Differentiated instruction
A variety of techniques used to adapt instruction to the individual ability levels and learning styles of each student in the
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Evidence-based learning objectives
These describe what students should know or be able to do following instruction. They should be measurable/observable, attainable, relevant to instruction, and target the desired level of learning.
3 Primary Components of Reading Assessment
entry-level assessment, monitoring of student progress, summative assessment
Scaffolding
Support given to students during the learning process that is designed to meet the students' specific needs and help them achieve their learning goal(s). Ex: additional resources/manipulatives, graphic organizers, modeling of a task
Sheltered Instruction
Instructional approach to teaching English language learners that integrates language and content instruction to promote access to grade-level content and English language proficiency.
Response to Intervention
A multi-tier approach use to identify and support students with learning and behavioral needs by providing interventions at increasing levels of intensity.
IEP
Individualized Education Program for each public school student who recieves special education and related services.
Direct Instruction
Explicit teaching of a skill/concept through presentation/demonstration of material, structured and guided practice, independent practice, and application.
Reciprocal Teaching
An instructional strategy that is implemented in the form of dialogue between teachers and students to facillitate a group effort to bring meaning to a segment of text. The teacher and students take turns in the role of teacher in leading the dialogue.
Readers Workshop
Includes instruction on literature or a reading strategy, independent reading time, and opportunities for students to respond to what they are reading and share their response with a partner/group
Gradual Release
"I do, we do, you do" model of scaffolded instruction that moves from teacher-centered instruction to student-centered independent practice and collaboration.
Flexible Grouping
Placing students in groups to maximize student performance for specific activities/tasks. Heterogeneous grouping, homogeneous grouping, group size, composition and instructional objectives should be taken into account when forming groups.
Phonics
The ability to make the correct association between sounds and symbols of a language.
Phonemic Awareness
The ability to hear and manipulate sounds in spoken words and understand that spoken words and syllables are made up of sequences of sounds.
Phonological Awareness
The ability to hear and manipulate the sound structure of a language, including the sounds at word, syllable, and phoneme levels.
Phonemes
The smallest unit of speech.
Morphemes
The smallest grammatical unit of meaning in a language.
Onset
The part of a word before a vowel, not all words have this.
Rime
The part of a word, including the vowel, that follows the onset.
Digraph
Two letters that make one sounds. Ex: th
Diphthong
"Gliding vowel" sound, or when two vowel sounds occur in the same syllable. Ex: "boy" and "way"
Blending
Smoothly joining phonemes of a word to come up with a pronunciation close enough to the word to access the word.
Affixes
Either prefixes (before the root word, ex: non, un, pre) or suffixes (after the root word, ex: ment, er, ly
Syllabic Analysis
The process of decoding a multisyllabic word by examining the word's syllables and recognizing the word by putting together knowledge of the each of the word's syllables.
Sight Words
Commonly used words students are encouraged to memorize by sight, also called high frequency words.
Automaticity
Accurate, speedy word recognition that is achieved through extensive reading practice.
Prosody
The rhythm, stress, and intonation of speech, known as reading with expression. Is used an an indicator of reading fluency.
Readers Theater
Integrated approach for involving students in reading, writing, listening, and speaking activities in which students read a script adapted from literature and the audience pictures the action.
Miscue
An error a student makes when reading. Used as an indicator of reading fluency and analyzed by the teacher to identify the types of strategies a student uses to make sense of a text.
Self-Correction
When a student corrects a misue unprompted.
Choral Reading
Reading aloud in unison with with a whole class or group of students to build students' fluency.
Echo Reading
A strategy for developing expressive, fluent reading in which the teacher reads a text out loud and students copy/imitate teacher.
Reading Rate
Words read correctly in a given amount of time. Is used as an indicaor of reading fluency.
Syntactic Structures
Subject/predicate; simple, compound, and complex sentences; run-on sentences; sentence fragments
Instructional Reading Level
90% of words read correctly and 60% comprehension questions correct when assessed, the level at which a student needs support to access reading content
Independent Reading Level
95% of words read correctly and 90% comprehension questions correct when assessed, the level at which a student can independently access reading content
Academic Language
The language used in textbooks, in classrooms and on tests, including technical and discipline-specific vocabulary, grammar and punctuation.
Semantic Maps
Strategy for graphically representing concepts, including multiple relations or associations: category, examples, attributes, pictures. Good strategy for vocabulary development or comprehension.
Matthew Effect
Describes discrepensies in literacy acquisition: the gap between fast and slow starters (or between small and large vocabularies) grows significantly over time.
Ranking Vocabulary Words
"- tier 1: basic words that rarely require instructional focus
- tier 2: words that appear with high frequency, across domains (coincidence, reluctant, analysis)
- tier 3: frequency is low and often limited to specific fields of study"
Concept Sort
Strategy for vocab development: choose vocabulary words and have students put them into groups - can be "open" (students group words in their own categories) or "closed" (teacher chooses the categories for students to group vocab)
Root Words
Students can apply knowledge of root words (often greek or latin derivation) to not only decode but also decipher meaning of new words: (ex: bi/cycle - bi = two, cycl = wheel ; ex/port - ex = outside, port = carry) [Show Less]