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DOMAIN I ENGLISH LANGUAGE ARTS AND READING (32% of test) . Standard I. Oral Language: developmental processes of oral language, Standards II, III, V, VI. Phonemic Awareness; Alphabetic Principle; Word Analysis and Decoding; Fluency word analysis skills.
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ENGLISH LANGUAGE ARTS AND READING
(32% of test)
writing is a developmental
Formal assessment: Data driven (statistics); Standardized tests; General areas of knowledge; (Remember the Bell Curve - percentiles, stanines, etc.)
Informal Assessment: Performance driven; more specific knowledge areas; (remember IRIs, RMIs, rubrics, portfolios)
Link to “other” Assessments
· help children understand that language is composed of sounds stung together.
· individual words are made up of particular sounds ion a particular order.
· help children learn to segment and blend these sounds using metacognitive strategies.
* Go beyond the definitions of the words. Include the connotations BACK
plays with books
listens to stories
begins to notice print
Adjusting reading rate to materials
Graphic Organizers – maps, charts, graphs
Inquiry teaching leads students to build their understanding of fundamental ideas through experience with materials, by consulting books, other resources, and experts, and through argument and debate among themselves
* summarizing* making predictions
Strategies for Reading Comprehension
David Pearson’s Notions
Saskatchewan Evergreen Curriculum – Reading Instruction
Good readers are purposeful and active. They use a wide variety of strategies, often simultaneously, to create meaning from text. Some of the most important are:
1. Monitoring comprehension: Successful readers know when they understand a passage and when they don’t. When they don’t understand, they know to pause and utilize strategies to improve their understanding.
3. Making predictions: Good readers often make predictions as they read through a story, using both the knowledge they bring to a text as well as what they can derive from the text.
4. Questioning: When children ask questions about what they read and subsequently search for answers, they are interacting with the text to construct meaning. Good questions are based on a child’s knowledge base and what further information she desires.
Purpose: To assess reading levels – independent, instructional, frustration
Includes: Graded Word List, Graded Oral and Silent Passages, Listening Test
There are four basic forms of media involved in viewing and representing. They each serve a different master.
Creative media is used to entertain, for the most part. This includes such varied things as:
Descriptive Media is primarily used to report.
This includes such things as:
Persuasive Media is meant to influence the audience’s thinking. Some examples could include:
Advertising of all kinds
Special interest group specials and sites
Expository Media tried to explain or inform. Some examples of this might be:
Within the several forms of media, there are several types of media. These are the ways in which media may be displayed.
Printed - paper
Visual - graphics
Electronic – all forms of electronic media
Helping students learn understand the various types and forms discussed allows the learner to construct meaning in several ways.
Analyze: Examine in order to interpret
Interpret: Explain the meaning
Evaluate: Determine the significance of the meaning
In order to analyze, interpret and evaluate, the viewer/representer must use some, or all, of the following:
External factors (schema)