How does a teacher become an effective teacher?

Sami Battye
Mind Map by Sami Battye, updated more than 1 year ago
Sami Battye
Created by Sami Battye almost 4 years ago
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self study project
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How does a teacher become an effective teacher?
1 The Models
1.1 Top Down Processing
1.1.1 Stars with reader's purpose and thought processes and works down the smallest linguistic unit
1.1.2 Language based and driven activity
1.2 Bottom up processing
1.2.1 Starts with the smallest linguistic unit and moves up to meaning of line, sentence, paragraph, passage
1.2.2 Visual motor activity that combines with linguistic knowledge
1.3 Interactive
1.3.1 Use information in the domains of:
1.3.1.1 Sensory
1.3.1.2 Syntactic
1.3.1.2.1 Language structure at the word
1.3.1.2.1.1 sentence and text level
1.3.1.3 Semantic
1.3.1.3.1 Word meaning/associations
1.3.1.3.2 Precision in word usage
1.3.1.4 Pramatic
1.3.1.4.1 Social construction of meaning
1.3.1.4.2 Reading and writing for specific purposes
1.3.1.4.3 Reading and writing with thinking habitually
2 The Reading/writing "Orchestra"
2.1 Graphoponic
2.1.1 Letter/sound knowledge
2.1.2 Phonemic awareness
2.1.3 Decoding
2.2
2.3
2.4 Lexical
2.4.1 Visual word recognition
2.4.2 Visual memory for words
2.5
2.6 Schematic
2.6.1 Constructing meaning at the whole level
2.6.2 Prior knowledge that governs storage and retrieval of information
3 Surface Structures
3.1 Problem solving and reading fluently
3.1.1 Grapho-Phonic
3.1.1.1 Letter/sound knowledge
3.1.1.2 Phonemic awareness
3.1.1.3 Decoding
3.1.2 Lexical
3.1.2.1 Visal word recognition
3.1.2.2 Visual memory for words
3.1.3 Syntactic
3.1.3.1 Language structure at the word, sentence and text level
3.2 Strategies:
3.2.1 Using context
3.2.2 Sight Words
3.2.3 Word analysis
3.2.4 Cross checking
3.2.5 Searching
3.2.6 Self correcting
3.2.7 Confirmining
4 Deep Structures
4.1 Probe ideas and extend meaning
4.1.1 Semantic
4.1.1.1 Word meanings/associations
4.1.1.2 Precision in word usage
4.1.2 Schematic
4.1.2.1 Constructing meaning at the whole text level
4.1.2.2 Prior knowledge that governs storage and retrieval of information
4.1.3 Pragmatic
4.1.3.1 Social construction of meaning
4.1.3.2 Reading and writing for specific audiences and purposes
4.2 Strategies:
4.2.1 Making connections
4.2.2 Questioning
4.2.3 visualizing
4.2.4 determining importance
4.2.5 Sythesizing
4.2.6 Inferring
5 Five Pillars of Reading
5.1 Phonological Awareness
5.1.1 Hearing, isolating, manipulating sounds in words
5.1.2 Graphophonic
5.2 Phonics
5.2.1 Sounds and visual representation through letters and patterns
5.2.2 Fuels visual information
5.3 Fluency
5.3.1 Phrasing, expression and rate used while reading
5.3.2 Aiding decoding and comprehension
5.4 Vocabulary
5.4.1 Knowledge of word meanings
5.4.1.1 Ability to use word meanings
5.4.2 Semantics
5.5 Comprehension
5.5.1 Understanding of text through the use of thinking stratgies
5.5.2 Pragmantic
6 Assessments
6.1 Phonological Awareness
6.1.1 Rhyme
6.1.2 Matching initial sounds
6.1.3 Isolating words
6.1.4 Spelling
6.1.5 Invented writing
6.2 Phonics
6.2.1 Spelling
6.2.2 Running Records
6.2.3 Word analysis
6.2.4 Writing
6.3 Fluency
6.3.1 Look fors over time
6.4 Vocabulary
6.4.1 Look fors over time
6.5 Comprehension
6.5.1 interviews
6.5.2 Rubrics
6.5.3 Responses
7 Balanced Literature
7.1 Gradual Release of Responsibility for Reading
7.1.1 Teacher Directed Reading to
7.1.1.1 Read aloud
7.1.1.2 Think aloud
7.1.1.2.1 Teacher orally model thinking
7.1.1.2.1.1 Before Reading
7.1.1.2.1.2 During Reading
7.1.1.2.1.3 After Reading
7.1.1.3 Interactive Read Aloud
7.1.1.3.1 Teacher reads a loud
7.1.1.3.2 Students talk about text DURING the reading
7.1.1.3.2.1 Turn and talk partners
7.1.1.4 Shared Reading
7.1.1.4.1 Text visible for all students to see
7.1.1.4.2 Reading strategies through variety of skills
7.1.1.4.2.1 Poems
7.1.1.4.2.2 Songs
7.1.1.4.2.3 Big Books
7.1.1.4.2.4 Class writing
7.1.1.4.2.5 Individual copies of same text
7.1.1.5 "I [Teacher] Do, You [student] watch"
7.1.2 Teacher Directed Reading with
7.1.2.1
7.1.2.2
7.1.2.3 Guided Reading
7.1.2.3.1 Small group
7.1.2.3.1.1 Focus on instruction
7.1.2.3.1.1.1 Text is given, students read while Teacher coaches
7.1.2.3.1.1.2 Assessments
7.1.2.4 Reading Conference
7.1.2.5 Literature Discussion
7.1.2.6 "I Do You Help, You do I help"
7.1.3 Student Directed Reading by
7.1.3.1
7.1.3.2 Independent Reading w/ response
7.1.3.3 Pair or Buddy reading
7.1.3.4 Independent Reading
7.1.3.4.1 Students reread
7.1.3.4.1.1 Instructional texts
7.1.3.4.1.2 Personal choice of text level
7.1.3.5 "You Do, I Watch"
8 Knowledge of Teaching & learning: What skills and strategies does a teacher uses to ensure that reading and writing standards are met?
9 Knowledge of Content: What are the reading and writing areas that teachers focus on?
10 Knowledge of Diversity: How will skills and activities used be managed for each individual child's strengths and needs
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