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Action Research
- The recursive process of collecting data by the teacher to improve instructional practice
- Frey 263
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Analyze
- To break a subject or concept into parts and discuss the parts.
- Frey 255
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Concept Circles
- Students group words or phrases into four sections of a circle and then name the concept the circle is illustrating.
- Frank 76 and 90
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Context Clues
- Hints about word meaning derived from phrases and sentences immediately around the word in question.
- Frey 73
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Directly taught vocabulary
- Vocabulary incorporated into reading instruction for a specific text
- Voc. Powerpoint
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Formal Assessments
Assessments developed to be administered to students using a prescribed format concerning time, directions, and level of assistance.
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Formative Assessment
- Assessment used throughout the unit to inform instruction.
- Frey 179
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Frayer Model
- When using this model, students brainstorm examples, non-examples, essential characteristics and non-essential characteristics for a given concept.
- Frank 76 and 93
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General Vocabulary
- Consists primarily of words used in everyday language.
- Voc. Powerpoint
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Indirectly taught vocabulary
- Using vocabulary to make connections with other subjects or reading contexts.
- Voc. Powerpoint
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Informal Assessments
Assessment that happens throughout the day as teachers use questioning, discussions, and assignments to measure student progress.
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Inventories
- Lists of observable behaviors that can be easily identified and recorded by the teacher.
- Frey 245
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Justification
When students furnish evidence to support their answers.
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Justify
- To furnish evidence to support ones answer.
- Frey 255
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List Group Label
- Allows students to brainstorm words they know associated with a key concept and then group the words into logical arrangements.
- Frank 76 and 87
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Monitoring and clarifying
An ongoing process used by the reader to ensure that what is being read is also being understood.
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Partner Rater Knowledge
- 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
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Portfolios
- A collection of student work that represents progress over time.
- Frey 243
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Possible Sentences
- This strategy involves teacher or student generated sentences as they relate to selected vocabulary words.
- Frank 75 and 84
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RIVET
- Allows students to use prior knowledge to make vocabulary predictions before reading. (Similar to hangman.)
- Frank 75 and 81
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Rubric
A scoring guide distributed and discussed in advance so that students know what is expected of them.
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Self Evaluation
The learner’s ability to monitor and evaluate their own learning.
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Self-Assessments
- A learner’s ability to develop a plan for learning, then monitoring and evaluating that plan.
- Frey 246
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Specialized Vocabulary
- Meaning of words is not consistent across multiple contexts.
- Voc. Powerpoint
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Summative Assessment
- Assessment administered at the end of the unit to measure cumulative student learning.
- Frey 179
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Technical Vocabulary
- Vocabulary specified for only one field of study.
- Voc. Powerpoint
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Tier I
- Universal teaching- ALL students.
- RTI Powerpoint
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Tier II
- Supplemental Interventions- Approximately 20-30% of the student population.
- RTI Powerpoint
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Tier III
- Intensive Interventions- Approximately 5-10% of the student population.
- RTI Powerpoint
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Word Wall
- Alphabetical arrangements of words displayed in a manner to allow easy access to all students.
- Frey 77
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List and describe the three types of ELL students.
- 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.
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