Term
|
Definition
| Teachers should plan instruction with the following goal: Every student in the classroom will meet the content standards established by the local school district and the state fo California. |
|
|
Term
|
Definition
| You will make instructional decisions on the basis of the results of continuing assessment that utilizes a variety of assessment tools. |
|
|
Term
|
Definition
| Daily, children in your classroom shoudl recieve direct, explicit instruction in reading skills and strategies, and they should have opportunities to use those skills and strategies to read a variety of texts and write in several formats. |
|
|
Term
|
Definition
| This reading program will include assessment using multiple measures, development of phonological awareness (including phonemic awareness), development of reading comprehension and independant reading, and support of reading through oral and written language development. |
|
|
Term
| Differentiated Instruction for Individuals and Groups |
|
Definition
| For group instruction, teachers should use a variety of grouping formats. For students having particular difficulty, they will need individualized instruction. |
|
|
Term
| Short-term and Long-term Planning |
|
Definition
| Long-term planning is for the school year, often in two or three week "chunks". Short-term planning is for a single lesson or a series of a few lessons. |
|
|
Term
| What are the 5 principles teachers should follow when they plan, organize, and manage reading instruction? |
|
Definition
(1) Instruction is driven by local and state content standards.
(2) Instruction is based on the results of ongoing assessment.
(3) Instruction is balanced.
(4) Instrtuction is comprehensive in scope.
(5) Instruction is differentiated to fit the needs of all students. |
|
|
