Mental Map

Madison Wolanek
Mind Map by , created over 4 years ago

Mental map for CTRD 3013

25
0
0
Tags
Madison Wolanek
Created by Madison Wolanek over 4 years ago
Second Language Acquisition Processes & Theories
Farrah S
Language Acquisition and processes and theories
bse0006
Second Language Acquisition Processes and Theories
Catherine Wolfe
BIOLOGY B1 1
x_clairey_x
AQA GCSE Music - Scales and Cadences
Mr Thompson
Mental Map
cdh0033
Mental Map
Spenser Phillips
My Mind Map
jnc0013
Self Study Project
courtday1
Self Study Project
tmv0006
Mental Map
1 What is guided reading, exactly?
1.1 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
1.2 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.
1.3 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
2 How do I teach ELL effectively without singling out?
2.1 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.
2.2 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.
2.3 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.
3 What is involved in decoding words in continuous text, and how is this related to fluency?
3.1 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.
3.2 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.
3.3 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
3.4 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