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WGU C365: Language Arts Instruction and Intervention Exam/149 Q’s and A’s
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WGU C365: Language Arts Instructionand Intervention Exam/149 Q’s and A’s
Constructivism - -This puts the child at the center of the learning process, so
that they can build and construct their own knowledge through critical
thinking and writing, inquiry, and discovery practices, such as read to learn
and write to learn. This is contrasted from more traditional methods of 'drill &
kill' and rote memorization. Constructivism values creating deeper
connections to the content.
- Guided Instruction - -This part of the instructional process follows
presentation procedures and modeling. During guided instruction, the
teacher works with the students actively to support them in the development
of a skill or strategy or to complete a task. For example, during guided
instruction, the teacher and students might work together to write one
paragraph as a sample paragraph together. The teacher could then display
that paragraph on an anchor chart to serve as an example for when students
are released into independent practice.
- Co-shaping/Re-Voicing - -This is a strategy used to reframe student
contributions to assist them in bridging the gap between what they are
saying and often the academic language we use to discuss the topic or
content. For example, Student: "Rabbits get eaten a lot by other animals, like
hawks". Teacher: "Yes, rabbits are prey animals".
- Language Experience Stories - -The teacher and the students write about
an experience had by the entire class. The teacher writes as the students
dictate their ideas. Pictures can be drawn around the story or pictures taken
from the event can be posted around the story to help children make
connections. This strategy can be used to support ELLs.
- Word sorts - -Sorting words into different catagories. Example: words that
contain -oke is one category, words that contain -ope is another category,
etc. There are two different categories. Open is when students categorize the
words the way it makes sense to them. Closed: Teacher names the
categories and students sort words to those categories.
- Basal Literature - -This is an anthology of readings (or set of readers) that
are leveled for students to progress through in a linear fashion. As a
published reading curriculum, it also includes a workbook for students, a
teacher manual, and often includes extension activities and modifications. It
does not always appeal to student interest and can feel very 'lock step' in its
approach, but it does target specific reading skills helpful for emergent
readers.
, - Core Literature (Literature-based approach) - -This approach is when the
teacher relies on children's books (ex. Picturebooks, trade books, chapter
books, etc.). This often allows for students' interests to be taken into account
as well as targeting specific themes, topics, etc. The aesthetics of children's
books also makes them appealing. While publishers may have educational
support for a book, it is not guaranteed, nor can the quality or educational
value counted upon.
- Schema - -This is the ordered background knowledge students have on a
particular topic, people, places, things, and events. . Tapping into a student's
knowledge can build content connections and deepen learning.
- Graphic Organizers - -Visual devices designed to help the reader note
relationships between key concepts, main points, basic steps, or major
events in a selection. (After Strategy)
- Reading workshop - -Readers workshop is dedicated time in the classroom
to support reading skill development. It has multiple components to it,
including whole class (or small group) mini-lesson to focus on one skill,
strategy, or reading behavior. Then students shift to workshop time where
they self-select a book to practice the skill. Share time (conferencing) can
happen in groups or 1-1. Based on individual needs of students.
- Guided Reading - -Teacher meets with a small group of students on same
reading ability level and guides students through the reading passage
selected by the teacher. Mini-lesson focuses on a reading skill selected by
the teacher. Guided reading is part of "Readers Workshop". When other
students are reading independently, teacher is conducting GR.
- Culturally responsive teaching practices - -Pedagogy that recognizes the
importance of including students' cultural references in all aspects of
learning. Includes positive perspectives on parents and families,
communication of high expectations, learning within the context of culture,
student-centered instruction, culturally mediated instruction, reshaping the
curriculum, teacher as faciliator.
- Lexile - -The level of a book is determined from the use of an algorithm
that measure how difficult the text is based on aspects such as the length
and complexity of words, sentences, and paragraphs. Teachers can look up
lexile scores for core literature to determine if the book is leveled
appropriately for the class or a particular student.
- cross curricular - -This teaching and learning fosters connections among
content areas. For example, reading a set of poems about nocturnal animals
and then studying the animals in science.
, - writing across the curriculum - -This is the pedagogical framework that
understands that in students need to learn to write in all content areas. For
example they need to be able to explain how they came to a math answer or
justify their experiment in science, explain the contributions of a historical
figure, etc.
- write to learn - -This is a low-stakes strategy where writing is either
ungraded or minimally graded to support students in making their own
connection to the material through the act of writing. Ex. Learning logs,
interactive notebooks, and quick writes.
- metacognition - -Thinking about thinking - it can include for example
thinking about how one learns so that one can improve upon that learning
process. Metacognitive processes must be broken down, modeled, and
taught discretely.
- scaffolding - -This is a process where in the teacher provides supports,
tools, or processes to aid in student success and independence. For example,
chunking an activity out, using an anchor chart, or providing a graphic
organizer.
- Strategy based instruction - -This is instruction supports teaching students
strategies so that they can do them independently. It follows the gradual
release of responsibility (I do, we do, you do). (During strategy)
- text sets - -A set of books on the same subject matter. Ex. A set of books
on the solar system (one book on each planet) put out by a publisher
- think aloud - -Modeling how the teacher reads text or uses comprehension
processes so that students can gain insight in the process (During Strategy)
- Think pair share - -a technique to foster discussion and thinking. In the
think step, the students reflect. They pair up with a partner and discuss in
the pair step and then share with the class or group in the share portion.
- 5 Step Approach to Writing - -Also known as the process approach to
writing. It includes pre-writing, composing, revising, editing, and publishing.
Each step is separate and builds on previous steps. It teaches students that
writing is a process, not just a final product.
- Pre-writing - -This is first step of the writing process. It includes
brainstorming, choosing a topic, planning, research, outlining, etc. It includes
all of the work that the writer does to prepare before beginning the rough
draft.
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