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Term |
Definition |
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A
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Achievement Test |
An objective examination that measure educationally
relevant skills or knowledge about such subjects as
reading, spelling, or mathematics. |
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Annotated Book List |
A list of all the books that the students have
read. It is how we keep track of 25 books and
should be collected/checked |
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Anticipation Guides |
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Artifacts |
A classroom should be functional and reflect a
standards-based implementation. Artifacts are
elements that are present in the classroom.
Examples include a classroom library, rituals and
routines, word wall, portfolios, etc. There are
also specific artifacts that should be present on
bulletin boards such as rubric, commentary,
standards, student work example, etc. |
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Assessment |
The ways students can demonstrate the knowledge and
skills they possess. |
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At-risk Student |
A student who is academically unsuccessful as
evidenced by low test scores, retention, failing
grades, low grade point average, falling behind in
earned credits, or not meeting the state or district
proficiency levels in reading, mathematics, or
writing. |
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Author Study |
This is a major reading project where students
complete a detailed study of one particular author.
They will read several different types of writing by
the author and complete a major writing assignment
based on the information that was found |
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B
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Background Knowledge |
The knowledge and understandings of the world that
students have acquired through their everyday
experiences -- riding in cars or buses, playing and
talking with other children and adults, that help
them to make sense of the texts they read. |
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Benchmark |
A benchmark translates the standard into what the
student should know and be able to do at
developmentally appropriate levels. Benchmarks are
models that teachers, parents, and students can
refer to when designing, implementing, and assessing
student outcomes. |
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Blooms Taxonomy |
Benjamin Bloom identified six levels of learning
domains. The levels begin at the lowest point and
moves to more complex levels. The levels (in order
from lowest to highest) are: knowledge,
comprehension, application, analysis, synthesis, and
evaluation. |
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Brain Storming |
A technique used to generate several ideas around a
topic. Some brainstorming techniques include webs,
lists, charts, etc. |
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C
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Center-based Classroom |
Classrooms that use activity focal points, centers,
as their primary means of instruction |
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Choral Reading/Chanting: |
Two or more individuals reading aloud from the same
text -- this can help students to develop oral
reading fluency. |
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Classroom Environment |
A safe and productive learning environment for
students. |
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Classroom Library |
A set of books for students in the classroom which
are classified according to genre and reading level. |
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Closing |
The Closing is the final part of the day where the
teacher and students refocus learning, share student
work, and decide on next steps. |
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Commentary |
Commentary: written teacher analysis of student
work compared to the standard. |
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Concept Map |
Concept mapping is a technique for representing
knowledge in graphs and organize ideas.
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Constructing Meaning |
A process of making sense of text; by connecting
one's own knowledge with the print readers "build"
an understanding of what the text is about. |
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Content Standard |
Specifications of what students know and should be
able to demonstrate |
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Context/Context Clues |
Information from the surrounding text that helps
identify or gives meaning to a specific word or
phrase, i.e.: "yesterday I read the book". The words
surrounding "read" help us know how to pronounce
it. |
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Cooperative Learning |
An educational approach based on individuals who
work in groups harmoniously. |
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Cooperative Group Activities |
Activities that requires students to work with other
students around a common, purpose, goal, or benefit. |
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Core Subject |
Primary academic areas (science, math, reading,
social studies, etc.) |
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Criterion Referenced Testing |
Mainly address content. Used 90% of the time |
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Cumulative Folder |
An individual student record file, which includes
academic achievement, social health, and general
student information. |
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Curriculum |
The curricular or instructional activities that
might be used to help students develop skill and
ability within a given content area. |
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D
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DAR |
Diagnostic Assessment of Reading. Will provide
specific data regarding the specific reading needs
of the student. Addressed in Intensive Reading
training (should be available at all schools) |
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Decoding |
Analyzing text in order to identify and understand
individual words. Figuring out the written code. |
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Diagnostic Test |
An intensive, in-depth evaluation process with a
relatively detailed and narrow coverage of a
specific area. The purpose of this test is to
determine the specific learning needs of individual
students in order to meet those needs through
regular or remedial classroom instruction. |
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Dialogue Journal |
A dialogue journal is a notebook kept jointly by two
people, usually a student and a teacher, or a
student and peer. Each person writes entries as
messages to the other. The journal is exchanged
after each entry.
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Differentiated Instruction |
Instruction that is individualized for a student
based on data. |
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Direct Instruction |
An instructional approach to academic subjects that
emphasizes the use of carefully sequenced steps that
may include demonstration, modeling, guided
practice, and independent application. |
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Double I (ii) |
Initial instruction. Whole class instruction on
based mini lesson |
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DRA |
Diagnostic Reading Assessment. Will provide
specific data regarding the specific reading needs
of the student. Included in Literacy training.
Utilized by both Elementary and Secondary teachers. |
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E
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Echo Reading |
Reading of a text where an adult or experienced
reader reads a line of text, and the student repeats
the line. A good technique for Emergent and Early
Readers to build fluency and expression. |
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Emergent Reader |
A reader who is developing an association of print
with meaning -- the early stages of learning to
read. |
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Explore |
This is portion of the workshop model that it used
in Math. The explore phase is the same as the work
period in the traditional workshop model. |
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F
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Feedback |
Returning information around a specific task,
assignment, or product. Feedback may be evaluative
and should provide information for next steps. |
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Fluency |
The ability to easily speak, read, or write a
language; automatic word recognition, rapid
decoding, and checking for meaning |
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Formative Assessment |
Assessments become formative when the results are
used to adapt learning and teaching. |
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G
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Genre Study |
This is a major project where students will produce
a specific writing genre sample. Several lessons to
accompany this assignment. See the America’s Choice
Manual for specifics |
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Grade Equivalent |
The estimated grade level that corresponds to a
given score. |
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Grade Level Expectation |
Also known as GLE. A GLE is a statement that
defines what all students should know and be able to
do at the end of a given grade level. |
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Graphic Organizers |
A tool that can be used to organize ideas
graphically. |
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H
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I
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Individualized Behavior Contract |
A student/teacher contract that identifies specific
behaviors to be improved. |
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Inference |
Drawing meaning from a combination of clues in the
text without explicit reference to the text. "The
sky was dark and cloudy so I took my umbrella." We
can infer that it might rain even thought the text
does not say that. |
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J
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K
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KWL |
A graphic organizer that is traditionally used
before and after reading. Students identify what the
know (K) and what they want to know (W) about a
particular topic prior to reading. After reading,
the student can identify what they have learned (L).
Can be used whole-class, small-group, or
independently. |
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L
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Launch |
Launch is the opening of the Math Workshop. During
this time, students will receive instruction on new
skills or strategies to be emplyed during the work
session (or Explore). |
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Learning Logs |
A Learning Log is a collection of strategies and
skills that the student has been taught during the
school year. The Learning Log serves as a reference
for students. |
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Learning Modalities |
Approaches to assessment or instruction stressing
the auditory, visual, or kinesthetic –tactile
avenues for learning that are dependent upon the
individual. |
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Learning Styles |
Approaches to assessment or instruction emphasizing
the variations in temperament, attitude, and
preferred manner of tackling a task. Typically
considered are styles along the active/passive,
reflective/impulsive, or verbal/spatial dimensions. |
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Lexile Reading Inventory |
A tool designed to bridge two aspects of student
reading achievement: leveling text difficulty and
assessing the reading skills of each student. |
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M
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Math Workshop |
Math Workshop has a structured routine that includes
Launch (opening/instruction), Explore (student work
time), Summarize (reflect, refocus, reiterate). |
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Metacognition |
Awareness and understanding of one's thinking.
Metacognition is a critical process for learning. |
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Mini-Lesson |
This is your instructional piece. This is where you
teach material to the students. Mini-lessons should
be 10-15 minutes in length. Mini-lessons should fit
in one of four categories: Procedural Lesson,
Skills Lesson, Craft Lesson, Strategy Lesson |
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Miscue |
Any substitution of a word in a text that a reader
makes. |
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Miscue Analysis |
An examination of reading errors or substitutions
(miscues) as the basis for determining the strengths
and weaknesses of students' reading skills. |
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Modeling |
Classroom Modeling involves demonstrating the
specific behaviors and language
patterns of an expectation. |
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Multi-disciplinary |
The curriculum integration of one idea across more
than one subject area. |
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Multi-sensory Learning |
An instructional approach that combines auditory,
visual, and tactile elements into a learning task. |
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N
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Narrative Writing |
Narrative writing tells a story. The author may
write about an experience or event or something that
happened to somebody else, or generate original
ideas for the focus of the story.
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NCEE |
NCEE: National Center of Education and the Economy. |
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New Performance Standards |
Nationally benchmarked performance standards for
English Language Arts, Mathematics, Science and
Applied Learning. |
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Norm-Referenced Test |
An objective test that is standardized on a group of
individuals whose performance is evaluated in
relation to the performance of others. |
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O
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Objectives |
To understand how effective leaning activities can
be accomplished through thoughtful & planned systems |
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Opening Activities |
Opening Activities are tasks that the student must
engage in upon the start of class. Examples of
Opening Activities in many classrooms include:
journaling, written response to task or question,
independent reading, mini-lesson, problem-solving
activity. |
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P
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Peer-Tutoring |
Students academically assisting other same age
students. |
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Performance Standards |
Precise statements defining the knowledge and skills
students should acquire through content
instruction. Performance standards= performance
description + work samples + commentaries on the
work samples. |
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Persuasive Writing |
In persuasive writing, a writer takes a position for
or against an issue. The writer must convince the
reader to believe or do something. |
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Phonemic Awareness |
Awareness of the sound system of spoken language
including individual sounds, rhyming, components of
words, etc. |
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Phonemic Awareness |
Awareness of the sound system of spoken language
including individual sounds, rhyming, components of
words, etc. |
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Planner |
The calendar that students use to write down class
work and homework. Encourage parents to check the
planners weekly, or daily to keep up with classroom
activities |
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Portfolio |
Collection of student work and other pertinent
school information. |
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Print Rich Environment |
An environment in which the learner is surrounded by
items and opportunities to read and write; for
example, books, magazines, charts, posters,
newspapers, manuals, etc. |
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Proficient Readers |
Proficient readers are readers that are able to read
and derive meaning from texts. Proficient readers
can: draw conclusions, make predictions, confirm and
adjust predictions, interpret, and make connections
from a text. |
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Progress Monitoring |
Ongoing assessment (various forms) that track the
progress of students as they attain certain skills
and work through different content |
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Progress Report |
A detailed listing of assignments and scores that
the child has received in class. They are sent home
every three weeks, must be signed by parents and
returned to you |
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Q
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Q-A-R |
Students learn to craft their own questions to do a
better job of answering questions. Students form two
types of questions: In the Text and In the Head. |
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QRI-(III or IV) |
Qualitative Reading Inventory - Variety of
Literature, Science, Social Studies passages,
Replication of reading process with look-backs,
Preparation for reading with concept discussion, Use
of Retelling alternative, Analysis of reading
process through think-aloud |
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R
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Readers Response Notebook RRNB |
Readers Response Notebook is used by students to
record written responses to their reading. Responses
should be varied and can reflect on thoughts, ideas,
strategies used while reading the text, lists, or
writing topics. |
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Readers Workshop |
Readers' Workshop is way of structuring instruction
around literacy. The major goal for readers workshop
is to help students develop an appreciation for
reading, and to differentiate, or personalize,
instruction in order to accommodate the learning
needs of all students. Writers Workshop consists of
an Opening, Work Period/Session, and Closing. |
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Reading Strategies |
Reading strategies are cognitive processes students
while reading to construct and maintain meaning. |
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Reteach |
Reteaching should occur when a student's performance
did not meet the standard. Teachers should modify
instructional delivery and practice and reteach the
skill, strategy, lesson to the student(s)). |
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Rituals and Routines |
Routines are predictable structures that divide the
class period into three blocks of time. Rituals are
predictable procedures or ways of doing things in
the class.
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