3066441
Description
Mind Map by Madison Wolanek, updated more than 1 year ago
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Created by Madison Wolanek
almost 9 years ago
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Mental Map
- What is guided
reading, exactly?
- Targeted prompting
towards a certain goal:
The teacher still plans a
lesson, but does so
keeping in mind the needs
of the small group. This
way, the content is
focused on what the
students need extra
practice on, and time is
not wasted on a concept
that students are already
comfortable with
- Differentiated based on
students' level of abilities:
Students are grouped according
to ability to best differentiate
the instruction. Students who
need more individualized
attention with summarizing are
given the small group attention
they need, while students who
are struggling in another area
do not waste time reviewing a
concept they are fluent in.
- Gradual release of instruction:
During guided reading, the
teacher is prompting students,
but ultimately letting them
take the reins on reading. The
teacher observes more than
they would in a
lecture-centered lesson
- Targeted prompting
towards a certain goal:
The teacher still plans a
lesson, but does so
keeping in mind the needs
of the small group. This
way, the content is
focused on what the
students need extra
practice on, and time is
not wasted on a concept
that students are already
comfortable with
- How do I teach ELL effectively
without singling out?
- Activate background
knowledge: ELL might
have different background
knowledge that will assist
them in understanding
instruction, so the teacher
must be ready to
modify/adapt/add to his
or her instruction in order
to include ELL students. In
addition, activating
background knowledge
will allow the ELL (and
other students!) to
connect what they are
learning with something
they already know. This
practice only strengthens
comprehension skills.
- Second Langauge Acquisition: In order to
teach a second language effectively, the
teacher must use the base knowledge of
language that one already has and build upon
that. Also, the teacher must be able to teach
both academic language and conversational
language to students so that they will be able
to succeed at both.
- Working with diverse families: By working
with diverse families, teachers are able to
understand what a student's background
knowledge and interests, as well as thoughts
and attitudes towards school, might be. With
this information, a teacher can better plan his
or her instruction to include the student and
keep him or her motivated and encouraged.
Also, by taking the time to invest in the
students' families, the student is less likely to
feel "singled out" and more likely to feel
honored or special.
- Activate background
knowledge: ELL might
have different background
knowledge that will assist
them in understanding
instruction, so the teacher
must be ready to
modify/adapt/add to his
or her instruction in order
to include ELL students. In
addition, activating
background knowledge
will allow the ELL (and
other students!) to
connect what they are
learning with something
they already know. This
practice only strengthens
comprehension skills.
- What is involved in decoding
words in continuous text, and how
is this related to fluency?
- Visual Information
(phonics): This is necessary
in decoding because,
without knowledge of
phonics, students will only
have pictures and the look of
the word to help them. With
phonics, students are able to
go through each sound if
necessary, breaking the
word into manageable
chunks.
- Meaning: Meaning is used in
decoding when students use
clues such as whether or not
the word makes sense in the
sentence. The students can use
the pictures or previous words
in the text to determine this.
- Structure: Decoding
involves the student
making decisions based on
whether or not the word
fits into the sentence
structurally. Using structure
is important because it
allows another way for
students to monitor their
decoding and also to assist
them when they are stuck
- Monitoring/Confirming: If
students are taught to
monitor and confirm
while they read, their
fluency rates will increase
drastically. In addition, as
they learn to decode, they
will need to monitor to
ensure they are decoding
correctly
- Visual Information
(phonics): This is necessary
in decoding because,
without knowledge of
phonics, students will only
have pictures and the look of
the word to help them. With
phonics, students are able to
go through each sound if
necessary, breaking the
word into manageable
chunks.
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