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Culturally Responsive Teaching
Planning Instruction for Content Literacy
Assessment of and for Learning
Writing Across the Curriculum
Guiding Reading Comprehension
100
What is culturally responsive instruction and what does it look like in content area classrooms?
What is learning environments that celebrate languages and cultures Ex. labeled objects in two or three languages + practice pronunciation Opportunities for students to speak, read and write in their home language each day Visuals (videos, posters) Predicable environment, visible daily schedule Bilingual dictionaries
100
What are the six (6) components of the SCD Lesson Plan Map and Template?’
What is Lesson Identification, Objectives, Opportunities to learn, Instructional Procedures, Assessment, Models of teaching, Technology
100
What are the differences between formative and summative assessments?
What is Formative Assessment for Learning: (during the learning process), to improve instruction and provide student feedback, ongoing throughout the class/unit, to self-monitor understanding, to check for understanding and provide additional instruction or intervention, usually not graded Summative Assessment (at the end of the learning process): to measure student competency or mastery, end of unit or course, to gauge progress toward course or grade level goals and benchmarks, for grades/promotion
100
What is writing to learn?
What is Short natured tasks, explore ideas/clarify what students are thinking about in relation to a subject under study. Evaluate students’ mastery of content and engage students in learning College and career readiness focused Deepen understanding. Meaning making process. Assist students in learning context.
100
What is a KWL?
What is Know, Want to Know, Learned Graphic Organizer that can spark discussion and be revisited in the summary phase of a lesson
200
Offer a suggestion for selecting multicultural literature to a new teacher.
What is Consider whether or not the story is an authentic depiction of the culture it intends to represent; consider the perspectives of the diverse characters in the story; identify characters' perspectives of events and conflicts; encourage students to relate their own experiences to those portrayed in the text; identify values that shape the conflict-resolution strategies used by characters. Discuss how cultural mores and expectations may have influenced a characters' decisions and viewpoints
200
What is involved in designing a text lesson based on a B–D–A instructional framework?
What is Motivate reader, activate interest, relevant material, activate prior knowledge, introduce key vocab
200
How does a formal, high-stakes approach differ from an informal, authentic approach?
What is High stakes: formal, developed by expert committees and test publishers, it’s a one time performance, paper and pencil, objective to measure levels of current attainment, used to compare the performance of one group with another Authentic: informal, developed by teachers and students, evolving and intermittent, throughout a unit, small group, one on one, tests, checklists, observations, designed to evaluate understanding of course content, real life reading/writing tasks, qualitative judgements about student strengths and instructional needs, adjust instruction when necessary
200
How can writing strategies be adapted to be responsive to the needs of at-risk writers through the RtI process?
What is RTI models encourage schools to support at-risk writers by incorporating strategy instruction across the curriculum. Accommodations at the tier two level may include: explicit small group or individualized strategy instruction to produce abbreviated assignments,breaking down the assignments into more manageable tasks, modifications of requirements, adapting steps, the use of computers to explore ideas and spell check/grammar, and voice recognition software.
200
What is Qta?
What is Questioning the Author. Students ask questions while reading (what does the author mean?, so what?, what is the significance of the author's message?) Questions can be in the text (right there think and search), in your head (author and you on your own)
300
Name four of the seven principles of Culturally Responsive Teaching
What is 1. Students are affirmed in their cultural connection “Kids get it that we get them” 2. Teachers are personally inviting “Kids get it that we like them” 3. Classroom is physically and culturally inviting “School looks like me” 4. Students are reinforced for academic development “Catching the kids being smart” 5. Adjust instructional strategies to accommodate students “Singing harmony in our kids song rather than teaching them our song” 6. Classroom is managed with consistent and loving control “Respect begins with the teacher” 7. Interactions stress collectivity as well as individuality “Mix it up in the classroom”
300
What are the indicators of a constructivist lesson?
What is Students build meaning from learning Engagement/motivation Active/collaborative learning (time for practice) Teacher facilitates learning
300
What’s the connection between assessment and RtI?
What is teachers need resources to help them identify which students are at risk for failure, pinpoint specific areas of strength and weakness, and offer insight into the effectiveness of instructional strategies. Can also identify strengths/ non-traditional Differentiation
300
What are and what are the benefits of using admit and exit slips in the classroom?
What is Brief comments by students on index cards or half-sheets at the beginning or end of class. Admit Slips are used as a Do Now and Exit Slips are used in the closure or evaluate/reflect/summarize section of a lesson They can be used to gather data, for self-analysis, to focus on instructional strategies, or for students to communicate with their teachers.
300
Define and describe the three levels of Comprehension
What is Literal (reading in the lines, getting information explicitly from the text), Interpretive (reading between the lines, putting together information, perceiving relationships and making inferences), Applied (reading beyond the lines, using information to express opinions and form new ideas)
400
What are the five essential themes for a culturally relevant pedagogy?
What is Identity and achievement: cultural lens through which students and teachers view their own identities Equity and excellence: students have different learning needs. Every student receives what he needs in order to understand the concepts presented Developmental appropriateness: how diversity of the student’s culture might impact developmental appropriateness Teaching the whole child: home-school-community collaboration Student–teacher relationships: genuine concern for individual students and effective interactions
400
What are the four components of Fischer and Frey’s Gradual Release of Responsibility?
What is Focused, Guided Collaborative, independent
400
What’s the difference between checklists and rubrics?
What is Checklist: designed to reveal categories of information the teacher has preselected, guides observation and allows you to zero in on certain kinds of behavior, consist of categories that have already been determined Rubric: categories that range from very simple and direct to comprehensive. Provide students with detailed, consistent guidelines about the expectations for their papers or projects
400
Define the RAFT strategy and how you would implement it in your content area classroom.
What is Role of the writer (¿Quién?) Audience for the writer (¿A quién?) Format of the writing (¿Cómo?) Topic to be addressed in the writing (¿Qué?). Ex. Craft a response letter to the Cuban government as a child of Operación Peter Pan who grew up in the United States addressing how the situation impacted your childhood and relationship with your family. Students analyze the important ideas or information you want them to learn. (Establish the topic) Then, brainstorm possible roles for students to assume and decide who the audience will be for this communication. Finally, determine the format of the writing
400
How would you use reciprocal teaching to model comprehension strategies with your students?
What is Model how to us four comprehension activities (generating questions, summarizing, predicting, and clarifying) while leading a dialogue. The students take turns assuming the teacher's role. When students experience difficulty, teacher will provide assistance by lowering the demand. As the process goes on, the teacher slowly withdraws support so that students continue learning. Follow these five steps: 1. Find text selections that demonstrate the four comprehension activities 2. Generate appropriate questions 3. Generate predictions about each selection 4. Locate summarizing sentences and develop summaries for each section 5. Note difficult vocabulary and concepts