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Differentiated instruction

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A variety of techniques used to adapt instruction to the individual ability levels and learning styles of each student in the classroom

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Evidence-based learning objectives

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These describe what students should know or be able to do following instruction. They should be measurable/observable, attainable, relevant to instruction, and target the desired level of learning.

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3 Primary Components of Reading Assessment

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entry-level assessment, monitoring of student progress, summative assessment

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Scaffolding

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Support given to students during the learning process that is designed to meet the students' specific needs and help them achieve their learning goal(s). Ex: additional resources/manipulatives, graphic organizers, modeling of a task

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Sheltered Instruction

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Instructional approach to teaching English language learners that integrates language and content instruction to promote access to grade-level content and English language proficiency.

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Response to Intervention

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A multi-tier approach use to identify and support students with learning and behavioral needs by providing interventions at increasing levels of intensity.

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IEP

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Individualized Education Program for each public school student who recieves special education and related services.

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Direct Instruction

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Explicit teaching of a skill/concept through presentation/demonstration of material, structured and guided practice, independent practice, and application.

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Reciprocal Teaching

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An instructional strategy that is implemented in the form of dialogue between teachers and students to facillitate a group effort to bring meaning to a segment of text. The teacher and students take turns in the role of teacher in leading the dialogue.

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Readers Workshop

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Includes instruction on literature or a reading strategy, independent reading time, and opportunities for students to respond to what they are reading and share their response with a partner/group

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Gradual Release

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"I do, we do, you do" model of scaffolded instruction that moves from teacher-centered instruction to student-centered independent practice and collaboration.

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Flexible Grouping

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Placing students in groups to maximize student performance for specific activities/tasks. Heterogeneous grouping, homogeneous grouping, group size, composition and instructional objectives should be taken into account when forming groups.

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Phonics

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The ability to make the correct association between sounds and symbols of a language.

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Phonemic Awareness

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The ability to hear and manipulate sounds in spoken words and understand that spoken words and syllables are made up of sequences of sounds.

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Phonological Awareness

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The ability to hear and manipulate the sound structure of a language, including the sounds at word, syllable, and phoneme levels.

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Phonemes

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The smallest unit of speech.

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Morphemes

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The smallest grammatical unit of meaning in a language.

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Onset

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The part of a word before a vowel, not all words have this.

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Rime

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The part of a word, including the vowel, that follows the onset.

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Digraph

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Two letters that make one sounds. Ex: th

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Diphthong

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"Gliding vowel" sound, or when two vowel sounds occur in the same syllable. Ex: "boy" and "way"

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Blending

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Smoothly joining phonemes of a word to come up with a pronunciation close enough to the word to access the word.

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Affixes

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Either prefixes (before the root word, ex: non, un, pre) or suffixes (after the root word, ex: ment, er, ly

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Syllabic Analysis

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The process of decoding a multisyllabic word by examining the word's syllables and recognizing the word by putting together knowledge of the each of the word's syllables.

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Sight Words

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Commonly used words students are encouraged to memorize by sight, also called high frequency words.

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Automaticity

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Accurate, speedy word recognition that is achieved through extensive reading practice.

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Prosody

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The rhythm, stress, and intonation of speech, known as reading with expression. Is used an an indicator of reading fluency.

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Readers Theater

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Integrated approach for involving students in reading, writing, listening, and speaking activities in which students read a script adapted from literature and the audience pictures the action.

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Miscue

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An error a student makes when reading. Used as an indicator of reading fluency and analyzed by the teacher to identify the types of strategies a student uses to make sense of a text.

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Self-Correction

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When a student corrects a misue unprompted.

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Choral Reading

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Reading aloud in unison with with a whole class or group of students to build students' fluency.

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Echo Reading

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A strategy for developing expressive, fluent reading in which the teacher reads a text out loud and students copy/imitate teacher.

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Reading Rate

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Words read correctly in a given amount of time. Is used as an indicaor of reading fluency.

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Syntactic Structures

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Subject/predicate; simple, compound, and complex sentences; run-on sentences; sentence fragments

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Instructional Reading Level

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90% of words read correctly and 60% comprehension questions correct when assessed, the level at which a student needs support to access reading content

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Independent Reading Level

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95% of words read correctly and 90% comprehension questions correct when assessed, the level at which a student can independently access reading content

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Academic Language

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The language used in textbooks, in classrooms and on tests, including technical and discipline-specific vocabulary, grammar and punctuation.

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Semantic Maps

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Strategy for graphically representing concepts, including multiple relations or associations: category, examples, attributes, pictures. Good strategy for vocabulary development or comprehension.

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Matthew Effect

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Describes discrepensies in literacy acquisition: the gap between fast and slow starters (or between small and large vocabularies) grows significantly over time.

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Ranking Vocabulary Words

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"- tier 1: basic words that rarely require instructional focus - tier 2: words that appear with high frequency, across domains (coincidence, reluctant, analysis) - tier 3: frequency is low and often limited to specific fields of study"

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Concept Sort

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Strategy for vocab development: choose vocabulary words and have students put them into groups - can be "open" (students group words in their own categories) or "closed" (teacher chooses the categories for students to group vocab)

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Root Words

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Students can apply knowledge of root words (often greek or latin derivation) to not only decode but also decipher meaning of new words: (ex: bi/cycle - bi = two, cycl = wheel ; ex/port - ex = outside, port = carry)

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Word Bank

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A place student can keep list of words they have learned so that they can refer to, practice, and use them over time. Can be a journal, set of flashcards, etc, and can also relate to a class-wide word wall.

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Synonyms

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words with the same meaning

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Antonyms

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words with opposite meanings

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Literal Comprehension

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understanding what the author is explicitly saying: recalling facts and details, following sequence, locating information, topic, etc

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Inferential Comprehension

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"reading between the lines" to understand what the author means but is not directly stated - includes inferring feelings, cause and effect, point of view, message or theme, can also be required for determining main idea, following sequence, etc

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Common Text Structures

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"- cause and effect - problem and solution - compare/contrast - sequence These common text structures can be taught and used to guide comprehension with graphic organizers and group discussion"

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Graphic Organizer

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Visual and graphic display that depicts relationship between facts, terms, ideas - these can help students organize thinking and ideas to strengthen their comprehension or note-taking. Comprehension study examples include venn diagram, semantic map, story map, perspective chart, character analysis frame

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Common Informational Text Features

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"- table of contents - index - glossary - guide words These common organizational features in informational texts can be valuable tools for comprehension as well as effective and efficient researching. These should be taught with direct instruction and practice."

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Summary

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Brief description of main points of a text, as simply as possible - an important comprehension strategy, often including as a step in comprehension activities, teaching.

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Close Reading

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Important Reading Strategy under Common Core: the methodical investigation of a complex text through answering text dependent questions geared to unpack the text's meaning - involved little teacher scaffolding/engaging background knowledge at the start, but works through several readings each with a different guiding question or comprehension strategy

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Literature Circles

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Comprehension strategy: group meetings where students get together to read, recollect, reflect, analyze assigned reading. Encourages cooperative learning, and can be especially helpful for ELs who can develop oral language skills alongside higher order thinking skills

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Elements of a Story

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Characters, Setting, Problem, Solution, Moral or Theme. Teaching these story elements and helping students to map them through discussion, organizers, and practice will enhance their story comprehension and writing.

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Figurative Language

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Language that uses words or expressions with a meaning that is different from the literal interpretation, that often appeals to multiple senses: simile, metaphor, hyperbole, personification, symbolism, onomatopoeia, idiom. Direct instruction and practice identifying and writing figutative language will enhance comphrension.

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Metacognition

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Awareness and understanding of one's own thought process. Thinking aloud, modeling your own metacognitive processes, and teaching/practicing explicit thinking processes/strategies during reading supports student comprehension

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Comprehension Strategies

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"Some common comprehension strategies to teach and practice with students: - prediction: what will happen next (and confirming if predictions are accurate) - asking questions: questions to clarify what's happening or what a word means; questions about the characters or about the bigger meaning of a text - text-to-text and text-to-self connections: connecting text to other learning, reading, or personal experience (must include evidence in the text, and best to discuss WHY that connection helps you understand the text better) - visualizing: picturing in your head while reading"

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Guided Reading

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Comprehension strategy: small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency. The small group model allows children to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress.

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Scenario 1: There are two students with Individualized Education Programs (IEPs) in a 2nd grade class. What should the teacher do when planning entry-level and progress monitoring assessments for those students?

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The teacher should refer to each student's IEP to determine if that student has any specific testing accommodations and ensure those accommodations are implemented.

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Scenario 2: A teacher notices that one of her 1st grade students struggles to blend written CVC words, and regularly drops the first sound when reading: cat becomes "c-a-t, at". What are some strategies the teacher can use to support this student's challenge.

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Possible Strategy: Have student build CVC words with letter tiles and blend the word by pointing to each letter as they read it. Students can work in mixed partners.

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Scenario 3: A 4th grade student reads at a very slow rate: 54 WCPM. He reads word by word. He uses strong decoding skills to sound out multisyllabic words. He does not vary intonation or expression. He has relatively strong comprehension of the texts he reads. Name two strategies that could best support this student's fluency development.

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Example answer: - choral reading: in a small group or whole class, read the same text together several times until student matches phrasing and pace. - readers theater: student practices

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Scenario 4: A 3rd grade student recently moved to the United States from the Phillipines. He is a proficient English speaker, but struggles with understanding academic language and content-specific vocabulary and is particularly struggling to complete science coursework. The teacher is planning instruction for a unit on food chains. What could the teacher do to support the student's language needs?

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Possible Strategies: Use sheltered instruction to pre-teach vocabulary words: Use illustrations and/or objects, slow and steady speech, lots of repetition, word wall and word banks. Use flexible grouping for class assignments: leverage student's social and speaking strengths to learn from engagement with peers

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Scenario 5: A 5th grade student reads fluently and can retell details from a text but struggles to answer inferential and higher-thinking questions about the text. What strategies would you use to support this student's comprehension development? What progress monitoring would use to assess their development?

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Strategies: - Stimulate use of background knowledge by introducing comprehension strategies with texts that are relevant to student's life and interest - Explicitly teach comprehension strategies like asking questions, making predictions, making text-to-text and text-to-self predictions. - Use graphic organizers for different text structures that help students to decipher text: cause/effect, compare/contrast, problem/solution Progress Monitoring: - conference with student on a weekly basis, either in small guided reading group or one-on-one - observe reading behaviors and ask inferential questions about text - collect evidence of student's use of comprehension strategy during independent reading time

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