Graphic way of organizing concepts proposed during brainstorming. Co-op Co-op Cooperative learning method where teams work to prepare and present a topic to the whole class. Emphasis is on student selection of topics, partners, division of labor, methods of presentation, etc.
Subtests and skills assessed Student Priorities and Interests -- inventories and checklists are provided to help teachers determine reading habits and interests. English Language Screen -- a set of questions requiring simple responses to determine the student's comprehension of English.
Graded word lists -- the student identifies lists of words increasing in difficulty from grades Pre-K to high school.
Words are a mix of regular and irregular words that should be within the oral vocabulary of students at each grade. Graded reading passages -- at every level Kthere are three comparable passages of text. One is to be read aloud by the student, the second is to be read silently by the student, and the third is to be read aloud by the teacher to the student.
As the student reads aloud, the teacher monitors oral reading for accuracy making note of different types of "miscues". After each passage, the teacher asks the student to retell the story, and also asks a set of simple, explicit comprehension questions plus one inferential interpretive comprehension question.
Rhyme Recognition -- word pairs are presented orally to the student, and the student must decide if the word pairs rhyme. Initial Phoneme Recognition -- words are presented to the student, and the student must repeat the first phoneme in the word.
Phonemic Manipulation -- two sections: In the segmentation section, the teacher says a word, and the student must repeat the word inserting a clear pause between each phoneme. Letter Knowledge -- the student must demonstrate knowledge of upper-case and lower-case letters in three different ways: Hearing Letter Names in Words -- twelve words with initial phonemes that sound like letter names e.
X-ray and deep are read aloud to the student, and the student must identify the letter name at the beginning of the word. Initial Consonant Phonics -- a variety of words are presented with the same ending letters OP but with different first letters e.
The student must correctly pronounce each word. Initial Consonant Blend Phonics -- same as previous subtest, but initial consonant blends are varied e.
Structural Analysis -- students read lists of nonsense words with real affixes aloud. Students also read compound words aloud. Spelling -- various lists emphasizing different spelling conventions are given to the students to spell Visual Discrimination -- students must match identical letters, words, and phrases Auditory Discrimination -- students must determine if two words read aloud to them are identical or different e.
The student must determine what word the teacher is pointing to. Semantics Cloze Tasks -- a passage with words missing is read aloud to the student.
For each missing word in the passage, the student must provide a semantically and syntactically reasonable word. Grammatical Closure -- students must complete sentences with grammatically correct words e. I saw one man. Language s tool can.Best Practices of Teaching Mathematics Page 1 of 2 Curriculum, Instruction & Assessment Department Best Practices of Teaching Mathematics Teacher makes students aware of the standards related to mathematics.
Critical Elements Reading, Writing, and Discussing Mathematics. Mathematics Standards Download the standards Print this page For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country.
Best practices are an inherent part of a curriculum that exemplifies the connection and relevance identified in educational research. They interject rigor into the curriculum by. This article is a reply by the author to a response to his article about "The Quality Time Program".
Many of the responses saw the program, which involved teachers 'buddying' with students experiencing behavioural problems, as yet another imposition on teachers' time. Writing as Instructional Practice By Stephen A. Bernhardt, University of Delaware We should think less about teaching students to write, and more about how we might use writing in our classrooms in the interest of learning.
school reading, writing, mathematics and science. States’ adoption of the national Common Core State Standards or other rigorous standards, however, offer promise for addressing this missing element.