and managing reading instruction in a research based, standards based reading program.

examples include the following:
a. basing instruction on the standards/curriculum outlined in the ELA content standards through the primary use of CA STATE BOARD OF EDUC. (sbe) adopted materials for both instruction and intervention.
b. ensuring that instruction provides a balanced, comprehensive reading program as described in the CA RLA framework (2007)
c. making instructional decisions based on ongoing assessment results
d. ensuring that instruction is systematic and explicit and promotes prevention of reading difficulties before they occur

20

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction
#1- demonstrate knowledge of fundamental principles involved in planning, organizing, and managing reading instruction in a research based, standards based reading program.

e. recognizing that systematic reading instruction is based on the assumption that students master particular skills and knowledge at designated points in time and that earlier skills are foundational and requisite for later, more complex, high order skills and knowledge.
f. ensuring that daily instruction is differentiated to address the full range of learners in the classroom and conveys high expectation to all learners
g. ensuring that planning includes both short and long term goals that lead to daily evidence based learning objectives.

21

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction
2- demonstrate knowledge of key factors to consider in planning differentiated reading instruction.

for example:
a. students' assessed knowledge and skills in the specific areas of reading.
b. prerequisite knowledge and skills
c. pacing of instruction
d. complexity of content/skills to be presented
e. scaffolds to ensure that all students have access to higher level knowledge and skills.

22

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction
#3- demonstrate knowledge of how to organize and manage differentiated reading instruction and interventions to meet the needs of all students.

for example:
a. using flexible grouping, individualized instruction, and whole class instruction as needed.
b. using all components of core CA sbe- adopted materials to make grade label content accessible to all students
c. recognizing that students should be grouped for interventions according to the severity of their difficulties ( ex: benchmark, strategic, and intensive groups)

23

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction
#4- demonstrate knowledge of components of effective instructional delivery in reading as described in the CA RLA framework.

for example:
a. orientation (engagement, teacher demonstration)
b. presentation (explicit instruction, modeling, pacing)
c. structured and guided practice (reinforcement, questioning, feedback, corrections, peer mediated instruction)
d. independent practice and application

24

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction
#5- demonstrate knowledfe of strategies for engaging students in reading instruction and motivating them to progress in their reading development

for example:
a. providing instruction that enables students to develop the skills necessary for successful reading.
b. creating a stimulating learning environment
c. providing appropriate reading materials (readable and interesting)
d. reading aloud to students
e. encouraging parents/guardians to read to their children and to model the value of reading at home for pleasure and information

25

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction

#6 demonstrate knowledge of a variety of strategies for promoting purposeful independent reading of a wide variety of narrative/literary and expository/informational texts (ex teaching students how to select books at appropriate reading levels, using students' personal interests to help motivate and increase independent reading, providing structures independent reading opportunities in class, supporting at home reading) and methods for monitoring students' independent reading (ex student maintained reading logs, book reports, formal and informal oral presentations, class discussions, book talks.)

26

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction

#7- demonstrate knowledge of factors involved in creating a literacy rich environment and strategies for promoting student's lifelong appreciation for reading for pleasure and for information (ex encouraging book clubs, literature circles, author studies, and other reading discussion groups; helping students use reading to set and pursue their own research goals)

27

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction

#8- demonstrate knowledge of support systems that can be used to promote the skillful teaching of reading (reading coach, grade level team meetings, and PD that are focused on instruction and the CA sbe adopted materials.

28

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction

1.1 WHAT ARE SOME FACTORS TO CONSIDER IN PLANNING READING INSTRUCTION?
answers:
1. assessment date, analysis, and findings
2. instructional plan including assessment data, standards, components of literacy, grouping, time/pacing, instructional strategies/possible interventions, student activities, individual student needs, text, and materials.
3. resources, technology, and other curriculum variables
4. instruction, including direct instruction and other instructional strategies
5. strategies to meet the needs of special populatoins, such as struggling readers, student with special needs and EL and advanced learners.
6. meaningful practice
7. assessment

29

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction

1.2 WHAT FACTORS MAY BE USED IN LONG TERM AND WEEKLY/DAILY LESSON PLANS?
answer:
long term=
CA STATE STANDARDS
district standards
text guidelines
grade level expectations
district pacing guide
weekly/daily plan=
results of ongoing assessment
developmental level of students
individual student needs
text guidelines
site timeline/pacing

30

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction

1.3 WHAT ARE SOME OF THE FACTORS TO CONSIDER WHEN SETTING UP YOUR CLASSROOM TO MANAGE, ORGANIZE, AND DIFFERENTIATE INSTRUCTION IN READING?
answer:
1. state and district standards
2. instructional materials, technology, and other resources available
3. groupings such as flexible, individualized, skill specific, and whole groups
4. planning and implementing timely interventions
5 . learning environment, print rich to support literacy, areas noted for specific literacy activities, centers, hands on activities, and small group collaboration
6. providing differentiated or individualized instruction

31

DOMAIN 1-
COMPENTENCY 1 : understand how to plan, organize, and manage standards based reading instruction

1.4 HOW CAN A TEACHER MOTIVATE STUDENTS TO ENGAGE IN PURPOSEFUL INDEPENDENT READING?
1. provide a print-rich room environment by labeling areas of the room, displaying word charts, and setting out a variety of reading materials for students to view
2. Provide a wide variety of books at a range of reading levels in a classroom library
3. plan book clubs, book talks, and book sharing opportunities
4. organize a system wherein students take home books to read nightly