Praxis 5039 Classroom Management Startegedies

refers to an instructional activity in which students become the teacher in small group reading sessions; teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting; once students learn the strategies, they take turns as the teacher; this process/tool helps students to think about their own thought process during reading to learn to be actively involved and monitor their comprehension as they read, and to ask questions during reading and helps make the text more comprehensible

• Syntax

• Story Map

• morphology

• Reciprocal Teaching

a collaborative strategy in which students work together to solve a problem or answer a question about an assigned reading; this technique requires students to (a) think individually about a topic or answer to a question then (b) share ideas with classmates; discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material

• Venn diagram

• Semantic map

• Graphic organizer

• TPS

  Think Pair Share

a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic; students meet with members from other groups, master the material, and return to their home groups to share what they've learned; each student of the home group then serves as a "piece" to understand the topic as a whole

• cueing

• Listen Read Discuss

• check list

• Jigsaw

a series of questions that students are asked to respond to (usually by marking agree or disagree) before a particular unit or lesson is to begin; it is used to activate a student's prior knowledge and build curiosity about a new topic; also sets a purpose for reading; the questionnaire can be revised after reading to evaluate how well students understood the material and to correct any misconceptions

• Reciprocal Teaching

• TPS

  Think Pair Share

• Anticipation Guide

• Inquiry Chart

Mr. Terell Brown is a 9th grade English teacher who is working with a small group of ELLs who are in the developing stage of English language acquisition. Which of the following would be most effective in differentiating instruction for these students?

• Have each student read aloud and correct them when they mispronounce words or phrases.

• Time students when they read and calculate correct words read per min.

• Require students to use English only to help them acquire English more quickly.

• Use pictures to represent overall themes in the book and relate the text to the pictures.

Which of the following would be most effective in helping ELLs who are just learning English with their speaking skills?

• Have ELLs give formal oral presentations in front of the class.

• Have ELLs work in small groups to use English to roleplay different real-world scenarios.

• Have students draw pictures of different speaking scenarios.

• Have a fluent speaker of English tutor ELLs on speaking skills.

a graphic organizer consisting of overlapping concentric circles; they enable a reader to compare 2 characters, concepts, places or things by placing specific criteria or critical attributes for one in the left circle, for the other in the right circle, or characteristics that are shared by the two in the overlapping section in the center

• Semantic chart

• T-Chart

• Venn diagram

• KWL

a form of daily observation that enables the user to rate the quality of students performance according to a predetermined set of criteria and standards; they usually have a rating scale in which the biggest number represents the best score; it is a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor; can be used to teach, grade, and evaluate for the students' clarification of the standards for a quality performance and to guide ongoing feedback about progress to those standards

• Inquiry chart

• Pragmatics

• Rubric

• None of these

a cue or tool which increases comprehension by having students make connections to a text using their background or past experiences

• TPS

  Think Pair Share

• Venn diagram

• semantic map

• activating prior knowledge

Mr. Jackson, a 10th grade English teacher, has several students who are ELLs in class. The students have strong reading aloud skills and conversational skills. However, they struggle with critical meaning of complex text. Mr. Jackson knows this is because the students first language is not English. What would be the most effective approach Mr. Jackson can take with these students.

• Request the students be admitted to an ESOL class.

• Scaffold instruction where the students need help.

• Group all the ELLs together and work on drills.

• Request a paraprofessional for class to help translate for students.