To Be An Intentional Teacher II

Emily Ray2856
Mind Map by Emily Ray2856, updated more than 1 year ago
Emily Ray2856
Created by Emily Ray2856 almost 4 years ago
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To Be An Intentional Teacher II
1 Knowledge of Diversity
1.1 What do I need to know about ELL students' in order to better help them learn English?
1.1.1 Assessment
1.1.1.1 communicative competency
1.1.1.2 stages
1.1.1.2.1 preproduction
1.1.1.2.2 early production
1.1.1.2.3 speech emergence
1.1.1.2.4 intermediate fluency
1.1.2 temporary langauge mixing
1.1.2.1 Interlanguage
1.1.3 common underlying proficiency
1.1.4 environment
1.1.4.1 encouraging
1.1.4.2 non threatiening
1.1.4.2.1 linguistic racism
1.1.4.2.2 pressure
1.1.4.3 self-esteem
1.1.4.3.1 language as identity and pride
1.1.4.4 Balancing Values
1.1.4.4.1 school values
1.1.4.4.2 family values
1.1.4.4.2.1 incorporating family values into classroom
1.1.4.4.2.1.1 school values
1.1.4.5 institutional structures
1.1.4.5.1 tracking
1.1.4.5.1.1 disadvantages
1.1.4.5.2 structure of school
1.1.4.5.2.1
1.1.4.5.3 disciplinary procedures
1.1.4.5.3.1
1.1.5 scaffolds
2 Knowledge of Content
2.1 What comprehension strategies are most important to teach/assess in students?
2.1.1 monitoring comprehension
2.1.1.1 surface level:
2.1.1.1.1 using MSV to search, self, correct, and confirm
2.1.1.2 deep level
2.1.1.2.1 revising thinking
2.1.1.2.2 rereading to clear up confusions
2.1.2 making connections
2.1.2.1 text-to-self
2.1.2.2 text-to-text
2.1.2.3 text-to-world
2.1.3 visualizing
2.1.3.1 all senses
2.1.3.2 deepen understanding/ make memorable
2.1.3.2.1 inferring
2.1.3.2.1.1 reading between the lines
2.1.3.2.1.2 active reading
2.1.3.2.1.3 validated with relevant background knowledge/ text evidence
2.1.3.2.1.4 making connections
2.1.3.2.1.4.1 scaffolds
2.1.3.2.1.4.1.1 cooperative learning
2.1.4 Questioning
2.1.4.1 before, during, after
2.1.4.2 clarify meaning
2.1.4.3 Predicting
2.1.4.4 be critical
2.1.4.5 analyze author's purpose
2.1.4.6 focus attention on ideas
2.1.5 Predicting
2.1.6 inferring
2.1.7 Determining Importance
2.1.7.1 word level
2.1.7.2 sentence level
2.1.7.3 text level
2.1.7.4 purpose for reading
2.1.8 Synthesizing
2.1.8.1 changing thoughts
2.1.8.1.1 themes
2.1.8.2 organizing elements
2.1.8.2.1 plot
2.1.8.2.2 characters
2.1.8.2.3 setting
2.1.8.2.4 cause/effect
2.1.9 literature discussion
2.1.10 reading response
3 Knowledge of Teaching and Learning
3.1 How do I create a balanced literacy program in my classroom?
3.1.1 Gradual Release of Responsibility
3.1.1.1 I do, You Watch
3.1.1.1.1 Interactive Read- Aloud
3.1.1.1.1.1 Think-alouds
3.1.1.1.1.1.1 model thinking
3.1.1.1.1.2 teacher reads aloud
3.1.1.1.1.3 students talk during
3.1.1.1.1.3.1 Shared Reading
3.1.1.1.2 Think aloud
3.1.1.1.3 Shared Reading
3.1.1.2 I Do, You Help/You do, I Help
3.1.1.2.1 Guided Reading
3.1.1.2.1.1 each student has copy of text
3.1.1.2.1.2 teacher coaching
3.1.1.2.1.3 small group
3.1.1.2.2 Reading Conference
3.1.1.2.2.1 small group
3.1.1.2.3 literature disucssion
3.1.1.3 You do, I watch
3.1.1.3.1 paired/ buddy reading
3.1.1.3.1.1 similar levels or different levels
3.1.1.3.2 independent reading
3.1.1.3.2.1 reread instructional text
3.1.1.3.2.2 read independent level text
3.1.1.3.3 reading response
3.1.1.3.3.1 model thinking
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