Generalist 4-8 Exam

Understand how different points of view affect spoken messages

Recognize differences between spoken and written language

Learn how to adapt spoken language for informal occasions

Expand their speaking and listening vocabularies

Students discuss folk tales from various countries and then read aloud and discuss descriptions of the geography and cultural characteristics of each country

The teacher guides students to discuss some features that folk tales of various countries have in common as well as some of the unique features of each culture's folk tales

Students read aloud "folk tales" they have written themselves from various countries and decide which cultures folk tales most closely resemble their own.

The teacher helps each student select a folk tale, present it to the class, and answer any questions that other students in the class may have about the folk tales' plot or characters.

Encouraging the student to begin by describing the beginning and the end of the story

Asking the student to identify the most important episode in the story

Providing the student with visual aids to use in explaining what happened in the story

Asking the student to explain the consequences of the characters' actions.

Level of reading fluency

Use of word identification strategies

Ability to apply phonetic skills

Knowledge of comprehension strategies

Helping them identify text structures

Promoting development of their evaluative comprehension skills

Helping them identify story elements

Promoting development of their inferential comprehension skills

Stamp

Trail

Brush

Grape

Each student pretends to read a picture book by telling a story while turning the pages.

The teacher displays a big book and points to each word as she reads the book aloud.

Each student points to each word in a written sentence, and then the teacher reads aloud the sentence.

The teacher models for students how to move manipulatives to count the words in a spoken sentence.

Strengthening students’ phonemic awareness skill

Having the students engage in repeated readings of familiar texts at their independent reading levels

Reinforcing students’ knowledge of letter-sound correspondence

Helping the students identify each word by dividing it into separate syllables or clusters of letters

Both partners are capable of reading aloud with no more than 5 word recognition errors per 100 words of text.

The students have previewed and selected themselves.

Both partners are capable of reading aloud with no more than 25 word recognition errors per 100 words of text.

The students have been reading in connection with content-area study

Urging Alicia to take detailed notes as she reads to reinforce her understanding of the historical context depicted in the text

Providing Alicia with opportunities to talk about how her own experience of moving to the United States compares with the pioneers’ experiences described in the assigned readings

Drawing Alicia’s attention to facts and concepts that feature prominently in more than one of the assigned selections to help her recognize which ideas are most important

Encouraging Alicia to write her first draft of the assigned report in Spanish and then translate it into English

Have the students concentrate on transitional words to keep track of the relationship among ideas.

Encourage the students to focus on the last sentence of each paragraph to extract summary information.

Have the students read each assignment slowly, looking up definitions of unfamiliar terms.

Encourage the students to preview the text to anticipate its content and recall related knowledge.

Students read two different texts that address the same topic and then meet in small discussion groups to compare/contrast the two texts.

The teacher models for students how to write a complex sentence that compares/contrasts two different items or ideas.

Each student outlines the main ideas and significant details in two comparison/contrast texts on a given subject.

The teacher helps students create a Venn diagram to summarize a comparison/contrast text.

Working with partners, students convert passive sentences to the active voice; then the teacher guides students to discuss how these changes affect tone and meaning.

Students write a paragraph on an assigned topic and then identify whether each sentence in the paragraph is in the active or the passive voice.

Working in small groups, students use active and passive sentences provided by the teacher as models to develop their own sets of active and passive sentences.

Students keep ongoing lists of memorable sentences they encounter over several days and decide whether each sentence is in the active or passive voice.

Is in the transitional stage of spelling development and would benefit from instruction on vowel digraphs.

Lacks an understanding of letter sound correspondence and would benefit from basic phonics instruction.

Is in the phonetic stage of spelling development and would benefit from phonemic awareness instruction.

Lacks the ability to distinguish vowel sounds and would benefit from varied oral language activities.

Alice, who often needs the teacher’s help in choosing a topic to write about

Bernardo, who repeatedly confuses words that have the same pronunciation but are spelled differently

Delia, who has difficulty making logical transitions between paragraphs

Neil, who is often discouraged by the time-consuming process of revision

Asking students to think about what parts of their story are most important and whether they have described these parts clearly and effectively

Encouraging each student to place an appropriate limit on the length of his or her story based on the number of characters and events the student intends to include

Having students brainstorm words related to the subject of the stories they are writing and decide which words might be incorporated in their work

Suggesting that students begin each writing period by drawing an illustration that depicts the main story idea they wish to convey in their writing for that day

Comment briefly on the content, form, and mechanics of your partner’s writing

Concentrate on helping your partner develop clear and concise topic sentences for every paragraph.

Suggest improvements in the mechanics of writing, but avoid criticizing your partner’s ideas.

Respond to your partner’s planning so far, and suggest ideas that he or she may not have considered