I found this looking for something completely unrelated. I do that a lot. Any waythis site has some great free graphic organizers that I wish I had had in October.
They want you to pay and join up. Take the free stuff and run.
www.inspiration.com/lessonplans/inspiration
Sunday, February 26, 2012
Content Knowledge versus Domain Knowledge
Content Knowledge versus Domain Knowledge
Content Knowledge is not unlike content reading. We are still dealing with students’ learning from the science, social studies/history, and math content areas. Knowledge in these areas is certainly enhanced by comprehension of the assigned readings in these content areas.
Domain Knowledge, in Journal of Literacy Research (Alexander, Kulikowich) is science, social studies/history, and math content. Do students have a lack success in a content area because of the lack of the knowledge the student possess when he/she enters the classroom, or is the lack of success due to the amount of learning he/she does after entering the content area classroom?
Content Reading versus Domain Reading
Content Reading versus Domain Reading
According to “What is Content Reading” k12reader.com, Content reading is the reading that a student needs to read and comprehend in order to be successful in a particular content/subject area. Typically content area reading includes science, social studies/history, and math, but not literature.
Domain Reading is divided into two parts (PISA 2006).
I. Continuous, which contains: narrative, expository, descriptive, argumentative and persuasive, injunctive.
II. Non-continuous, which includes charts and graphs, tables, diagrams, maps, forms, and advertisements.
Non-continuous domain reading is often found in content reading, therefore students much be able to read and also be able to understand these charts, maps, tables they and be able to use the information they take from these to further understand the content they are studying.
Continuous domain reading will be used by students in both their content and literature studies and any other reading they do in or outside of school.
Thursday, February 2, 2012
Diagnosis: The Missing Ingredient in RTI Assessment
Review of “Diagnosis: The Missing Ingredient in RTI Assessment”
By Marjorie Y. Lipson with Pam Chomsky-Higgins and Jane Kanfer
RTI (Response to Interventions) is an approach to identifying students as learning disabled. It is also intended to reduce the number of students with reading difficulties. Standard Protocol intervention treats all the students as if they all are the same. Assessment for struggling readers is missing.
In Vermont the authors have worked with several schools to improve literacy by reassessing how to use the diagnostic data they had. They began to use more specific areas of reading: word recognition, fluency, and comprehension to construct profiles of student difficulties. The focus was on what type of difficulty was the most common. This could be different in each school.
Research –based intervention plans appropriate for each student what Dorn and Henderson call a “portfolio of interventions.” The results were excellent.
The lesson here is that we do not necessarily need to spend a lot of time or resources on testing children. Teachers and others in the schools may already have assessment information available, which can and should be better used to help students who are struggling readers.
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