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Teaching ELA
| Term | Definition |
|---|---|
| Diagnostic Assessment / Pre-Assessment | assessment administered before instruction to determine students' strengths and weaknesses |
| Audiobook | a recording of a reading of a book |
| Auditory Learning | learning through listening and speaking |
| Formal Assessments | a usually post-instruction assessment with the purpose of assessing student knowledge, retention, and application; often involve the use of a standardized rubric or scoring guide based on several criteria |
| Comprehensible Input | Information that can be understood despite language barriers. Legally required to be provided to all ELL students under statute set by Lau vs. Nichols. |
| Norm-Referenced Tests | tests that compare an individual's performance/achievement to a group called the "norm group" |
| Curriculum-Based Assessments | testing the curriculum being taught |
| Rubric | assessment tool that outlines specific criteria and performance levels for evaluating student work, providing clear guidelines and standards for both instructors and students to ensure consistent and objective grading |
| Independent Reading Level | reading level in which a student can read and comprehend independently; they have difficulty with no more than one out of every twenty words |
| Reader Variable | factors that impact a student's ability to read a text |
| Interest Survey | questions that ask students the types of books they enjoy reading |
| Writing Conference | an individual meeting with students to discuss their drafts to help them revise their work before submitting a final product, and to help the teacher assess student understanding and modify instruction as needed |
| Literature Circles | strategy in which a teacher organizes students into small groups to discuss a common text |
| Purpose (Text Selection) | the reason a text is selected for an assignment |
| Self-Assessment | process where individuals reflect on their own performance, abilities, or understanding of a topic, typically using criteria or standards to evaluate themselves, fostering self-awareness, self-regulation, and continuous improvement |
| Ongoing Assessment | an assessment that guides the pace and content of instruction |
| Universal Screener | assessment administered to all students to gather data and form groups, such as intervention groups |
| Timely Feedback | teachers provide feedback to students in a timely manner so they have adequate time to apply it |
| Peer Assessment | students evaluating their peer's learning and having their learning evaluated by peers |
| English Language Learners (ELLs) | students who are learning the English language, or for whom English is not a first language |
| Holistic Rubric | evaluates the quality of the assignment as a whole |
| Metacognition | the awareness and understanding of one's own thought processes, enabling students to monitor, control, and reflect on their learning strategies and problem-solving techniques to enhance their cognitive abilities |
| Informal Assessments | more flexible than formal assessments and can be adjusted to fit the situation and particular needs of the student being tested |
| Writing Feedback | comments and assessments given to students to improve their writing |
| Revision Stations | a revision strategy in which stations are set up around the classroom where students will focus on one step of the revision process |
| Self-Assessment Rubric | students evaluate their own work according to set criteria |
| Balanced Feedback | teachers let students know both their strengths and weaknesses when giving feedback |
| Skype | telecommunications application that specializes in providing video chat and voice calls |
| Summative Assessments | evaluations at the end of an instructional period |
| Exit Slips | short formative assessment given by a teacher after completing a lesson to determine the degree to which students have learned the material taught in the lesson |
| Glossary | a list of important words to know along with their meanings |
| Specific Feedback | teachers are clear and particular when giving feedback and provide next steps so students know what to do about it |
| Formative Assessments | ongoing evaluations to monitor student progress |
| Learner Profile Assessment | a tool used to gather information about students' strengths, needs, interests, and barriers to learning to inform instruction |
| Portfolio | collection of student's work and achievements that is used to assess past accomplishments and future potential; can include finished work in a variety of media and can contain materials from several courses over time |
| Revision Roles | a peer revision strategy in which each group member is given a specific role to narrow their revision focus (e.g., thesis, organization, grammar) |
| Exemplar | an example or model that has the characteristics of a high-quality response. An exemplar is a concrete illustration of the evidence needed to meet a desired standard |
| Criterion-Referenced Tests | tests in which a standard has been set for the test taker to achieve in order to pass the test |
| Complexity (Text Selection) | the level of difficulty appropriate for students on any given assignment |
| Gallery Walk | student work is displayed for the class to see, analyze, and provide feedback on |
| Progress Monitoring | periodic assessments to monitor student growth and evaluate the effectiveness of instruction |
| Performance-Based Assessment | assessment that requires students to show mastery of specific skills by demonstrating, producing, or performing something |
| Analytic Rubric | assesses each part of the assignment individually, with multiple categories that are graded |
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