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Los Conceptual Framework - Coggle Diagram

- - - - The Reading process- Composed of multiple strategy's
        
        Activating Background Knowledge.
        
        Setting purposes for reading.
        
        Making predictions and previewing a book.
        
        Going on a Picture Walk.
        
        Making a KWL map.
        
        Questioning and making predictions about a story
    - - .posting signs
        .making lists of rules
        .literacy play centers
        .exchanging messages with classmates
        •reading & writing stories
        •labeling classroom items
        •drawing & writing in journals•writing notes to parents
    - - Environmental print: Sort to find examples of a particular letter.
      - Magnetic letters: Sort, match upper/lower arrange in ABC order
        •Alphabet books: Read aloud; children re-read
      - Alphabet chart: Point to letters as they say name/pictures
        Letter stamps: Print letter on paper/booklets;
      - In class experiences
- - - - Assigning Homework
        
        Pros
        .Practice Current lesson or skill
        .make mistakes
        .show teachers learning gaps
        
        Cons
        .Creates a constant pressure to perform
        .Does not consider time, understanding, work ethic
        Causes stress and can be distracting when life at home can be crazy enough
        
        Grading/participation
        
        .contributing to class discussions
        •taking notes
        •completing classwork before the end of the period
        
        •arriving late to class
        •submitting assignments late
        •talking out of turn
        
        Depending on the grade level you are teaching changes how strict or loose your grading should be
- - - - A very important factor in reading as well as writing to always take into account
    - - Instructional Assessment Cycle
        
         Planning- Determine what text factors youwill teach and how you will assess.
        
         Monitoring- Observe and conference with students to monitor progress
        
         Evaluating- Teachers encourage students to use their knowledge of text factors when responding to literature
        
         Reflecting- Students can reflect on their own learning and use of text Factors.
- - - - Culminating assessment
        
        Traditional Assessment
        
        All of this involves using backwards design plans