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| The recursive process of collecting date by the teacher to improve instructional practice |
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| To break a subject or concept into parts and discuss the parts |
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| Students group words or phrases into four sections of a circle and then name the concept the circle is illustrating |
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| Hints about word meaning derived from phrases and sentences immediately around the word in question. |
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| Directly taught vocabulary |
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| Vocabulary incorporated into reading instruction for a specific text |
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| Assessments developed to b eadministered to students using a prescribed format concerning time, directions, and level of assistance |
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| Assessment used throughout the unit to inform instruction |
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| When using this model, studnets brainstorm examples, non-examples, essential characteristics, and non-essential characteristics for a given concept |
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| Consists primarily of words used in everyday language |
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| Indirectly taught vocabulary |
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| Using vocabulary to make connections with other subjects or reading contexts |
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| Assessment that happens throughout the day as teachers use questioning, discussions, and assignments to measure student progress |
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| Lists of observable behaviors that can be easily identified and recorded by the teacher |
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| When students furnish evidence to support their answers |
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| To furnish evidence to support ones answer |
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| Allows students to brainstorm words they know associated with a key concept and then group the words into logical arrangements |
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| Monitoring and clarifying |
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| An ongoing process used by the reader to ensure that what is being read is also being understood |
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Definition
| This strategy includes student prediction of word meaning, collaboration with a partner, reevaluate of predictions and identifying the definition based on reading of a given text |
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| A collection of student work that represents progress over time |
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| This strategy involves teacher or student generated sentences as they relate to selected vocabulary words |
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| Allows students to use prior knowledge to make vocabulary predictions before reading. (Similar to hangman) |
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| A scoring guide distributed and discussed in advance so that students know what is expected of them |
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| The learner's ability to monitor and evaluate their own learning |
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| A learner's ability to develop a plan for learning, then monitoring and evaluation that plan |
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| Meaning of words is not consistent across multiple contexts |
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| Assessment administered at the end of the unit to measure cumulative student learning |
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| Vocabulary specified for only one field of study |
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Definition
| Universal teaching- ALL students |
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| Supplemental Interventions- Approximately 20-30% of the student population |
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| Intensive Interventions- Approximately 5-10% of the student population |
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Definition
| Alphabetical arrangments of words displayed in a manner to allow easy access to all students |
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| Three Types of ELL Students |
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Definition
1) Long Term ELL
2) Recent Arrivals with limited or interrupted schooling
3) Recent arrivals with adequate schooling |
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Term
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| Been in US for several years, Speak fluently, but struggle academically with reading and writing |
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| Recent arrivals with limited or interrupted schooling |
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Definition
| These students usually have no preschooling and move often due to parents' agricultural jobs. They are orally proficient but lack academic language and content area concepts for their grade level. |
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| Recent arrivals with adequate schooling |
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Definition
| In most cases have attended bilingual schools. Usually have a strong academic background, but are not fully prepared to speak English. |
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