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C365 LA Instruction
C365 LA Instruction and Intervention
| Term | Definition |
|---|---|
| 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. |
| 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. |
| Constructivism | Building conceptual knowledge and understanding Prompting students to thinking to understand why Engaging students in activities that ask them to use the new information or make something new Asking open-ended questions to co-shape/revoicing possible i |
| 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. |
| 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. |
| Culturally responsive teaching practices | Teachers should become familiar with their students culture and incorporate other learning styles for all students. |
| 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. |
| Guided Reading | Teacher meets with a small group of students on same reading ability level and guides students through the reading passage. |
| 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 |
| 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 level |
| 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. |
| 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 |
| 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 | 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. |
| 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) |
| 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 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. |
| 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. |
| 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. |
| 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 |
| 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) |
| Glosses | A comprehension aid in which technical items or difficult concepts are explained in marginal notes. (During Strategy) |
| 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) |
| 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. |
| Pattern Guide | Can be a partially completed outline to see the main idea and how details relate to them. (During Strategy) |
| 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) |
| 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 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) |
| 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) |
| 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. |
| basic interpersonal language | This type of language is the language that we use in our daily lives. Ex. Share, urge, grass, chair, etc. |
| 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. |
| 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. |
| 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. |
| Semantic Maps | A visual stratey for vocabulary expansion and extension of knowledgy by displaying in categories words related to one another. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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 |
| 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. |
| 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. |
| Cause & effect | This type of expository writing is fact based writing about the relationship between the cause of an event and its effects. Ex. Erosion or cause/effects to a particular historical event. |
| 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. |
| Learning logs | A brief written response to a text passage, discussion, lesson, or prompt. A way to check for understanding and reflect on learnings. |
| Exit tickets | A way to check for understanding at the end of the lesson. |
| 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. |
| 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. |
| Author's chair | A special chair that students sit in to read their writing to their peers. |
| "Windows & Mirrors" | This is a concept developed by Rudine Sims Bishop to describe the way that books should provide children with the opportunity to see themselves in print (mirrors) and to gain insights into a way of being in the world that is not their own (windows). |
| 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. |
| 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. \ |
| Call & Response | This is a process where by the teacher calls out a phrase which the students are taught to respond to. This can be done for gaining attention and focus |
| 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. |
| 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. |
| 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 person |
| 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). |
| 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? |
| Blog | The creator of this tool periodically adds content, with the latest content placed first. |
| 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 |
| 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. |
| 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. |
| 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. |
| Podcast | Video or digital files that can be created by students or teachers, used to share presentations |
| SAMR | Substitution might be swapping out a book for a PDF. Augmentation might be having an audio recording of the PDF available to students. Modification might be having students manipulate the PDF to highlight, annotate, take notes, etc. |
| 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 |
| analytic rubric | This type of rubric analyzes writing and notes specific strengths and weaknesses. |
| Authentic Assessments | These assessments connect what a student is being assessed on to skills that have real world application. For example, writing a letter to the town board to approve a solar installation with facts and reasoned analysis versus a test about solar power |
| cloze | used to foster comprehension; exercise in which words are deleted from a passage and students are asked to supply the missing words (No word box given) |
| Fluency Assessment | Used to determine how many words per minute a student can read accurately. This type of assessment may also include a retelling to determine comprehension of the text read. |
| holistic rubric | Scoring or ranking students' written pieces on the basis of an overall impression of each piece. Not as time consuming for the instructor as Analytic. |
| IRI (informal reading inventory) | An assessment that determines the Independent, Instructional, and Frustration reading levels for the student. This sometimes includes a listening capacity component. |
| maze | Used to foster comprehension. Students must choose the correct response from a selection of three given words. |
| Retelling | Used in grades K-3, students tell details about what they have heard from a story read to them. Teachers listen for key details and main ideas. |
| RR (running record) | An assessment given to students where 100 words are read from a book on the student's independent level and teachers mark the miscues. Given every 4 weeks and remediation can take place immedietaely if needed. |
| RTI/MTSS [MTSS (Multi-Tiered Systems of Support), formerly known as RTI (Response to Intervention)] | This is an instructional framework that includes universal screening of all students, multiple tiers of instruction and support services, and an integrated data collection and assessment system to inform decisions at each tier of instruction. |
Created by:
may21887