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CST Subtest - ELA
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- 1Blending and Segmenting Games (Phonological Awareness)Treasure Chest:
1. Teachers name each picture card (models segmenting and blending)
2. Each student pair draws a picture card. One partner says its word and each sound, putting a penny into each box on the treasure chest for each sound.
3. The other combines the phonemes, says the words and picks up the pennies.
4. Trade roles for the new word.
Why it works:
• Frequent oral reading: helps the student identify the phonemes with more automaticity and manipulate the phonemes in the words
• multimodal + Systematic – differentiate more easily, hands-on helps with processing of phonemes - 2Deletion and Substitution Games (Phonological Awareness)Change a Name Game:
1. Have students sit in a circle. Secretly select one child and change the name by removing he first sound of the name. Ex. Jennifer to Ennifer. As you change the name, the children have to identify who you are talking about.
2. As children become better at identifying the child's name, encourage them to try removing the beginning sounds and pronounce words on their own.
3. Encourage students to substitute the beginning sound of their name with a new sound.
Why it works:
• Frequent oral reading: helps the student identify the phonemes with more automaticity and manipulate the phonemes in the words
• Systematic – differentiate more easily
• personally relevant - names, interested themes - 3Rhyme Games (Phonological Awareness) (Phonics adaptation - start with word study, focus on spelling patterns)Word Ladder:
1. The class reads a rhyming poem or song lyrics aloud and the student is asked to identify rhyming words.
2. The teacher charts these words for students, color coding the onset and rhyme.
3. The teacher uses a word ladder graphic to show how existing words can generate new word stems.
4. Teachers chart onsets and show how to change these to make new rhymes (ex. fat-cat-sat)
5. The teacher selects sentences from the poem/song that are read aloud and writes them on sentence strips. The teacher than has students generate new rhymes by producing sentences of their won to fit the poem/song context.
Frequent oral reading: helps the student
• identify the phonemes with more automaticity and manipulate the phonemes in the words
• multimodal + Systematic – differentiate more easily, hands-on helps with processing of phonemes
- for spelling: impact of purposeful writing/authentic context
- connect to prior background: meaningful - 4Card Sorting (Phonological Awareness and Phonics) (Phonics explanation - add explicit and systematic instruction, application of letter-sound relationships)1. Teacher models + grouping by word-initial, word-medial, or word-final phonemes. (can sort by letter, depending on target area)
2. The students should record her sorts in writing.
3. Ask her to explain her sorts (tapping into her oral language/reasoning strengths)
Why it works:
- writing helps attend to spelling accuracy
- explaining sorts to solidifies her understanding of vowel patterns
Frequent oral reading: helps the student identify the phonemes with more automaticity and manipulate the phonemes in the words
• multimodal + Systematic – differentiate more easily, hands-on helps with processing of phonemes - 5Letter Tiles (Phonics)1. The teacher explicitly teaches the grapheme-phoneme relationship (saying the sound and saying the letters, giving several examples)
2. When the teacher says the sound, the student picks the tile that matches
3. Do it with single sounds/letters, then blends
4. says a word then spell (which pattern does it have that we learned)
5. Provide their own words + add to the wall to practice
Why it works:
- systematic and explicit
- not just study but repeated PRACTICE - automatic to recognize the pattern in fluent text
- hands-on and colors help with processing
- sense of ownership - 6Guess the letter (Phonics)1. The teacher explicitly teaches the grapheme-phoneme relationship (saying the sound and saying the letters, giving several examples)
2. Picture cards - guess the letter that you started with
3. Guess the missing letters
Why it works:
- systematic and explicit
- not just study but repeated PRACTICE - automatic to recognize the pattern in fluent text
- hands-on and colors help with processing - 7Repeated Oral Reading (Fluency)Choral Reading + Monitored Readings
1. Ask the students to use a marker or finger to follow along with the text as they read.
2. Reread the passage and have all students in the group read the story or passage aloud in unison.
3. During timed readings with me, I would work directly with the student, counting the number of correct words in a minute-long reading, correcting mispronounced words with the student, and having him/her repeat the words correctly. This activity will help Winnie focus on the words or blends that present the most difficulty.
4. I will time the student reread the same passage until a level of mastery is achieved
Why it works:
- Repeated readings of the same passage will help the with automaticity. Choral readings with peers will help the student become more comfortable with reading words that cause her trouble, as this is a lower stakes activity in which she can hear other readers correctly pronounce...
- Immediate feedback > aware of difficult words, seeing progress > motivation - 8Reader's Theater (Fluency)1. Choose a story and assign parts to read orally.
2. Have them repeatedly read it, in preparation to present the script to the audience
3. comprehension activities about the script
Why it works:
Repeated practice - automaticity
Models - for fluent reading; everyone participates and collaborates- confidence
Characters study -motivates to pay attention to tone, expression, intonation - 9Concept Maps (Comprehension and Writing) Alternative Adaptations: Plot Diagram, Character Study Quote table1.Model how to identify the major ideas
How – vocabulary words, Repetition, problem, character types/reaction
2.Organize the ideas into categories.
3. use lines/arrows to represent how ideas are connected to one another
4. share and reflect on how they each made the connections between concepts.
5.Encourage students to use the concept map to summarize what was read.
add ons for plot diagram: discuss elements, model, fill out as they read
Why it works:
helps children organize new information > relationships (across ideas - contrasting, hierarchy), critical about which evidence from text to use
- retention: meaningful connections between the main idea and other information; own words
- summarize - draw attention to main ideas and break down misconceptions - 10Jigsaw (Comprehension)1. assign each student to a home group (3-5 students with heterogenous reading skills)
2. set of reading selections and assign one selection to each student
3. create expert groups
5. Give all students a framework for managing their time on the various parts of the jigsaw task.
6. Provide key questions to help the "expert groups" gather information in their particular area.
7. Provide materials and resources necessary for all students to learn about their topics and become "experts."
9. Prepare a summary chart or graphic organizer for each "home group" as a guide for organizing the experts' information report.
Why it works: - gives the students the opportunity to discuss the main ideas and to synthesize information
- breaking topic down into different themes/etc. helps with mention and exploring the text in depth
- connect to their background knowledge > accountability
Retention – in their own words, casual conversation, modeling of comprehension strategies - 11Guided Reading (Comprehension) NOTE: Doubt this is expected practice and not a strategy to recommend but you can adapt/focus on a strategy LIKE HIGHLIGHTING THE MAIN IDEA1. state objective and model strategy (ex. highlighting main idea), preview new vocabulary
2. listen to students read, conferring with students and determine if they are using the strategy
3. during reading, support students by stopping periodically to teach vocabulary in the context of the text and to check in the students’ understanding of the story by asking comprehension questions.
4. after reading, ask questions about the text and strategy (ex. ----; think aloud; how they got their answers)
5. do an assessment - analyzing text through vocabulary journals and writing assignments
Why it works:
- explaining answers helps reinforce a vocabulary word/strategy/concept that was taught earlier in the lesson
- make meaning out of the text more easily because they can make more personal connections to it and the instruction of strategies builds upon their current knowledge. They are supported by the use of visuals/manipulatives to introduce concepts, explicit instruction of phonemic awareness skills/ - 12Charts: Anticipation Guide, KWL (Comprehension)KWL: 1. Explain that the "Know" is about finding connections to the concepts in the text.
2. Give example connections and use the discussion as an opportunity to teach academic vocabulary (ex. what do you know about the "habitat"?)
3. Explain that "Want to know" is about forming questions about the text and "learned" is about answering those questions.
4. Model forming a question and looking in the text to answer it.
Anticipation Guide: 1. Construct the guide - 4 to 6 Statements, Yes/No
2. Model the process of responding and marking the columns
3.Read each of the statements and ask the students if they agree or disagree with it. Have them discuss and emphasis the importance of making predictions over being right
4. Have students read aloud and stop at places that correspond to the statement.
5. Revisit the statements.
Why it works: 1. tapping into background knowledge - engaging and comprehensible (understanding through what they know and in their own words)
2. Aids in comprehension by teaching how to make predictions, anticipate the text, and verify their predictions. - 13RAD Technique - Restate, Answer, Details (Comprehension)1. Set up an organizer: R - write the question in his own words; below R is the space for A; bottom is for details
2. review text along with answers, asking him what led him to draw his conclusions (for example - ...)
3. the student should use different colored markers to highlight the answer and the supporting details in the text
4. the student should revise the answer using details that he wrote in the bottom
5. apply this strategy to additional readings - to check if able to find specific info and demonstrate better comprehension
Why it works:
- improves inferential comprehension - using details from inferences to support conclusion
- makes him more aware of the specific details he is looking for and ensure he is reading not only for oral accuracy but also for comprehension and details to support his understanding - 14Question Answer Relationship (Comprehension)1. Explain:
Right There Questions: Literal questions whose answers can be found in the text.
Think and Search Questions: Answers are gathered from several parts of the text and put together to make meaning.
Author and You: These questions are based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question.
On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.
2. When you have finished reading, read example questions aloud to students and model how you decide which type of question you have been asked to answer + how to answer (ex. in text, experiences)
Why it works:- showing how to ask questions > thinking about text critically and more aware of the details they'd need to find; making inferences
- deepening understanding and engagement - thinking beyond text and making connections to prior knowledge
-peer model - 15Four Square Box (Vocabulary)1. Set up the organizer and model: word, example, nonexample, definition (ex. think aloud - synonym)
2. Share and compare answers *precision
Why it works:
- retention > own words, connect to background meaning
- repetition and multiple exposures (pre-reading and post reading)
- actively engages students - apply knowledge of the word for example
- think critically to find relationships between concepts and to develop deeper understanding of word meanings (finding more precise/detailed descriptions) - 16Word Gradients (Vocabulary)purpose: Helps students distinguish between shades of meaning
1. chose a grazable antonym (ex. hot/cold)
2. split into groups of 4/5, arrange the words in a continuum
3. share and discuss the word lists with the group
Why it works:
- hearing/synthesizing explanations of placement/examples- helps broaden and deepen students' understanding of related words
- actively engages students - apply their knowledge of the individual words to think critically about the relationships between the words
- retention > own words, connect to background meaning - 17RAFT Strategy (Writing)1. set up chart (R - role of the writer, A - audience, F - format, T - topic and strong verb)
2. Model how to write responses to the prompts and discuss as a class (What language reveals the role of the writer and audience? Why is the format the most appropriate for the audience? How do you know? Which verbs would make the word most comprehensible/appealing to the audience?)
3. Have the students respond individually/small groups + share (best if the same prompt so varied responses)
Why it works:
- writing from different perspectives, learn important writing ideas (ex. audience, main idea) and can be used across content areas
- explicit strategy for planning writing, can guide them as they monitor their writing and evaluate it; draws more attention to the details of their writing in line with the goal
- sharing/joint work - models of good writing
- engagement - authentic task for writing - 18Language Experience Approach (Writing) *can be done in groupsBridges the gap between written and oral language; develops writing through the use of students’ own language and ideas
1. Help student(s) choose the topic or “experience” and determine authentic purpose/audience
2. Discuss topic with student (scaffolding language)
3. Have the student(s) dictate while you (the teacher) write (scaffolding literacy)
4. Re-read the entire story then let the student(s) read the story
6. writing activities extensions (ex. review a grammar point like the sequence of tenses, fill in blanks with a word bank, use the text as a basis for another text about the same topic, revise the texts)
Why it works:
- as they reread, revise and extend > study phonetic and semantic patterns in the co-constructed text; greater understanding of the processes of writing
- print awareness > see the direct connection between images and words.
- vocabulary and new vocabulary with print words, since the experience and image(s) correlate with words in the writing
- scaffolding; engagement - authentic task - 19Descriptive Language Activities (Writing)1. Examine mentor text: block off descriptors, ask them to draw the picture; add descriptors – ask to draw the pictures; compare and what they notice
2. Pick a target part of speech + T chart – list the target part on left and add descriptors for the right
3. Model how to add descriptors
4. Circle target verb/noun/event and add their own descriptors (color-code)
For Verbs: action, saying, sensing, relational
For Nouns: determiners (article, possessive), adjectives (quantity, opinion , factual, comparing, classifier)
For Events: verbs and nouns; dialogue, action, description of physical appearance
5. share and discuss how the descriptors changed the image from the initial draft; why they chose those descriptors
Why it works:
Visualization – think critically of how they describe; engagement – meaningful task when they realize that they can’t assume the audience is seeing the same things they are
Color and circle – scaffold as they identify main parts and descriptors
- explicit strategy for planning writing (types of descriptors)
- sharing>models+ feedback - 20Grammar Checklist (Grammar)1.Review the work with the class, analyzing errors and most common
2. Explicit instruction of related grammar rule and model how to correct the errors
3. Compile errors into the editing checklist (ex. capitalization, understanding, punctuation, spelling)
4. Edit own writing with the checklist
5. Extension: use the checklist to edit peers' work
Why it works:
1. explicit instruction and teaching the rules within context makes them more comprehensible
2. repetition and practice- reinforces rules; become more aware of the number of mistakes and how to fix them
3. exposed to different applications of the rules - over the course of their writing and peer review
4. value of the editing process - engaged in a meaningful task; feedback from peers - 21Identification to Application (Grammar)1. (list mistake type): discuss the ___ (ex. plural verbs) and make a list of them. Give index cards with ____. Work with the cards and match ___ until the student is successful 80% of the time
2. Identification: review some of the errors and identify instances in which the student has made __ errors. Correct the errors.
3. Practice :give worksheets with samples of ___. Ask to identify and correct the mismatched __ until the student has 80% accuracy
4. Application: write brief passages, review for __ errors and make corrections
Why it works:
multiple exposures, repetition > correcting __ is not a natural act; takes essential learning steps
mediated practice with teacher supports independent work to identify and correct
solidify knowledge by transferring it -- writing brief passages with additional interaction with teacher to make them error-free - 22Grammar Cards/Strips (Grammar)1. Give students a list of information such as ... ; cut into each words, group possible conjunctions
2. State goal: creating as many sentences as possible
3. Model combining according to grammatical rules (thinking about relationships to choose the conjunctions; how to turn fragments into full sentences)
- give example
4. Have students practice choosing the correct conjunction/constructing sentences
5. share and relate it back to the rules
Why it works:
-explicit instruction and teaching the rules within context makes them more comprehensible
- hands-on and repetition and practice- reinforces rules
- exposed to different applications of the rules
- value of editing: feedback from peers, authentic task - 23REMINDER TO USE THE NYSCTE EXAMPLE FOR SPELLING REMINDER TO USE ALL SOURCESMODEL - APPLICATION FORMAT
MTEL book - especially for assessment, Guided Reading Book, Methods Journal and Teaching Reading PPT/Assignments)
Información
- Descripción
- Phonological Awareness, Phonics/Spelling, Fluency, Comprehension, Vocabulary, Grammar
- Creado por
- Chiara A · ago 2019
- Actualizado
- 15 ago 2019
- Visitas
- 3
- Valoración