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STR
| Question | Answer |
|---|---|
| Reading Fluency | ability to read with appropriate speed, accuracy, and prosody |
| Phonological Awareness | the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print |
| Phonemic Awareness / Sound Awareness | the ability to hear, identify, and re-create individual sounds in spoken words Example A student can hear that /b/ makes first sound in the word blue. |
| Multisensory Instruction | engages learners with different modalities Example hands-on activities, movement, auditory learning |
| Alphabetic Knowledge | the ability to recognize, name, and write letters |
| Phonics | the teaching of how phonemes connect to symbols |
| Vocabulary / Vocabulary Development | the ability to effectively know and use words in their listening, speaking, reading, and writing |
| Flexible Grouping | grouping students based on their learning needs or interests Example After reviewing the student test results, a teacher can use flexible grouping to organize groups based on students' areas of weakness. |
| Print Concepts | general rules governing text Example A text is read from left to right and top to bottom. |
| Texas Prekindergarten Guidelines | detailed descriptions of expected behaviors across multiple skill domains that should be observed in children from the beginning to the end of prekindergarten Example The Texas Prekindergarten Guidelines offer suggestions on ways to deliver developmen |
| Texas Essential Knowledge and Skills (TEKS) | state foundation curriculum developed by the State Board of Education, which requires all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all sub |
| Reading Comprehension | the ability to read a text and understand its meaning Example Jessie read the book and was able to explain to me why the character lied in Chapter 3. |
| Scaffolded Learning | supporting students with gradually reduced assistance Example providing step-by-step guidance before encouraging independent work |
| Literature Circles | strategy in which a teacher organizes students into small groups to discuss a common text |
| Ongoing Assessment | an assessment that guides the pace and content of instruction Example Ongoing assessments are used to determine student knowledge and dictate whether the class is prepared to move on to a new skill. |
| Student Choice | allowing students to have autonomy over their education; letting students explore topics and repertoire of their choosing within a clearly defined set of directions and goals |
| Formative Assessments | ongoing evaluations to monitor student progress Example using exit tickets to check understanding of the day's lesson |
| Standards-Based Instruction | instruction designed to align with given standards Example The teacher consulted the state standards for her grade level in order to make sure she was using standards-based instruction when teaching her lessons. |
| Instructional Interventions | additional focus on a specific skill in an effort to improve it Example A class struggles with focus, so the teacher incorporates more movement breaks into the daily lesson plan |
| Backward Design / Planning | lesson planning that begins with the desired outcome in mind |
| Learning Objectives | specific, measurable goals that define what learners are expected to know, understand, or be able to do as a result of instruction, guiding both teaching and assessment |
| Instructional Flexibility | ability to modify instructional plans in response to student needs, unexpected events, or new insights gained during the unit |
| I Do, We Do, You Do | teaching model that gradually releases responsibility to the student |
| Direct Instruction | a teacher-led approach to instruction in which the instructor provides information on a concept and is the sole expert in the room Example lectures and demonstrations |
| Deficit-Based Approach | a traditional educational approach, which focuses on strengthening a student's weak areas Example When using a deficit-based approach, teachers try to identify problems and work to fix them. |
| Pacing | how much content is presented and how fast the content is presented Example Teachers may need to adjust pacing to allow students time to comprehend difficult text. |
| Leveled Questions | a framework used to classify questions by complexity, moving from basic recall to higher-order thinking |
| Asset / Strength-Based Approach | an educational approach, which builds learning around a student's strengths and existing knowledge, rather than focusing on what they lack Example When using an asset-based approach, teachers need to get to know students well to identify each child's |
| Differentiation - Complexity | how difficult the vocabulary, sentence structure and organization is to understand within a text Example When assessing the complexity of a task, a teacher should determine if the skill or content be broken down into more simple components. |
| Background Knowledge | schema or prior knowledge) information or experience that the student has prior to learning Example When students can connect their background knowledge to the texts they read, it aids their comprehension. |
Created by:
aw2018