-
Key components of effective language arts
- 1. a strong literature, language, and comprehension program (includes balance of oral and written language)
- 2. an organized, explicit skills program (including phonemic awareness)
- 3. ongoing diagnosis
- 4. powerful early intervention that provides individual tutoring for at risk/failing in reading
-
tradebooks
- used to swap with others
- are not decodable
-
According to the National Reading Panel Report an additional critical instructional component of providing instruction that develops a child's fluency in reading is
connected text (decodable text)
-
decodable text
broken down words to basic sounds
-
decodable text teaches
fluency
-
assessments determine the basis for...
instruction.
-
Different types of assessment used at strategic points provide
information critical to determining what to teach
-
Characteristics of the assessment component in an effective language arts program are:
- 1. assessment is used to determine what students need to learn & what teachers need to teach
- 2. indicators of critical skills & strategies are used to identify at risk students & those in need of special ed
- 3. ongoing assessment of performance is linked to instruction, curriculum activities, & standards
- 4. teachers recieve training & support to manage assessment - make quick, focused checks of an individual's progress whie ENGAGED in meaningful work
-
examples of informal measures
sight word test and phonemic awareness
-
Characteristics of instruction in an effective language arts program (K-3)
- phonemic awareness
- phonics
- decoding
- word-attack skills
- spelling
- vocab
- fluency in reading connected text
- comprehension skills
- writing skills & strategies + application
- listening & speaking skills/strategies
-
characteristics of instruction in an effective language arts program (4-12) *provides explicit and systematic instruction support in
- word-attack skills
- spelling
- vocab
- fluency in reading connected text
- comprehension skills
- text handling & strategic reading skills
- writing skills, strategies, & their application
- listening, speaking skills, & their application
-
basal readers are missing
strategic strategies
-
if students do not progress than do the following:
- give students instructional support & age appropriate materials delivered explicitly, systematically, and with urgency
- essential to address foundational skill deficits & accelerate student learning
-
instructional time
time allocated for instruction (in part determines opportunities for students to learn)
-
must be adequate amount of
- time allocated (2-3hrs) to instruction
- time must be protected from interuptions
-
at primary level a minimum of
2 1/2 hours of instructional time is allocated to language arts instruction daily
-
4-8 grade 2 hours of instructional time are
allocated to language arts instruction daily through core periods or self contained classroom
-
9-12 grades: all students participate in a
minimum of 1 course per semester of language arts instruction
-
engaged academic time is
the time students ACTIVELY participate in appropriate tasks
-
classrooms and school time need to be allocated to
activities and content highly correlated with essential reading and literacy skills
-
school extends learning time for all students by
promoting independent reading outside school in daily at home reading assignments and expectations (i.e. summer reading lists)
-
vocab must be learned for
science and math books
-
improve an effective language arts program if instructional materials incorporate
- specific strategies
- teaching/instructional activites
- procedures
- examples & opportunities for review & application consistent with current/confirmed
-
improve an effective language arts program if
- instructional materials prioritize and sequence essential skills & strategies in a logical, coherent manner
- demonstrate the relationship between fundamental skills
-
improve an effective language arts program if instructional materials address or reinforce
content-area standards in math, science, history, & social science whenever feasible
-
improve an effective language arts program by support of practice and motivation, students have access
to a collection of interesting and suitable library books in addition to required texts
-
instructional programs and materials provide
specific suggestions for special needs students
-
effective language arts program if materials for students in grades 4-12 who have reading difficulties align
with age-appropriate interests and offer systematic practice of needed skills. Materials are available that motivate learner
-
instructional materials for english learners address the same curricular content and
give additional emphasis to the structures & systems of english (including phonology, morphology, syntax, and semantics)
-
a validated process is used to select
both print and electronic instructional materials to promote high levels of achievement for an array of all learners
-
the purpose of instructional grouping and scheduling is to
maximize opportunities to learn
-
characteristic of instructional grouping & scheduling in an effective program:
instruction is provided in
flexible groupings to maximize student performance
-
characteristic of instructional grouping & scheduling in an effective program:
use whole group or heterogeneous grouping may be
used when the objectives are appropriate for the range of learners in the class room
-
characteristic of instructional grouping & scheduling in an effective program:
homogeneous grouping may be used to
customize specific instruction for assessed student needs
-
characteristic of instructional grouping & scheduling in an effective program:
adjust group size and composition to
reflect student progress & instructional objectives
-
characteristic of instructional grouping & scheduling in an effective program:
tutoring (peer & adult) is used as
needed to supplement explicit teacher-delivered instruction
-
characteristic of instructional grouping & scheduling in an effective program:
do cross-grade grouping when appropriate to maximize opportunities to tailor instruction to students' performance levels. differences should be
within one year in kindergarten through 3rd grade, 2 years in 4th-8th, and 3 years in 9-12 grade
-
centers and independent activites are used
judiciously and are aligned with instructional goals and objectives focused on achieving grade level standards
-
all students are expected to meet or exceed the
grade-level expectations set forth in the english language arts content standards
-
differentiated instruction aims to
optimize learning and outcomes for all students by tailoring instruction to meet thiet current level of knowledge & prerequisite skills
-
students with a wide range of learning needs can be
expected in almost any classroom
-
differentiated instruction in an effective language arts program:
students with reading difficulties are provided with
opportunities for more intensive, systematic teaching and practices to learn the skills & strategies needed fot meeting the standards
-
differentiated instruction in an effective language arts program:
students in specialized education may need
further instructional differentiation based on their individualized education programs
-
differentiated instruction in an effective language arts program:
teachers adapt learning contexts to
stimulate and extend the proficiency of students who are advanced learners
-
differentiated instruction in an effective language arts program:
English learners develop proficiency in English and in
the concepts and skills contained in the english-language arts content standards
-
differentiated instruction in an effective language arts program:
emphasis is placed on
instructional reading and writing
-
differentiated instruction in an effective language arts program:
emphasis is placed on simultaneous instruction in aquisition of
academic vocabulary & phonological, morphological, and syntactical structures of english already understood by english speakers
-
differentiated instruction in an effective language arts program:
teachers adapt instruction for
students with multiple needs
-
classroom and instructional management practices promote
student engagement and maximize instructional time and effectiveness
-
characteristics of effective classroom instructional & management practices:
classrooms are
highly interactive (ENGAGED) and provide instruction
-
characteristics of effective classroom instructional & management practices:
academic and social expectations are
- well established
- explicitly taught at the school & classroom levels
-
characteristics of effective classroom instructional & management practices:
people meed to
consistently implement the instruction that will lead to the students learning the skills and information they need to learn
-
characteristics of effective classroom instructional & management practices:
lessons will be linked between
- instruction, behavior, and the curriculum
- lessons will be well placed & classroom/school environment is supportive
-
characteristics of effective classroom instructional & management practices:
teachers plan and manage whole-class & small group lessons, independent work, assessment tasks, & instructional materials effectively so the
students are actively engaged, instructional time is maximized, and lesson objectives are achieved
-
teaching is linked to the way students
behave
-
time is allocated for educators to reflect, discuss, analyze, and refine their
own professional practices and to plan and refine instruction accordingly
-
it is important to ensure that all teachers are well trained in
reading & language arts and support teachers in their implementation of effective programs
-
parents need to be
well informed about the standards and progress of their children
-
ideas for developing motivation in reading:
displaying their own ethusiasim for
reading and appreciation of its value
-
ideas for developing motivation in reading:
providing appropriate
reading materials (readable and interesting)
-
ideas for developing motivation in reading:
providing instruction that enables students to
achieve the skills necessary for successful reading
-
ideas for developing motivation in reading:
creating and stimulating the
learning environement
-
modeling positive reading behaviors:
encouraging students to
take home books that are appropriate to their reading levels
-
modeling positive reading behaviors:
encouraging parents to read to their children and
model the value of reading at home for pleasure and information
-
modeling positive reading behaviors:
reading for pleasure should be
promoted in every classroom, and the school should supply a wide variety of interesting reading materials at the students independent reading level
-
modeling positive reading behaviors:
motivation is also linked to 4 key features of literacy learning:
- 1. providing access to books
- 2. offering a choice of texts
- 3. established familiarity with a topic
- 4. promoting social interactions about books
-
modeling positive reading behaviors:
encouraging students to
read independently is critical in order to understand and appreiate reading
-
modeling positive reading behaviors:
the teacher should schedule some time for independent reading daily and
should serve as a model of how to read well as students engage in silent reading with books selected by themselves or by the teacher
-
modeling positive reading behaviors:
there should be some time set aside for independent reading but
not a lot as the most time should be devoted to developing student skills in reading
-
effort:
student effort is
an essential component of successful learning
-
effort:
effective teachers teach so that students see that there is
a direct relationship between effort and achievement
-
effort:
effective teachers teach
directly
-
effort:
effective teachers hold
students to high standards
-
effort:
effective teachers provide
corrective feedback to their students
-
academic language refers to
the language of literacy and books, tests, and formal writing
-
vocabulary is the
critical element of academic language
-
academic language is learned by
being repeated and extended while students are learning subject matter that includes science, literatire, history, and social science
-
key components of developing academic language are
reading, writing, and talking about books and school subect matter
-
hearing academic language is not enough for
learning academic language the students must speak and write the language
-
talking about text is necessary for them to
develop thier active vocabulary
-
4 strategies suggested for developing academic language (1)
- reading aloud to students:
- builds language and vocabulary
- fovus should be placed on building language, vocab, and knowledge of conten
-
4 strategies suggested for developing academic language (instructional discussions)
- instructional discussions:
- students should have the opportunities to initiate and participate in discussions on intructional topics.
- students should discuss and answer questions
-
4 strategies suggested for developing academic language (reading by students)
one of the strongest predictors of reading comprehension in general and vocabulary development in particular is the amount of time students spend reading
-
4 strategies suggested for developing academic language Writing by students
develop academic language when they write and respond to and analyze literature and compose essays and reports on a variety of topics
-
students need to read widely at
incresing more challenging levels
-
high interst, low vocab books (trade books) are
good for developing fluency but not necessarily for developing academic language
-
-
reading level: independent
- word recognition (oral reading): 98-100%
- comprehension (silent reading): 90-100%
-
reading level: instructional level
- word recognition: 95%
- comprehension: 75%
- on grade level
- 1-2 errors
-
reading level: frustration level
- Word recognition: 90% or below
- Comprehension: 50% or below
- full of errors
-
|
|
