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Language Arts Instruction and Intervention - WGU C365/104 Q’s and A’s
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Language Arts Instruction andIntervention - WGU C365/104 Q’s and A’s
holistic rubric - -Scoring or ranking students' written pieces on the basis of
an overall impression of each piece. Not as time consuming for the instructor
as Analytic.
-analytic rubric - -This type of rubric analyzes writing and notes specific
strengths and weaknesses.
-maze - -Used to foster comprehension. Students must choose the correct
response from a selection of three given words.
-cloze - -used to foster comprehension; exercise in which words are deleted
from a passage and students are asked to supply the missing words (No
word box given)
-IRI (informal reading inventory) - -An assessment that determines the
Independent, Instructional, and Frustration reading levels for the student.
This sometimes includes a listening capacity component.
-RR (running record) - -An assessment given to students where 100 words
are read from a book on the student's independent level and teachers mark
the miscues. Given every 4 weeks and remediation can take place
immedietaely if needed.
-Retelling - -Used in grades K-3, students tell details about what they have
heard from a story read to them. Teachers listen for key details and main
ideas.
-RTI/MTSS [MTSS (Multi-Tiered Systems of Support), formerly known as RTI
(Response to Intervention)] - -This is an instructional framework that
includes universal screening of all students, multiple tiers of instruction and
support services, and an integrated data collection and assessment system
to inform decisions at each tier of instruction. The framework can be used for
literacy, math, or behavior. Tier 1 = Core Instruction for all students, Tier 2 =
Targeted Intervention, Tier 3 = Intensive Intervention
-Authentic Assessments - -These assessments connect what a student is
being assessed on to skills that have real world application. For example,
writing a letter to the town board to approve a solar installation with facts
and reasoned analysis versus a test about solar power. Authentic
assessments are also a powerful tool in a culturally responsive and inclusive
classroom.
, -Fluency Assessment - -Used to determine how many words per minute a
student can read accurately. This type of assessment may also include a
retelling to determine comprehension of the text read.
-SAMR - -It stands for substitution, augmentation, modification, and
redefinition. This continuum reflects the ways in which technology can be
brought into the classroom. Substitution might be swapping out a book for a
PDF. Augmentation might be having an audio recording of the PDF available
to students. Modification might be having students manipulate the PDF to
highlight, annotate, take notes, etc. Redefinition is when what you are doing
could not have been possible without the technology. For example, having
an author do a classroom visit via Google Meets and having students ask
questions about the digital story or having students take parts and pieces of
the PDF to create a movie trailer with music, quotes, etc. To share via the
school website.
-Discussion board - -These are targeted writing to learn opportunities where
students are provided with a prompt that they can respond to and then see
other's responses. Students can respond to each other as well. They are
suitable subsitutions for live class discussions. You can also use them in
coordination with a live session to give students time to collect their
thoughts beforehand. They can even be used to guide a live discussion and
pull out common patterns in responses.
-Blog - -The creator of this tool periodically adds content, with the latest
content placed first.
-Podcast - -Video or digital files that can be created by students or teachers,
used to share presentations
-Wiki - -It is a classroom-based private site available only to the class that
can used as a database or repository to collect information. It allows
students to collaborate together on their writing, both in terms of giving and
receiving feedback and in developing shared written work. For example,
groups could have a page to write about a given habitat or each student can
write about a particular mammal. Students can then read each other's work
and give feedback. It can also be a good way for classes to develop a
repository of what they have learned.
-WebQuest - -This technology tool utilizes Internet sites that are chosen for
the student, allowing students to access pre-selected websites
-Challenges in using technology - -These can include students accessing
sites that might not be developmentally appropriate or have content that is
not suitable for school. Additionally, challenges related to student privacy are
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