5218976
Description
Mind Map by Emily Ray2856, updated more than 1 year ago
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Created by Emily Ray2856
about 8 years ago
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To Be An Intentional Teacher II
- Knowledge of Diversity
- What do I need to know about ELL
students' in order to better help
them learn English?
- Assessment
- communicative competency
- stages
- preproduction
- early production
- speech emergence
- intermediate fluency
- preproduction
- communicative competency
- temporary
langauge
mixing
- Interlanguage
- Interlanguage
- common underlying proficiency
- environment
- encouraging
- non threatiening
- linguistic racism
- pressure
- linguistic racism
- self-esteem
- language as identity and pride
- language as identity and pride
- Balancing Values
- school values
- family values
- incorporating
family values into
classroom
- school values
- school values
- incorporating
family values into
classroom
- school values
- institutional structures
- tracking
- disadvantages
- disadvantages
- structure of school
- disciplinary procedures
- tracking
- encouraging
- scaffolds
- Assessment
- What do I need to know about ELL
students' in order to better help
them learn English?
- Knowledge of Content
- What comprehension strategies are most important to teach/assess in students?
- monitoring comprehension
- surface level:
- using MSV to
search, self, correct,
and confirm
- using MSV to
search, self, correct,
and confirm
- deep level
- revising thinking
- rereading to
clear up
confusions
- revising thinking
- surface level:
- making connections
- text-to-self
- text-to-text
- text-to-world
- text-to-self
- visualizing
- all senses
- deepen
understanding/
make
memorable
- inferring
- reading between the lines
- active reading
- validated with
relevant background
knowledge/ text
evidence
- making connections
- scaffolds
- cooperative learning
- cooperative learning
- scaffolds
- reading between the lines
- inferring
- all senses
- Questioning
- before, during, after
- clarify meaning
- Predicting
- be critical
- analyze author's purpose
- focus attention on ideas
- before, during, after
- Predicting
- inferring
- Determining Importance
- word level
- sentence level
- text level
- purpose for reading
- word level
- Synthesizing
- changing
thoughts
- themes
- themes
- organizing elements
- plot
- characters
- setting
- cause/effect
- plot
- changing
thoughts
- literature discussion
- reading response
- monitoring comprehension
- What comprehension strategies are most important to teach/assess in students?
- Knowledge of Teaching and Learning
- How do I create a
balanced literacy
program in my
classroom?
- Gradual Release of Responsibility
- I do, You Watch
- Interactive Read- Aloud
- Think-alouds
- model thinking
- model thinking
- teacher reads aloud
- students talk during
- Shared Reading
- Shared Reading
- Think-alouds
- Think aloud
- Shared Reading
- Interactive Read- Aloud
- I Do, You
Help/You do, I
Help
- Guided Reading
- each
student has
copy of text
- teacher coaching
- small group
- each
student has
copy of text
- Reading Conference
- small group
- small group
- literature disucssion
- Guided Reading
- You do, I watch
- paired/ buddy reading
- similar levels or
different levels
- similar levels or
different levels
- independent reading
- reread instructional text
- read independent level text
- reread instructional text
- reading response
- model thinking
- model thinking
- paired/ buddy reading
- I do, You Watch
- Gradual Release of Responsibility
- How do I create a
balanced literacy
program in my
classroom?
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