Alphabet recognition
Can identify the letters of the alphabet both capital and lowercase when asked to do so
Alphabetic principle
Written
... [Show More] language is comprised of letters (graphemes) that represent sounds (phonemes) in spoken words
Analogical representations
Declarative memories that preserve many of the aspects of the original stimulus (object or event).Example: mental imagery i.e., when you recall a mental picture of what the something looked like.
Analogy-based phonics
A strategy taught to help students use parts of words they have learned to attack words that are unfamiliar
Anecdotal notes (records)
Short written observationsmade by the teacher while student's work making notes on their progress to look back at later.
Anticipation guides
Comprehension strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. They help students make connections between new information and prior knowledge. Used to motivate reluctant readers by stimulating their information
Attention
Focus on a stimulus. Involved in all three memory processes: Sensory Memory, Long-Term Memory, and Working Memory.
Automaticity
The ability to perform thoroughly learned tasks without much mental effort. Examples include riding a bike and driving a car.
Availability vs accessibility
Availability: is info stored in long term memory? Accessibility: how easily is info retrieved?
Balanced literacy models
Strategies teachers use to allow for different learning styles
Bias uncovering
Question sources writer uses, use of fact or opinions to support claim, what was left out, how they address contrary evidence or opinions.
Blend
A sequence of consonants before or after a vowel in each syllable
Bloom's 1st level
Remember (Recognizing, Recalling)
Bloom's 2nd level
Understand (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining)
Bloom's 3rd level
Apply (Executing, Implementing)
Bloom's 4th level
Analyze (Differentiating, Organizing, Attributing)
Bloom's 5th level
Evaluate (Checking, Critiquing)
Bloom's 6th level
Create (Generating, Planning, Producing)
Bloom's Q for (1) remember
Can the student recall the information?
Bloom's Q for (2) understand
Can the student explain ideas or concepts?
Bloom's Q for (3) apply
Can the student use the information in a new way?
Bloom's Q for (4) analyze
Can the student distinguish between the different parts?
Bloom's Q for (5) evaluate
Can the student justify a stand or decision?
Bloom's Q for (6) create
Can the student create a new product or point of view?
Bloom's tasks for (1) remember
Define, duplicate, list memorize, recall, repeat, reproduce, state
Bloom's tasks for (2) understand
Classify, describe, discuss, explain, locate, recognize
Bloom's tasks for (3) apply
Choose, demonstrate, dramatize, employ, illustrate, interpret, solve
Bloom's tasks for (4) analyze
Compare, distinguish, examine, experiment, test, question, contrast
Bloom's tasks for (5) evaluate
Judge, select, choose, decide, justify, select, support, argue, verify, discus, criticize
Bloom's tasks for (6) create
Construct, design, develop, predict, compose, invent
Bottom-up processing
Perceiving based on noticing separate defining features and assemblingthem into a recognizable pattern. Also called data-driven.
Cause-and-effect
Determine why something happens as well as the results.
Characteristics of prose
No formal arrangement but there may be some sort of rhythm
Chunking
Grouping items of information, which expands the amount of information that can be stored in short-term memory. [Show Less]