English Test 2

• The recursive process of collecting data by the teacher to improve instructional practice
• Frey 263

• To break a subject or concept into parts and discuss the parts.
• Frey 255

• Students group words or phrases into four sections of a circle and then name the concept the circle is illustrating.
• Frank 76 and 90

• Hints about word meaning derived from phrases and sentences immediately around the word in question.
• Frey 73

• Vocabulary incorporated into reading instruction for a specific text
• Voc. Powerpoint

Assessments developed to be administered to students using a prescribed format concerning time, directions, and level of assistance.

• Assessment used throughout the unit to inform instruction.
• Frey 179

• When using this model, students brainstorm examples, non-examples, essential characteristics and non-essential characteristics for a given concept.
• Frank 76 and 93

• Consists primarily of words used in everyday language.
• Voc. Powerpoint

• Using vocabulary to make connections with other subjects or reading contexts.
• Voc. Powerpoint

Assessment that happens throughout the day as teachers use questioning, discussions, and assignments to measure student progress.

• Lists of observable behaviors that can be easily identified and recorded by the teacher.
• Frey 245

When students furnish evidence to support their answers.

• To furnish evidence to support ones answer.
• Frey 255

• Allows students to brainstorm words they know associated with a key concept and then group the words into logical arrangements.
• Frank 76 and 87

An ongoing process used by the reader to ensure that what is being read is also being understood.

• This strategy includes student prediction of word meaning, collaboration with a partner, reevaluation of predictions and identifying the definition based on reading of a given text.
• Frank 75 and 78

• A collection of student work that represents progress over time.
• Frey 243

• This strategy involves teacher or student generated sentences as they relate to selected vocabulary words.
• Frank 75 and 84

• Allows students to use prior knowledge to make vocabulary predictions before reading. (Similar to hangman.)
• Frank 75 and 81

A scoring guide distributed and discussed in advance so that students know what is expected of them.

The learner’s ability to monitor and evaluate their own learning.

• A learner’s ability to develop a plan for learning, then monitoring and evaluating that plan.
• Frey 246

• Meaning of words is not consistent across multiple contexts.
• Voc. Powerpoint

• Assessment administered at the end of the unit to measure cumulative student learning.
• Frey 179

• Vocabulary specified for only one field of study.
• Voc. Powerpoint

• Universal teaching- ALL students.
• RTI Powerpoint

• Supplemental Interventions- Approximately 20-30% of the student population.
• RTI Powerpoint

• Intensive Interventions- Approximately 5-10% of the student population.
• RTI Powerpoint

• Alphabetical arrangements of words displayed in a manner to allow easy access to all students.
• Frey 77

• Long Term ELL- been in US for several years. Speak fluently, but struggle academically with reading and writing.
• Recent Arrivals with limited or interrupted schooling- These students usually have no preschooling and move often due to parents’ agricultural jobs. They are orally proficient, but lack academic language and content area concepts for their grade level.
• Recent Arrivals with adequate schooling- In most cases have attended bilingual schools. Usually have a strong academic background, but are not fully prepared to speak English.