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366
| Term | Definition |
|---|---|
| "Windows | Mirrors" |
| 5 Step Approach to Writing | Also known as the process approach to writing. It includes pre-writing, composing, revising, editing, and publishing. Each step is separate and builds on previous steps. It teaches students that writing is a process, not just a final product. |
| academic language | This language is used for academic purposes in school. It includes terms that go across different subject areas as well as broad terms. Ex. Explain, chart, diagram, evidence, etc. |
| Admit/exit tickets | Low stakes writing that helps students be primed for the class (Before strategy) or at the end to summarize or reflect on their learning (after strategy). |
| Anticipation Guide | an instructional technique designed to activate and have students reflect on background knowledge (Before Strategy) |
| Assimilation | This is the process in which a minority group/culture comes to resemble the majority group, including their values, behaviors, beliefs, language, etc. It can mean a loss of traditions or language. Forced cultural assimilation is not representative of a cu |
| Author's chair | A special chair that students sit in to read their writing to their peers. |
| Basal Literature | This is an anthology of readings that are leveled for students to progress through in a linear fashion. It also includes a workbook for students, a teacher manual, and often includes extension activities and modifications. It does not always appeal to stu |
| basic interpersonal language | This type of language is the language that we use in our daily lives. Ex. Share, urge, grass, chair, etc. |
| Blog | The creator of this tool periodically adds content, with the latest content placed first. |
| bottoms up/heads together | This strategy supports collaboration. Teacher introduces a topic and question. Then says "Bottoms up, heads together". The students will frequently repeat the phrase back. Then they work together with their group leaning into the middle of the grouped des |
| Call | Response |
| Cause | effect |
| Challenges in using technology | These can include students accessing sites that might not be developmentally appropriate or have content that is not suitable for school. Additionally, challenges related to student privacy are a concern especially when utilizing various apps and sites (i |
| Co-shaping/Re-Voicing | Co-shaping or re-voicing is a strategy used to reframe student contributions to assist them in bridging the gap between what they are saying and often the academic language we use to discuss the topic or content. For example, Student: "Rabbits get eaten a |
| Co-shaping/Re-Voicing | This is a strategy used to reframe student contributions to assist them in bridging the gap between what they are saying and often the academic language we use to discuss the topic or content. For example, Student: "Rabbits get eaten a lot by other animal |
| Co-shaping/Re-Voicing | This strategy is used to reframe student contributions to assist them in bridging the gap between what they are saying and often the academic language we use to discuss the topic or content. For example, Student: "Rabbits get eaten a lot by other animals, |
| Collaborative Writing Tools (ex. Google Docs, Slides) | Google docs and slides, like other colloborative writing sites, offer students the ability to collaborate in real time together on a project or written work. Students can edit and write in one document, provide feedback, add comments, etc. This can be a s |
| Color Coded Graphic Organizer | Graphic organizers can help students break down a complex task and support their ability to organize their thoughts, writing, or research. By adding in color coding, this can further help them by building in visual cues and providing a multisensory way to |
| Composing | This is the second step of the writing process. Sometimes, this is also called "drafting." It includes writing the rough draft. During this step, the writer is not concerned with errors. The goal of this step is to develop a "sloppy copy" or rough draft. |
| Constructivism | This puts the child at the center of the learning process, so that they can build and construct their own knowledge through critical thinking and writing, inquiry, and discovery practices, such as read to learn and write to learn. This is contrasted from |
| content specific language | This language is a more specialized form of academic language. It refers to highly specific terms in a particular subject or content area. Ex. Denominator, nocturnal, legislative branch, etc. |
| Core Literature (Literature-based approach) | This approach is when the teacher relies on children's books (ex. Picturebooks, trade books, chapter books, etc.). This often allows for students' interests to be taken into account as well as targeting specific themes, topics, etc. The aesthetics of chil |
| cross curricular | This teaching and learning fosters connections among content areas. For example, reading a set of poems about nocturnal animals and then studying the animals in science. |
| Cultural patterns | These patterns are different from stereotypes about a certain group of students. These patterns are general patterns and should not be construed as a rigid way of understanding students belonging to that group. For example, many cultures might believe eye |
| Culturally responsive teaching practices | Pedagogy that recognizes the importance of including students' cultural references in all aspects of learning. Includes positive perspectives on parents and families, communication of high expectations, learning within the context of culture, student-cent |
| Culturally responsive teaching practices | Pedagogy that recognizes the importance of including students' cultural references in all aspects of learning. Includes positive perspectives on parents and families, communication of high expectations, learning within the context of culture, student-cent |
| Culture | It is a way of life and an integrated pattern of human knowledge, belief, and behavior. It can also encompass attitudes, values, morals, and customs. It is not just race or ethnicity. It can include socio-economic status, regional or national affiliations |
| Descriptive - Writing Type | This type of expository writing is designed to describe the features or characteristics of a person, place, event, etc. with facts. Ex. Describing the features of a habitat or describing the contributions of a historical figure |
| Discussion board | These are targeted writing to learn opportunities where students are provided with a prompt that they can respond to and then see other's responses. Students can respond to each other as well. They are suitable subsitutions for live class discussions. You |
| Dramatizing | Students create skits using vocabulary words to connect meaning to the words. Ex. Students might put on a skit to dramatize what the word "urge" might mean. |
| Editing | This is the fourth step of the writing process. Sometimes this is also called "proofreading". In this step, the writer will look for errors - spelling, punctuation, grammar, conventions, capitalization, etc. |
| Exit tickets | A way to check for understanding at the end of the lesson. |
| Expository Writing | This writing is fact-based. Sometimes, it is also called informative writing or explanatory writing. It does not include any opinion or any fictional information. Ex. characteristics of an animal; historical contributions of a Civil Rights leader; causes |
| Glosses | A comprehension aid in which technical items or difficult concepts are explained in marginal notes. (During Strategy) |
| Glosses | A comprehension aid in which technical items or difficult concepts are explained in marginal notes. (During Strategy) |
| Graphic Organizers | Visual devices designed to help the reader note relationships between key concepts, main points, basic steps, or major events in a selection. (After Strategy) |
| Graphic Organizers | Visual devices designed to help the reader note relationships between key concepts, main points, basic steps, or major events in a selection. (After Strategy) |
| Guided Instruction | This part of the instructional process follows presentation procedures and modeling. During guided instruction, the teacher works with the students actively to support them in the development of a skill or strategy or to complete a task. For example, duri |
| Guided Reading | Teacher meets with a small group of students on same reading ability level and guides students through the reading passage. |
| Idioms | These are phrases that have a meaning that is distinct from the literal meaning of the words. Ex. It cost an arm and a leg; I'm all ears; Hold your horses; A piece of cake; etc. |
| Inclusion | It is used two fold in education. One way is in the structural sense that students with disabilities are mainstreamed into general education classes, rather than separated from their nondisabled peers. The other way is to support the pedagogical goal that |
| KWL | This technique is designed to help readers identify what they know about a topic, what they want to know about a topic, and what they learned about a topic (Before, During, and After Strategy) |
| Language Experience Stories | The teacher and the students write about an experience had by the entire class. The teacher writes as the students dictate their ideas. Pictures can be drawn around the story or pictures taken from the event can be posted around the story to help children |
| Language Experience Stories | The teacher and the students write about an experience had by the entire class. The teacher writes as the students dictate their ideas. Pictures can be drawn around the story or pictures taken from the event can be posted around the story to help children |
| Language Experience Stories | The teacher and the students write about an experience had by the entire class. The teacher writes as the students dictate their ideas. Pictures can be drawn around the story or pictures taken from the event can be posted around the story to help children |
| Learning logs | A brief written response to a text passage, discussion, lesson, or prompt. A way to check for understanding and reflect on learnings. |
| Lexile | The level of a book is determined from the use of an algorithm that measure how difficult the text is based on aspects such as the length and complexity of words, sentences, and paragraphs. Teachers can look up lexile scores for core literature to determi |
| metacognition | Thinking about thinking - it can include for example thinking about how one learns so that one can improve upon that learning process. Metacognitive processes must be broken down, modeled, and taught discretely. |
| Mystery Passage | Brief passages that have been inverted so that the main idea or topic is not reviealed until last. Students are asked to make predictions about the subject ot the paragraph. |
| Narrative Writing | This writing is designed to convey experiences or tell a story. It can also be called fiction or story writing. The purpose of this writing is to tell a story with rich, descriptive details. |
| New literacies | These may include things like digital citizenship, digital fluency, etc. They are, however, built upon the core literacy skills. For example, the ability to determine if a source is credible works for both print and online resources. |
| Opinion Writing | This writing is designed to persuade or share out an opinion. It can also be called argumentative writing or persuasive writing. The purpose of the writing is to share an opinion. Ex. Why a school should adopt a recycling program or why a particular histo |
| Pattern Guide | Can be a partially completed outline to see the main idea and how details relate to them. (During Strategy) |
| pick a stick | This is a non-volunteerism form of turn-taking. Teacher asks students to think about a question, then "picks a stick" (where each stick has a student name on it). Students can share out answers and more "sticks" are chosen until sufficient answers are hea |
| Podcast | Video or digital files that can be created by students or teachers, used to share presentations |
| Pre-writing | This is first step of the writing process. It includes brainstorming, choosing a topic, planning, research, outlining, etc. It includes all of the work that the writer does to prepare before beginning the rough draft. |
| procedural | This type of expository writing is also known as "how-to" writing. It details how to do something in a step-by-step manner. It's important that it be fact-based, so how to wash your hands, not how to be a friend. An example of procedural writing might be |
| Publishing | This is the fifth and last step of the writing process. In this step, the writer will take the draft which has been revised and edited and transform it into a final copy. This might be re-writing into a clean draft, typing and printing, or publishing to a |
| Quick writes | In the middle of a lesson, students respond to a prompt on what they are learning, what is confusing, or what they know about a topic. |
| Raise your righteous hand | This is a strategy that allows for students to volunteer information based on their experiences or particular knowledge. For example, "In our upcoming story, the main character is from Haiti. Is there anyone who has ever lived or visited Haiti? Please rai |
| Reading workshop | Is designed to allow for a whole group lesson focused on one skill, strategy, or reading behavior and tailored to fit the needs of the class. Small group instruction and conferencing takes place during when time when children are reading self-selected rea |
| Revising | This is the third step of the writing process. In this step, the writer will look for ways of improving the content of the writing. This will include improvements in word choice, sentence structure, sentence order, clarity, etc. |
| SAMR | It stands for substitution, augmentation, modification, and redefinition. This continuum reflects the ways in which technology can be brought into the classroom. Substitution might be swapping out a book for a PDF. Augmentation might be having an audio re |
| Scaffolding | Scaffolding is a process where in the teacher provides supports, tools, or processes to aid in student success and independence. For example, chunking an activity out, using an anchor chart, or providing a graphic organizer. |
| scaffolding | This is a process where in the teacher provides supports, tools, or processes to aid in student success and independence. For example, chunking an activity out, using an anchor chart, or providing a graphic organizer. |
| Schema | Schema is the ordered background knowledge students have on a particular topic, people, places, things, and events. . Tapping into a student's schema can build content connections and deepen learning. |
| Schema | This is the ordered background knowledge students have on a particular topic, people, places, things, and events. . Tapping into a student's knowledge can build content connections and deepen learning. |
| Self-Monitoring | Self-monitoring is a strategy where students can keep track of their questions about what they understand or where they need support. It is part of using their metacognitive skills to develop themselves as a learner. (Flexible) |
| Self-Monitoring | This strategy is where students can keep track of their questions about what they understand or what they need support on. It is part of using their metacognitive skills to develop themselves as a learner. (Flexible) |
| Semantic Maps | A visual stratey for vocabulary expansion and extension of knowledgy by displaying in categories words related to one another. |
| Sentence starters | Sentence starters can support students with a variety of learning needs and help them understand various patterns, as well as reduce the writing load to allow them to focus on content. Ex. The Stamp Act was important because _______. |
| Sequential | This type of expository writing is fact based writing about a cycle or a sequence. For example, this might be a life cycle of an animal or a plant or the water cycle. |
| Shared writing practice | Children are given the opportunity to share their writing and listen to the writings of others. This is part of a culturally responsive practice. |
| Shared writing practices | Children are given the opportunity to share their writing and listen to the writings of others. This is part of a culturally responsive practice. |
| SQ3R | A study strategy used mostly for textbook learning in which the learner surveys, questions, reads, recites, and reviews. This is not used for instruction but rather for studying. |
| SQ3R | A study strategy used mostly for textbook learning in which the learner surveys, questions, reads, recites, and reviews. This is not used for instruction but rather for studying. |
| Strategy based instruction | Strategy based instruction supports teaching students strategies so that they can do them independently. It follows the gradual release of responsiblity (I do, we do, you do). (During strategy) |
| Strategy based instruction | This is instruction supports teaching students strategies so that they can do them independently. It follows the gradual release of responsibility (I do, we do, you do). (During strategy) |
| Strategy based instruction | This type of instruction supports teaching students strategies so that they can do them independently. It follows the gradual release of responsibility (I do, we do, you do). (During strategy) |
| Strategy Guide | Evolved from study guides; a flexible guide to help students comprehend information during reading. This can be an outline or a list of questions. (During Strategy) |
| text sets | A set of books on the same subject matter. Ex. A set of books on the solar system (one book on each planet) put out by a publisher |
| think aloud | Modeling how the teacher reads text or uses comprehension processes so that students can gain insight in the process (During Strategy) |
| Think Aloud | Modeling how the teacher reads text or uses comprehension processes so that students can gain insight in the process. Teacher can also ask students to share out what they are thinking about as they are reading or working on a problem. (During Strategy) |
| Think pair share | a technique to foster discussion and thinking. In the think step, the students reflect. They pair up with a partner and discuss in the pair step and then share with the class or group in the share portion. |
| Varied Texts | Having students encounter vocabulary across varied texts and in a variety of contexts can help them to build up a deeper understanding of the words. It also serves to build up connections. Ex. Students might read a story where a character sees an owl on a |
| WebQuest | This technology tool utilizes Internet sites that are chosen for the student, allowing students to access pre-selected websites |
| Wiki | It is a classroom-based private site available only to the class that can used as a database or repository to collect information. It allows students to collaborate together on their writing, both in terms of giving and receiving feedback and in developin |
| WIRC (Writing Intensive Reading Comprehension) Think Sheet | This is a strategy where students can be provided a scaffolded tool to support their reading by asking them questions to use a "two handed approach" to their reading and help them to begin to see how to read carefully for information. (During strategy) |
| Word sorts | Sorting words into different catagories. Example: words that contain -oke is one category, words that contain -ope is another category, etc. There are two different categories. Open is when students categorize the words the way it makes sense to them. Clo |
| write to learn | This is a low-stakes strategy where writing is either ungraded or minimally graded to support students in making their own connection to the material through the act of writing. Ex. Learning logs, interactive notebooks, and quick writes. |
| Write to learn | This strategy is a low-stakes strategy where writing is either ungraded or minimally graded to support students in making their own connection to the material through the act of writing. Ex. Learning logs, interactive notebooks, and quick writes. |
| Write to learn | Writing to learn is a low-stakes strategy where writing is either ungraded or minimally graded to support students in making their own connection to the material through the act of writing. Ex. Learning logs, interactive notebooks, and quick writes. |
| writing across the curriculum | This is the pedagogical framework that understands that in students need to learn to write in all content areas. For example they need to be able to explain how they came to a math answer or justify their experiment in science, explain the contributions o |
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