jkl

o

"Right There Questions": Answers found in the text with the words used in the question the same words as found in the text.

9.

ACT

15.

ADA See average daily attendance.

16.

ADD and ADHD

23.

AFT See the American Federation of Teachers.

•

ALTERNATIVE - Add a 4th column when beginning labeled H for How - How would the student find additional information needed for unanswered questions.

36.

ASCD

3.

Academic Performance Index (API) A statewide ranking of schools based on student test scores from the CAT/6, CST, and high school exit exam; it ranges from 200 to 1000. Most schools have an API, a state ranking (by elementary, middle, or high school), a ranking in comparison to 100 similar schools, and growth targets for the following year. (Ed-data)

6.

Act as a facilitator for the circles.

•

Additional questions posed by teacher and students should serve to clarify and extend personal interpretations.

17.

Adequate Yearly Progress (AYP)

19.

Advanced Proficiency Mastery or ability to do something at and above grade level. One of three scores on the state standardized test - Partially Proficient, Proficient and Advanced Proficient

•

After completion of the lesson have students list what they learned and draw connecting lines to the questions that were posed in column 2

3.

After determining the main point, students are to generate a question suggested by the reading or their own interest. (Asking questions of the text, author, etc)

•

After reading, compare the Probable Passages and discuss into what categories the author would have placed the words. Also, students can reflect how using this strategy helped in understanding the text

2.

All students will leave grades 4, 8, and 12 having demonstrated competence in challenging subject matter, including English, mathematics, science, foreign languages, civics and government, economics, the arts, history, and geography. Every school in the United States will ensure that all students learn to use their minds well so they may be prepared for responsible citizenship, further learning, and productive employment in the modern economy.

28.

Alternative Schools Accountability Model (ASAM)

30.

American College Test (ACT)

31.

American Federation of Teachers (AFT)

•

Analysis: Compare and Contrast the behavior in an essay (Science & Literacy

Begin the lesson by bring forward previously learned knowledge so as to get students ready for the new lesson

Anticipatory Set

34.

Anticipatory Set An activity designed to engage the students' attention at the beginning of class. Called the "hook" or the "bell ringer", it serves as a focus for the day's activities. It directs student attention to the learning task and tells the students what they are about to learn. It is NOT about drill work. It involves active participation, either overt or covert, relates to students prior knowledge/life experiences and relates to the objective. It acts as a bridge to the lesson objective.

•

Application: Chart the species (Mathematics)

o

Argue the issue.

1.

Arrange students in groups of four.

•

As students agree upon the order of listed events, number these in sequence.

•

As students initiate their research, the teacher may identify the need for specific instruction on topics such as:

3.

Assessment - The student demonstration of the learning.

•

Assessment is more complex than some traditional teaching methods

3.

Assign reading to be completed by the circles inside or outside of class.

2.

Assign roles for the members of each circle.

o

Assign students to groups of four.

•

Association

4.

At the given stop point, the Summarizer will highlight the key ideas up to this point in the reading.

41.

Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD)

•

Audience - To whom are you writing? Is your audience the Canadian people? A friend? Your teacher? Readers of a newspaper? A local bank?

•

Audiences may include other research groups, the class or younger students.

o

Author and You: Questions based on information provided in the text but the student is required to relate it to their own experience. Although the answer does not lie directly in the text, the student must have read it in order to answer the question.

o

Avoid leaps of logic, made by unclear places, times or changes of ideas.

48.

Balanced Literacy* Balanced Literacy incorporates the skills of reading, writing, thinking, speaking and listening for all students. It's major components include:

2.

Based on knowledge of the students, and skills they need to develop, what criteria and guidelines will help students focus their learning? What key information or concepts do students need to know and fully participate in this activity? What mini-lesson(s) might be needed for students to prepare for this activity?

o

Be critical of ideas, not people.

•

Be sure to stop frequently to share your connections.

•

Be sure to use strategy-related language, for example, "This part where (refer to what happened) reminded me of...."

•

Be sure to use strategy-related language, for example, "When I read this part of the story where (refer to the part), I thought about...," "This part is just like...," or "This is similar to...."

•

Be sure you have pre-read and made notes on the sections of the text to which you want to refer.

1.

Begin by modeling this strategy. Model your thinking as you read. Do this at points in the text that may be confusing for students (new vocabulary, unusual sentence construction).

o

Begin with the strongest point.

59.

Bloom's Taxonomy of the Cognitive Domain

61.

Book Talks* Book talks, provide an opportunity for students to share and/or discuss books they have encountered. Students acquire knowledge of books in a wide variety of ways: books they read, books read to them, or books they have heard about. The book talk provides the student with a forum for sharing informative text, newly discovered ideas related to their reading and their recommendations for reading.

•

Brainstorm as a class what they want to discover when reading the selection.

2.

Brainstorm for ideas that can be organized onto an interdisciplinary concept model. This model has the theme in the center and the subject areas are explored in relation to the theme.

•

Brainstorm the sources of information available in the school and in the community.

63.

Brainstorming* Brainstorming is a process that allows for the free flow of ideas. It begins with the introduction of a topic/question with relevant words and phrases accepted without criticism or judgment. It works to generate a wide variety of ideas, then evaluated as relevant to the subject.

64.

Brown v. Board of Education

65.

CAPA

69.

CCSS - Core Content State Standards Authored by the National Governors Association Center for Best Practices, and the Council of Chief State School Officers, the Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them. The CCSS are currently in place for English Language Arts/Language Arts Literacy and Mathematics. Forty-five states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the Common Core State Standards.

•

COLUMN 1 - K

•

COLUMN 2 - W

•

COLUMN 3 - L

•

COVERT BEHAVIOR is any behavior that is not visible to the eye or heard by the ear. This includes all behavior that is mental, invisible, cognitive, or internal.

66.

Carnegie unit

67.

Case Studies* Case studies are accounts of actual events relevant to the topic of study. They prompt the learner to apply their own knowledge and research the unknown while all the while analyzing the events from a variety of perspectives. They promote the use of higher order thinking skills coupled with problems solving. When used the teacher facilitates the use of the case study while the students learn by doing in a student centered environment.

•

Categorize these questions and ideas.

68.

Categorizing* Categorizing is the act of grouping ideas, items, words, skills, according to a criteria/feature that is common to all members of the set. Categorizing allows students to determine similarities and differences of the items categorized.

71.

Chapter I

To see if they understand what has just been taught

Check for understanding

74.

Checking for Understanding A method of eliciting learner responses so that periodic formative assessments can used during instruction to evaluate the learner's understanding of the segment of content and therefore inform the teacher's decision making process and guide the instruction

•

Children begin to work through the process with increasing independence perhaps with the support of the main/smaller branches

•

Children extend their ability to make contributions

1.

Choose a topic-concepts such as observations, patterns, light, revolution, humor, flight, pioneers, the future, and world hunger have proven highly effective (Jacobs).

78.

Circle the Sage* The instructor polls the students looking for special knowledge on a certain topic. Those with the knowledge spread out around the room. (They are the Sages.) The other students (no two from the same team) circle the sage, take notes on the information they are presenting, and question them. Then, the group reforms and each explains what they have learned. If there is a disagreement, the group presents their argument with the whole class, and it is resolved there.

o

Clarifier

o

Clear expectations for the group task.

3.

Clearly identify the task; and select, read and pre-review the key resources. What is the task? (For example, do you want the students to focus on one key page or image, or all the images in a book? Will students focus on color, shape, or texture?) What strategies will students need to use to participate in a meaningful, purposeful way? What supports should be offered to students throughout the process? What guiding questions would direct, re-focus, and support children through this process?

Wrap up the lesson and have students "go over" what the just learned

Closure

83.

Closure The actions, prompts or statements by a teacher that are designed to have students perform either a covert or overt activity that brings the critical attributes of a specific learning or a lesson segment together in students minds, in order to make sense out of what has just been taught. It is an activity performed by the students not the teacher. The students should do the intellectual work - not the instructor - so that the closure activity summarizes for the students what they learned.

84.

Cloze * Cloze is a technique whereby, a text is presented and words critical to the understanding of the topic are left out. Students then apply their knowledge by inserting words that have the text make sense according to the topic studied. This technique assesses knowledge and understanding of the topic, the reading process, vocabulary and critical thinking.

•

Clustering

87.

Coalition of Essential Schools

o

Collaboratively determine and record the words or phrases that evoke and describe the images.

94.

Common Planning Time (CPT) Usually done between teachers of the same grade level CPT is an institutionally expected and sanctioned practice of adults meeting together on a regular basis to review and craft plans, and to improve the academic

99.

Compare & Contrast* Comparing and Contrasting determines similarities and differences. Many times teachers have students read a given text and then compare and contrast the content by listing the similarities and differences in chart. Comparing and contrasting allows the students to identify the critical attributes of the topic. A "T" chart is the most common form of graphic organizer used to compare and contrast. Additionally, a 2 or a 3 circle Venn diagram is useful.

6.

Compare & contrast information.

•

Composition (foreground, background -- How are the pieces related?)

•

Comprehension: Observe and describe bird behavior (Literacy)

102.

Computer Assisted Instruction* Fathered by the work of the behaviorist, B.F. Skinner, whose programmed learning, was popular in the 1960's. Computer-Assisted instruction (CAI) refers to any computer generated instruction or remediation program where students work at the computer with a program that delivers learning in smallest most manageable amounts, is self paced and delivers immediate feedback. It will usually begin with a pre-assessment that determines the starting point in the learning. If the student answers a question incorrectly, the program will automatically provide the correct answer and practice in the sub skills that lead to remediation. The program records the student's progress and can offer data on student accomplishment of sub skills and how the student compares to other students in the class, school, or nationally.

103.

Concept Attainment* Based on the work of the noted cognitive psychologist, Jerome Bruner, Concept Attainment is a teacher-centered activity involving the use of critical thinking to determine the critical attributes of a given example of an idea or concept. This indirect process of inquiry leads to the identification of the concept or idea taught. Before beginning the activity the teacher should determine:

104.

Concept Formation* Concept formation is how people organize and classify items, ideas and events, usually to solve problems. It is a classification activity used to classify items by their characteristics. The process of using concept formation begins with the presentation of information and/or data regarding a concept provided by either the teacher or the student. Students then identify the similarities and differences while naming them under a specific label. Students examine the characteristics of items to explore ideas by making connections and seeing relationships between items of information, in order to recognize commonalities and relationships, generalizations, and the organization of data along with its supporting data.

105.

Concept maps / Webbing* A concept map, also known as webbing, is a web diagram for exploring knowledge about a given topic/concept. A concept map begins with a central circle that contains the concept examined; Labeled ideas linking to the topic, listed inside circles outside of the main circle and are connected, with lines, indicating their connection to the central idea and other linking ideas. They assist in developing an understanding of the connecting skill, structures and strategies connected to the main concept

•

Conduct the activity by selecting two books that offer similar elements as this will help to make the process explicit for students.

•

Conduct the controversy:

o

Connections to other concepts already learned

•

Connector - finds a connection between the story and another book, event in their personal life or the outside world

•

Conscious involvement

1.

Consider the developmental stage of the students. What do they already know and do as viewers? What do they not know or do as viewers? What is their background knowledge?

•

Considering individuals' needs and interests, divide research topics or questions among class members.

107.

Consolidated Application (Con App)

1.

Content standards (similar to what were formerly called goals and objectives), which tell what students are expected to know and be able to do in various subject areas, such as mathematics and science.

112.

Cooperative Learning* Cooperative learning is an instructional method that incorporates social learning experiences with academic activities. Teachers facilitate activities where groups of students at differentiated levels of ability, modalities and interest work together on specific learning activities through which they increase their knowledge, understanding and use of a concept. Each team member works both as an individual and as part of the greater team. Thus gaining a sense of both personal and group achievement. The five defining elements of cooperative learning as listed by Robert Marzano include:

113.

Coordinated School Health Programs

•

Cost can be an issue

o

Create a setting or situation with minimal description and explanation such as the experience of walking through a forest in late fall.

•

Daily (1-2 stations a day)

125.

Debate* Debating is a structured contest of argumentation of opposing views between individuals or teams. Debate involves 6 skills that students must learn to use and deliver during the actual debate event: analysis, reasoning, evidence, organization, refutation, and delivery. Debate participants must research the given topics and apply the information and data found. Participants must learn to use their knowledge to think critically and respond strategically to their opponents' response. The structure of the debate is governed by pre-determined rules. The debate is judged by an independent panel who declares one individual or team a winner. The use of debate is appropriate in middle school and above.

•

Decide upon the text to read and develop the set of questions or prompts that target key content concepts.

1.

Decide what type of journal you want to use in your classroom. Think about the purpose of the journal and how will you use it.

o

Define the positions to be advocated with a summary of the key arguments supporting the positions.

5.

Demonstrate how good readers monitor their understanding by rereading a sentence, reading ahead to clarify, and/or looking for context clues. Students then learn to offer answers to the questions as the teacher leads the Think Aloud.

•

Describe the purpose of the strategy and provide guidelines for discussions.

6.

Develop a concept definition

3.

Develop positive and negative examples

133.

Didactic Questions* Didactic questions are usually factual questions that begin with:

•

Discuss and chart the main characters and story events.

8.

Discuss the process with the class

o

Discussing personal images and interpretations provides students' with a deeper understanding of the text.

•

Discussion director - develops questions for the group to discuss

•

Discussions should encourage students to relate events and characters to other selections and to life experiences.

•

Display completed illustrations in sequence.

2.

Distribute one note card to each member of the group identifying each person's unique role:

•

Divide class into groups of three and present the students in each group with a Probable Passage worksheet that includes boxes that are labeled "Characters," "Setting," "Problem," "Outcomes," and "Unknown Words." In addition to these boxes, there are lines designated for writing a prediction statement. A "Question" section encourages the group to write down what they hope to find out during the reading.

o

Divide each group into dyads who are assigned opposing positions on the topic.

o

Do I have a clear picture in my head about this information?

o

Do I understand what I just read?

140.

Do Now See "Sponge Activity/Do Now

o

Do they wish to amuse, or to entertain? The main ideas - The next step should be to select the main ideas, or main divisions, of the subject as stated in the specific purpose. In informative speeches, the main ideas should define the specific purpose by answering the questions who? what? where? when? why? and how? In persuasive speeches, the main ideas ought to be the principal reasons for the desired belief or action. In entertaining speeches, the main ideas should be the divisions of the subject that can be amusing to the audience.

o

Do they wish to change beliefs or actions, or persuade?

o

Do they wish to present information only, or to inform?

141.

Drill & Practice* Drill and practice is a strategy teachers use to promote retention. A small amount of selected material is presented for the practice session. Students must have an understanding of the underlying concept being taught for the being practiced to have meaning. This will allow the practice material to have a meaningful place in the larger picture of the concept being taught. Use of drill and practice is most often see used to learn mathematics facts, spelling words, vocabulary, scientific terms, symbols and data.

156.

ESEA See Elementary and Secondary Education Act.

157.

ESL See English as a Second Language

•

Element of reality is compatible with principles of constructivism

147.

Elementary and Secondary Education Act (ESEA)

Find out what students already know

Elicit prior knowledge

•

Emphasize what happened first, next, and then . . . .

o

Encourage everyone's position, even if you do not agree.

o

Encourage students to share the images created and the feelings aroused.

•

Encourage students to visualize the characters, settings and events as they listen.

o

End with your second strongest argument. Most people remember what is said first and last

146.

English Language Arts (ELA) The literacy components of reading, writing, speaking and listening taught in an English class.

149.

English as a Second Language (ESL)

150.

English language learner (ELL)

151.

English learner

•

Enhances appreciation of the more subtle aspects of a concept/principle

•

Enjoyable, motivating activity

•

Enrichment Stations (stations that can be selected after assigned stations are completed)

•

Ensure that students understand the procedures before beginning. It improves efficacy if the students can enjoy uninterrupted participation. Frustration can arise with too many uncertainties. This will be counterproductive.

•

Entertaining speeches usually end on a point of great amusement, without any type of formal conclusion.

158.

Essays* Distinguishing between types of essays is simply a matter of determining the writer's goal. Does the writer want to tell about a personal experience, describe something, explain an issue, or convince the reader to accept a certain viewpoint? The four major types of essays address these purposes:

159.

Essential Elements of Instruction Madeline Cheek Hunter (1916-1994) was an American educator who developed a model for teaching and learning that was widely adopted by schools during the last quarter of the 20th century. Named one of the hundred most influential women of the 20th century and one of the ten most influential in education by the Sierra Research Institute and the National Women's Hall of Fame, her model called Instructional Theory into Practice (ITIP) is based on the Essential Elements of Instruction and is widely used in school districts around the country. Essential Elements of Instruction include; Determining the Objective at the Correct Level of Difficulty and Complexity, Teaching to the Objective, Monitoring the Learner and Adjusting the Teaching and the Principles of Learning.

9.

Evaluate

•

Evaluation: Appraise its effect in a commercial (Literacy, Science)

4.

Every adult citizen will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.

5.

Every school in the United States will be free of drugs, violence, and the unauthorized presence of firearms and alcohol, and all will offer a disciplined learning environment conducive to learning.

•

Examine each category to determine subtopics and possible directions for research.

164.

Experiments* An experiment is a methodical procedure carried out with the goal of verifying, falsifying, or establishing the validity of a hypothesis. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. Experiments vary greatly in their goal and scale, but always rely on repeatable procedure and logical analysis of the results

1.

Explain the four types of questions students will encounter. Define each type of question and give an example.

1.

Explain the functions of the response journal to students. Stress that the journal is personal—a place to express ideas, feelings, questions, and opinions. Point out that there are no "right answers" in response journals. Successful journals capture high-quality student-text interaction.

•

Explain to students that they are making text-to-self connection when something from the text they are reading can connect to something from their own lives.

165.

Explicit Teaching* Explicit teaching focuses on specific learning outcomes. The content is divided into objectives that teach specific sub-skills and includes providing information, modeling and guided as well as independent practice. Modeling is an especially important aspect in that the teacher demonstrates the thinking process involved the model by performing a "Think aloud" while modeling. Topics and contents are broken down into small parts and taught individually. It involves explanation, demonstration and practice. Children are provided with guidance and structured frameworks. Topics are taught in a logical order and directed by the teacher.

•

Extinction a total absence of response. Behavior may wither and die if not already an ingrained behavior.

166.

Extrinsic Motivation Extrinsic motivation comes from outside of the individual for rewards such as money, fame, grades or rewards or the avoidance of pain or punishment.

•

Extrinsic motivation external factors such as rewards, money, honors, etc. that cause a person to do something

•

Feeling

•

Feeling Tone- Pleasant tone adds positively to memory, unpleasant, will add negatively to the memory and neutral is not related to memory.

172.

Field Trips* Any structured activity that takes students outside the classroom to a new location is a field trip. Field trips offer students the opportunity to see an event, connect with an authority of the subject being studied, view artifacts, or view a performance that is not available in the classroom. A field trip takes a tremendous amount of planning and additional work during the trip. Students must receive instruction to prepare them for the event so that they understand the purpose, know what they should be observing and lastly know what will be expected of them in regards to the learning when they have returned to the classroom. Districts have many requirements that must be fulfilled in order to gain permission to take a field trip.

•

Find examples of viewing targets before reading the story. Discuss the style, the elements, and the effects achieved by the visual elements.

•

Fine motor coordination that enables them to hold a crayon or pencil.

o

Focus on the best decision, not on "winning."

o

Focus on using key words related to this experience that will elicit sensory responses.

173.

Focused Imaging/Visualization* Focused Imaging/visualization is the process of creating a mental image or intention of what you want to happen or feel. A form of covert active participation, it is a teaching technique that teachers can use to promote learning and enhance creativity. Creating a mental image is the first step in gaining an understanding of a person, place or concept. Many athletes have used visualization techniques in order to learn how perform a skill before they can actually do it. In teaching, it mentally focuses the learner and actively involves the student. Some phrases that can be used to elicit a visualization are;

•

Focused Writing

•

Format - What form will the writing take? Is it a letter? A classified ad? A speech? A poem?

176.

Free/reduced-price meals

4.

From time to time, organize the class into small groups and allow students to share their journal responses with their peers. Stress again the functions of the journal and the fact that there are no "right" or "wrong" answers.

•

Gather students in a large group and tell them to watch and listen as you read aloud and make text-to-self connections.

181.

General Educational Development (GED) exam

7.

Give additional examples

•

Give students a turn and record their responses on large chart paper.

•

Give students a turn, and record their responses on large chart paper.

3.

Give students opportunities to practice the technique, and offer structured feedback to students.

o

Gradually extend their visualizing experiences to include the setting and story events.

184.

Graphic Organizers* A graphic organizer is a visual representation visually representing the relationships and patterns between the ideas and facts presented in a lesson. Story maps, advanced organizers and webs are all forms of graphic organizers. They may be used before, during and after the presentation of information. Before the lesson, they assist in eliciting and assessing prior knowledge and/ or building background. During instruction they assist the learning in organizing their thoughts and seeing relationships and patterns. After instruction, they can be used to assist students in summarizing what has been learned. As a scaffolding tool, they should be used to insure initial understanding of the concept and then their use should fade, such that the student is able to perform the skill or use the strategy without the assistance of the physical organizer.

•

Gross motor coordination that enables children to catch a ball.

•

Groups, pairs or individuals could undertake research topics.

186.

Guided Reading* Guided reading is a strategy in which teachers select small groups of students to teach specific skills. Student groups are flexible, meaning that the member selection is designated by the need to learn the specific skill being taught. The text used to illustrate the skill/strategy being taught are called leveled readers, that is to say that each students is given a book appropriated their instructional level. Book levels are pre-determined and can be found on many web sites. Teachers use both observations and a process called "Running Records" as tools to determine students' instructional needs. Running records are a one-on-one assessment of a child's reading level by assessing students decoding accuracy and the types of errors made while reading. For additional information, see authors: Fountas and Pinnell.

3.

Guiding questions are developed to serve as scope and sequence. The questions are general and should transcend discipline lines (Jacobs p. 60). After the questions have been developed, the activities that explore the questions can be developed. Hayes Jacobs (1989) recommends that Bloom's Taxonomy can be used to develop a matrix that ensures higher-level thought processes.

191.

Harassment, Intimidation and Bullying Act (HIB) On January 5, 2011, the Anti-Bullying Bill of Rights Act (P.L.2010, c.122, http://www.njleg.state.nj.us/2010/Bills/PL10/122_.PDF) was signed into law to strengthen the standards and procedures for preventing, reporting, investigating and responding to incidents of harassment, intimidation and bullying (HIB) of students that occur on school grounds and off school grounds under specified circumstances.

3.

Have predetermined questions you will ask after you stop reading. When you have finished reading, read the questions aloud to students and model how the strategy you use to answer the question by doing a think aloud, showing students how find information to answer the question (i.e., in the text, from your own experiences, using prior knowledge, etc.).

o

Have students concentrate on a situation, event or experience.

•

Have students list a series of questions the at ask what they want to learn about the topic in the second column.

3.

Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them prepare for their role in the discussion.

o

Have students try to incorporate these words and phrases in their writing efforts.

188.

Head Start

5.

Help students prepare for their roles in their circle.

193.

High Priority Schools Grant Program (HPSGP)

200.

High School Proficiency Assessment (HSPA) The High School Proficiency Assessment is used to determine student achievement in reading, writing, and mathematics as specified in the New Jersey Core Curriculum Content Standards. First-time eleventh grade students who fail the HSPA in March of their junior year will have an opportunity to retest in October and March of their senior year.

o

How does it fit in with what I already know?

221.

IQ - INTELLIGENCE QUOTIENT

•

Identify the author's written content, use of language, textual form (rhyme, poetry, patterned language, narrative, expository, etc.), literary devices (i.e. alliteration, simile, metaphor, etc.), aspects of plot, characters and setting. Which aspects define this writing style

•

If the word spelled incorrectly, the imaging process should be repeated.

•

Illustrator - draws a picture related to the reading

•

In informative speeches, this part should be a summary of the main ideas and specific purpose.

•

In persuasive speeches, the conclusion should combine a summary with a final appeal to the audience to accept the arguments offered.

•

In their statement of specific purpose, they tell the audience precisely what they intend to do in their speech and what value this topic has for the audience.

209.

In-service

204.

Independent practice The opportunity to try out or experience a learning without the assistance of another person, many time, but not all ways referring to homework.

•

Index Cards - Instead of an outline, index cards with key words attached to the outline topic and sub-topics may be used.

207.

Individualized Education Program (IEP)

•

Individuals or groups could each illustrate one story event.

208.

Individuals with Disabilities Education Act (IDEA)

o

Initially, encourage students to visualize the characters in stories.

If your purpose is to:

Instead of "review" your purpose is

2.

Instruct students to stop at the end of each section and develop a statement that summarizes the main point of that section. (Clarifying the main idea of the reading)

211.

Instructional Objective An instructional objective describes a learning that is specific and can be accomplished by students in one learning episode. It describes a performance that the learner will be able to exhibit to be considered competent and is the intended result of instruction, not the process of instruction itself. The objective must be specific and measurable with all parts being at a congruent level of thinking. If the objective take longer than one lesson, it is either sequentially inappropriate or it is too broad and needs to be broken down into more manageable sub-skills or "chunks". An Instructional Objective contains the following components:

•

Inter-textual Links:

215.

Interdisciplinary Approach/ Curriculum* An interdisciplinary approach to teaching involves the application of more than one academic discipline/subject to a central theme, issue, question, problem, or topic. It creates connections between the disciplines so that the learner acquires knowledge and connects that knowledge across a broad range of contents. It creates learning across the curriculum and integrates a variety of opportunities for critical thinking.

•

Interest

216.

Interest A variable of motivation, interest is the conscious choice of strategies to attract the learner's mind to the content through the use of humor, striking examples, suspense, exaggeration, etc. It increases the learners desire to learn and attention. The two variables of interest are:

219.

Intrinsic Motivation Internal desires to perform a particular task, people do specific activities without outside rewards because it gives them pleasure, develops a particular skill, or it is morally the right thing to do.

•

Intrinsic motivation - internally motivated to do something because it either brings the person pleasure, they think it is important, or they feel that what they are learning is significant.

2.

Introduce the assigned text and discuss the purpose of the Think-Aloud strategy. Develop the set of questions to support thinking aloud (see examples below).

4.

Introduce the process to the students

•

Introduce this strategy using a story with an uncomplicated plot.

•

Investigator - looks up background information related to the book

3.

It acts as a memory booster, giving the brain the time to store new information in long-term memory.

1.

It forces the learner to re-think and, therefore, better understand the material.

2.

It tells the learner when the text is not understood.

222.

Jigsaw* In its simplest form, the Jigsaw instructional strategy is when:

225.

Journal Writing* Journals can be used throughout the day, at different times of the day and for different purposes.

227.

KWL* On the chalkboard, on an overhead, on a handout, or on students' individual clean sheets, three columns should be drawn.

•

Key Words

•

Know what you wish to accomplish. Many simulations can have more than one instructional goal. Developing a rubric for evaluation is a worthwhile step. If appropriate, students are made aware of the specific outcomes expected of them.

•

Knowing their first and last names and home address.

•

Knowledge of Results

•

Knowledge: Identify birds in our park (Science)

237.

LEP students See limited English proficient (LEP) students.

4.

Lastly, have students make a connection between something they already know and the new information contained in the reading. (Making a connection - text to self, text to text, or text to world)

230.

Learning Centers/Stations* Learning centers are designated activities that provide an engaging way for students to work independently of the teacher in small groups, pairs, or individually to reinforce and extend classroom learning. Learning centers for middle school students are designed with the middle-level student in mind.

231.

Learning Contracts* Learning contracts provide a method of individualizing instruction and developing student responsibility. They permit individual pacing so that students may learn at the rate at which they are able to master the material. Learning contracts can be designed so that students function at the academic levels most suitable to them and work with resource materials containing concepts and knowledge that are appropriate to their abilities and experiences. Although this method focuses on the individual, learning contracts also provide an opportunity for students to work in small groups. The teacher may select this approach for some students to support them as they learn to work independently.

234.

Learning Logs* There is some overlap between portfolios and learning logs, in fact, both journals and learning logs frequently provide artifacts for the student portfolio. The most valuable result of learning logs is that as students write to learn, they also learn to recognize their own and other's good work. Both learning logs and journals assist the learning process. Journals are free flowing , subjective relying on opinion and personal experience. Learning logs are concise, objective factual and impersonal in tone. Logs can include problem-solving entries from mathematics or science, observations; from lab experiments; questions about lectures or readings; lists of books students have read or would like to read and homework assignments.

•

Level of Concern

238.

Level of Concern One of the variables of motivation, feeling tone is a productive level of tension that leads to optimal performance. The level of productive tension is different for every person and the teacher therefore must identify that level in students and continually evaluate and adjust. If the level of concern is too high, the student becomes anxious and will not learn. If too the student become indifferent and will not learn

•

Line (straight, curvy, diagonal, repeated—patterns)

•

List what students know and questions students have about the topic.

241.

Literature Circles* 1. Select members for the Literature Circles (discussion groups).

•

Make clear and sensible transitions - a speech is one cohesive work, not a series of independent points

•

Medium (What materials and techniques were used to produce the image?)

255.

Mind Mapping* To make a mind map, start in the centre of the page with the main idea, and work outward in all directions, producing a growing and organized structure composed of key words and key images. Key features are:

256.

Mini Lessons* A mini lesson is a short lesson with a narrow focus that provides instruction in a skill or concept that students will then relate to a larger lesson that follows. A mini lesson typically precedes reading workshop or writing workshop, but it can serve as an introduction to a social studies, science, or math lesson. Mini lessons can be used to teach particular skills, extend previous learning, create interest in a topic and generate questions, or introduce strategies.

•

Model connections you are making between one book and the one you already read.

3.

Model initial entries. Using an overhead projector or classroom chart, work together to write a sample response. Students can copy the class response in their own journal or write one of their own.

•

Model the procedure to ensure that students understand how to use the strategy.

•

Model the process as outlined for making text-to-self and text-to-text connections.

Independent Reading

Modeled Writing

•

Modeling - clear and concise exemplars that are given both ver

259.

Modeling* It is important that the visual input of modeling be accompanied by the verbal & visual input of labeling the critical attributes of what the makes the model correct. When modeling always tell what it is and what it is not.

•

Monitor and support students as they work through the following:

260.

Monitor the Learning and Adjust the Teaching Activities pursued by teachers to assess student's learning as significant points in a lesson for purposes of making instructional decisions based on student progress of the learning. Typical activities include sampling students' responses to questions, asking the class/group of students to signal responses, assessing using the strength of a choral response, observation of students written work while circulating the room. The decision making process involves: continuing with the lesson, re-teaching the segment just taught, guided practice, abandoning the lesson and teaching a new lesson that provides the necessary sub-learnings.

261.

Motivation Any phenomena that affects the strength and the persistence of a person's behavior. It increases retention, focus and the rate and degree of learning

264.

Multi-disciplinary curriculum

266.

Multiple Intelligences* Dr. Howard Gardner, a psychologist and professor of neuroscience from Harvard University, developed the theory of Multiple Intelligences (MI) in 1983. The theory challenged traditional beliefs in the fields of education and cognitive science. According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Each person has a unique combination, or profile. Although we each have all nine intelligences, no two individuals have them in the same exact configuration -- similar to our fingerprints

273.

NCLB See No Child Left Behind

75.

NJ Commissioner of Education

278.

NJQSAC The New Jersey Quality Single Accountability Continuum (NJQSAC), as required by N.J.S.A. 18A:7A-3 et seq., is a system whereby all public school districts in the State are monitored and evaluated. NJQSAC is a single, comprehensive accountability system that consolidates and incorporates the monitoring requirements of applicable State and Federal programs. Under NJQSAC, public school districts are evaluated in five key component areas of school district effectiveness—instruction and program, personnel, fiscal management, operations and governance—to determine the extent to which public school districts are providing a thorough and efficient education. The standards and criteria by which public school districts will assess actual achievement, progress toward proficiency, local capacity to operate without State intervention, and the need for support and assistance provided by the State.

267.

Narratives* Students can "tell what happened" by introducing the situation (who, where, and when); relaying events in a logical order (firstly, after that, next, etc.); and concluding by giving the last important event (e.g., at last ...).

•

Narrow the main points of the issue to three

268.

National Assessment of Educational Progress (NAEP)

269.

National Blue Ribbon Award

270.

National Board for Professional Teaching Standards (NBPTS)

274.

National Council of Teachers of Mathematics (NCTM) Standards

271.

National Education Association (NEA)

•

Negative reinforcement is the introduction of something not wanted, taking away something good. It may suppress or alternate behavior, the results are unpredictable.

276.

New Jersey Assessment of Skills and Knowledge (NJASK) With the enactment of the NCLB Act, federal legislation requires the administration of annual standards-based assessment of all children in grade 3 through 8. The expectation is that each the test will be based on the state's content standards for English Language Arts/language arts literacy, mathematics and science. The NJASK is administered to students in grades 3 through 8.

277.

New Jersey Common Core Curriculum Standards (NJCCCS) In June 2010, the New Jersey State Board of Education (NJBOE) and the New Jersey Department of Education (NJDOE) adopted the New Jersey Common Core State Standards (NJCCSS). The standards developed in collaboration with teachers, school administrators, and experts, sought to provide a clear and consistent framework to prepare our children for college and the workforce.

279.

No Child Left Behind (NCLB) Act The reauthorization of the Elementary and Secondary Education Act into law by President Bush in 2002, created No Child Left Behind, which stressed standards, assessment and accountability. It set performance guidelines for all schools and stipulates what must be included in accountability reports to parents. It mandates annual student testing, includes guidelines for underperforming schools, and requires states to train all teachers and assistants to be "highly qualified".

280.

Non-graded school

•

OVERT BEHAVIOR is any type of behavior that is observed directly - visually by the eye or auditory by the ear.

o

On My Own: These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.

•

Once students become familiar with this procedure, they can create a sequence of illustrations that will provide an outline for storytelling or for writing original stories.

282.

Oratory/Pubic Speaking and Speech Writing* Begin by brainstorming with students the reasons for writing and practicing formal speech. The easiest and perhaps most effective way to do this is to have them brainstorm or list on paper five occasions to give a speech.

•

Organization

•

Outline - After preparation of the speech, the students should prepare an outline. An outline is simply a listing of the ideas elaborated upon in the order in which they will occur.

284.

Overt behavior A form of active participation in which the behavior can be observed directly - visually by the eye or auditory by the ear.

285.

PARCC The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 19 states plus the District of Columbia and the U.S. Virgin Islands working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students' progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 2014-15 school year. PARCC received a $186 million grant through the U.S. Department of Education's Race to the Top assessment competition to support the development and design of the next-generation assessment system.

•

PURPOSE - With their general purpose in mind, they should prepare a brief statement of their specific purpose

286.

Parent Teacher Association (PTA)

•

Passage picker or literary luminary - chooses a selection that the group rereads and discusses because it is interesting, informative, the climax, well written....

288.

Peer Assistance and Review Program (PAR)

290.

Peer Partner Learning* Students work together as partners, one functioning as a "doer" and the other as a "helper". The doer performs a task or answers questions; the helper observes and provides feedback and helping information. The doer is the student and the helper takes on the role of teacher. Later, the partners reverse roles.

2.

Performance standards specify the levels of learning, expected assess the degree to which students meet the specific content standards. The term "world-class standards" refers to the content and performances expected of students in other industrialized countries. In recent years, standard also specify what teachers should know and be able to do.

298.

Picture Books and Illustrator Studies* BEFORE INSTRUCTION

o

Plan positions.

4.

Plans are included to develop activities. For example: An interdisciplinary

•

Positive reinforcement is the introduction of something wanted, needed, or desired either physically or psychologically. It may maintain or strengthen behavior.

Give students a opportunity to apply the new learning

Practice

Give students an opportunity to apply previously learned strategy

Practice

•

Practice- massed and distributed practice

o

Predictor

•

Preparation time

2.

Prepare materials. Your students' journals may be loose-leaf notebooks or folders. Individual pages should be contained in some way so that they are not lost over time.

•

Prepare materials:

o

Present positions.

5.

Present the examples and list the attributes

•

Print words

304.

Probable Passage* • Choose eight to fourteen words or phrases from the story and write them on an overhead or the chalkboard. The words should include ones that reflect the characters, setting, problem, and outcomes, as well as some unknown words that are critical to the theme of the selection.

305.

Problem Solving* Reflective Problem Solving follows a series of tasks. Once you have broken the students into groups, the students define the problem, analyze the problem, establish the criteria for evaluating solutions, propose solutions and take action.

308.

Professional Learning Community An institutionally expected and sanctioned practice where educators regularly work collaboratively under the assumption that the key to improved learning for students is continuous job-embedded professional development.

310.

Program Improvement (PI)

•

Promotes critical thinking

2.

Provide a model journal for students. Make sure that this model includes observations, questions, critical judgments, opinions, and feelings. Explain that while all of these are appropriate, students should be able to distinguish opinion from observation and critical judgment from feelings.

3.

Provide journal sheets or booklets with prompting questions that will help structure student responses. Encourage students to record as many observations as they can.

o

Provide reference materials including a bibliography that support and elaborate the arguments for the positions to be advocated.

o

Put your weakest argument in the middle. This is sandwiching and this point is in this position to make it the most forgettable.

o

Puzzling information

313.

Pygmalion effect

314.

QAR* The question-answer relationship (QAR) strategy helps students understand the different types of questions. By learning that the answers to some questions are "Right There" in the text, that some answers require a reader to "Think and Search," and that some answers can only be answered "On My Own," students recognize that they must first consider the question before developing an answer.

o

Questioner

317.

RAFT* The RAFT's Technique (Santa, 1988) is a system to help students understand their role as a writer, the audience they will address, the varied formats for writing, and the expected content. It is an acronym that stands for:

o

Reach a decision.

318.

Read & Paraphrase* Paraphrasing while reading is critical for every kind of reading. Paraphrasing acts as a comprehension check. If you can paraphrase what you have read, you have understood the material (2nd level of Bloom's -Comprehension/Understanding).

319.

Read Aloud* Read-Aloud is an instructional practice where teachers, parents, and caregivers read texts aloud to children. The reader incorporates variations in pitch, tone, pace, volume, pauses, eye contact, questions, and comments to produce a fluent and enjoyable delivery. Reading texts aloud is the single most important activity for building the knowledge required for successful reading (McCormick, 1977).

2.

Read a short passage aloud to your students.

•

Read aloud the selected texts on consecutive days.

•

Read aloud, model, and verbalize the connections you are making.

4.

Read the selected passage aloud as the students read the same text silently. At certain points stop and "think aloud" the answers to some of the pre-selected questions.

•

Read the selection to students.

•

Read the text.

320.

Read, Pause & Reflect* As students read, ask them to evaluate their own understanding of the text and to connect the new knowledge to what they already know. In addition, students ask them to summarize the information several times. This process allows them to know exactly where their comprehension is breaking down - because if they cannot summarize a portion of the text, they probably did not understand it.

321.

Readers' Theater* What is Readers' Theatre?

322.

Readers' Workshop* Reader's Workshop uses several consistent components but there is a wide variety of implementation.

325.

Reading Connections* Explain to students that you are going to show them a strategy that good readers use to help them understand stories they read or listen to.

324.

Reading Recovery Reading Recovery created by Dr. Marie Clay of New Zealand is an early intervention program that works with first graders lacking in English Language Literacy skills to reduce the gap before it widens in upper grade. Certified Reading Recovery teachers learn to administer, score and interpret an observational survey of students' reading and writing behaviors and select specific strategies to assist students in learning how to read and write through one-to-one instruction.

•

Reading:

326.

Reciprocal Reading* Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. The teacher models, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about the text.

•

Recognition of colors and basic shapes.

328.

Reflective Discussion* • Pose an initial question to initiate discussion.

329.

Regional Occupational Programs (ROP)

330.

Reinforcement the maintaining, increasing or eliminating of a behavior during a lesson and/or in the environment.

o

Require each group to reach consensus on the issue and turn in a group report on which all members will be evaluated.

333.

Research Projects* Determining the Purpose and Topic:

•

Resolve resulting questions, concerns, or issues, by rereading passages or viewing films a second time.

336.

Response Journals* Response Journals record student feelings, responses, and reactions to reading texts. This strategy encourages students to think deeply about the materials they read and to relate this information to their prior knowledge and experiences. This interaction between reader and text extends the reading experience into the "real life" application of information.

338.

Retention Retention- the act or power of remembering things. The variables of retention are:

o

Reverse positions and argue the issue from those perspectives.

339.

Review Too many times teachers write or use the word review when writing lesson plans or talking about teaching. In many of these cases, there is a lack of understanding of the purpose of review. Therefore consider the purpose of the activity planned and instead of the word review use one of the following:

•

Review the chart, focusing students' attention on the sequence of main events.

•

Rewards

342.

Role Playing* Role-playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role-playing is an enlightening and interesting way to help students see a problem from another perspective.

•

Role of the Writer - Who are you as the writer? Are you Sir John A. Macdonald? A warrior? A homeless person? An auto mechanic? The endangered snail darter?

344.

Running Records Developed by Marie Clay, as part of Reading Recovery. Running Records use standard recording and scoring procedures to accurately and to objectively record, what a young reader said and did while orally reading continuous text. A Running Record is a tool for coding, scoring and analyzing a child's precise reading behaviors. (Fountas & Pinnell, Guided Reading p 89)

347.

SAT (Standardized Achievement Test)

348.

SAT II

378.

SQ3R* The SQ3R strategy (which stands for Survey, Question, Read, Recite, Review) was developed by Robinson (1961) to provide a structured approach for students to use when studying content material. This strategy has proven to be effective and versatile and is easily integrated into many content areas and across grade levels. Students develop effective study habits by engaging in the pre-reading, during-reading, and post-reading steps of this strategy. The SQ3R literacy strategy helps enhance comprehension and retention of information.

345.

Safe harbor

•

Sample Schedules (FA, ML, Stations, Wrap-up)

•

Scale (the size of images, and of particular shapes within the image)

4.

Schedule time for regular journal use. Students are all engaged in the act of writing and this enables individuals to generate ideas, observations and emotions.

350.

Scholastic Assessment Test (SAT I)

351.

School Accountability Report Card (SARC)

354.

School Improvement Program (SIP)

356.

School Site Council (SSC)

359.

School-wide programs

360.

Science Fairs* A science fair is an exhibition of student science projects designed to highlight their learning of science. The science projects are an investigation using the scientific method to discover the answer to a scientific problem. Science Fairs are great activities for students at all grade levels. At the younger grades, the teacher may choose to do science fair projects as a class whereas at the older grade levels, individual projects are encouraged.

361.

Science Olympics* What are the Science Olympics?

1.

Select and define a concept

4.

Select circle meeting dates.

2.

Select the attributes

•

Selected a book to exemplify this and prepare a guided discussion.

364.

Self Monitoring Strategies* Self-monitoring strategies are plans used to increase independence in academic, behavioral, self-help, and social areas.

•

Shape (curved or straight-edged, repeated-- patterns)

368.

Simulations* A simulation is a form of experiential learning. Simulations are instructional scenarios where instruction occurs in a "world" defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this "world" and uses it to achieve the desired instructional results. Simulations are in way, a lab experiment where the students themselves are the test subjects. They experience the reality of the scenario and gather meaning from it. The strategy that fits well with the principles of constructivism.

•

Sources and page numbers are noted by students to assist in the development of a bibliography at appropriate grade levels.

•

Spelling:

377.

Sponge Activity/Do Now Sponge activities" or a "Do Now", an engaging and quick - 3 - 5 minutes activity that needs little teacher direction and is easy to follow/understand is used to help "soak up" valuable teaching and learning time. It provides students with a learning activity while the teacher takes care of administrative type work like taking attendance, lunch counts, collecting homework, etc. It promotes "bell to bell" instruction and eliminates behavior problems by giving students something educational to do with their time. A sponge activity has educational value - it can, but does not have to relate to the day's objective. It relates to the students' schema and their prior level of knowledge, it gets them thinking, but should not be too difficult or frustrating.

•

State the purpose so students pay attention to the images as you read the book aloud. Identify viewing targets before reading the book. You may wish to post them to reinforce them and orient students to view for particular purposes.

384.

Story Mapping* • Introduce story mapping as a collaborative activity.

•

Story illustrations can be displayed in a vertical or a horizontal sequence, in a circular pattern or as a winding trail, which traces the movements of the characters.

•

Structure the controversy:

385.

Structured Controversy* • Choose a discussion topic that has at least two well documented positions.

386.

Structured Overview* There are three main ways in which Structured overview is used.

387.

Student Study Team (also referred to as Student Success Team)

•

Students are to complete the prediction statement, as well as the questions section.

•

Students can retell the story for their own enjoyment, to a partner, to a small group or to the class.

•

Students consider how they will sequence the information.

•

Students consider potential audiences and how they will share is learned.

•

Students could record the information in various ways including using sub-headings or initial questions to categorize information or by recording key words or phrases.

•

Students gather information using a variety of reference material such as information books, magazines, newspapers, encyclopedia, atlases, filmstrips, films or video tapes.

o

Students may record or describe the images evoked by texts in their reading logs and during conference

•

Students review the gathered information to ensure that questions are answered.

o

Students should be encouraged to use imaging as a prewriting activity for independent writing.

o

Students should first select their general purpose.

•

Success

•

Suggestions for sharing knowledge include oral or written reports, displays, creating books and charts, or presentations including visual art, music, dance or drama.

o

Summarizer

•

Summarizer - prepares a brief summary of the passage read that day

•

Support each point.

•

Synthesis: Build a birdfeeder that is Squirrel Proof (Science)

394.

Task Analysis A task analysis is the process of breaking down complex learnings into simpler parts, then sequencing those parts for more predictably efficient learning. When designing a unit of study, the teacher must determine the skills or learnings the students must acquire and be able to demonstrate in order to reach the terminal objective.

395.

Teach to the Objective -T2O Teaching to the objective consists of a set of teacher actions that are relevant and congruent to the Instructional Objective. The teacher does not "birdwalk" or get off on a tangent that is not relevant to the objective. The Instructional Objective answers the essential question: "What will students learn and how will you know that they have learned?" The four (4) teacher actions, providing information, asking questions, designing activities and responding to the efforts of the learner assist the learning acquiring behaviors that promote acquisition of the new learning as described in the Instructional Objective.

•

Teacher models the process with prompted contributions e.g. a mind map for 'Myself'

•

Tell students that they are making text-to-text connections when something from the text they are reading and can relate to something they have read in another text.

•

Tell students that they are making text-to-world connections when something in the book makes them think about something that is happening or has happened in their neighborhood, community, country, or the world.

•

Tell students that you are going to show them another way to make connections to help them become better readers and listeners.

5.

Tell students to move to the next segment of the reading after they have completed the main point, question, and connection for the current section of the reading.

•

Textures (soft, hard, sharp, etc.)

1.

The Audience - Who is being taught - usually the students

6.

The Clarifier will address confusing parts and attempt to answer the questions that were posed.

4.

The Condition (As needed/Optional)

5.

The Degree o Accuracy- the acceptable degree of competency/proficiency

2.

The Learning - the specific, measurable skill, sub-skill, concept being taught

7.

The Predictor can offer predictions about what the author will tell the group next or, if it is a literary selection, the predictor might suggest what the next events in the story will be.

5.

The Questioner will then pose questions about the selection:

1.

The Starting and stopping points for each segment

•

The ability to sort objects (e.g., beans or coins)

1.

The high school graduation rate will increase to at least 90 percent.

1.

The levels of quality for each of the criteria. These levels of performance may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1) or both.

•

The main ideas and supporting material composes the body of the speech.

3.

The occasion or person described must be suggestive in that your description and thoughts lead the reader to reflect on the human experience.

•

The opening catch the attention of their audience and arouse interest in their subject. They can do this by telling a joke or story, or by providing a fact or statistic. They may refer to an event, or to the present occasion, place, or audience (with humor or congratulations). They may quote something or ask a question.

4.

The point of view in narrative essays is usually first person. The use of "I" invites your readers into the story.

•

The question should be an inferential or open-ended question to which there is no single correct answer.

•

The question should require students to make an inference or assumption, or to interpret what they have observed, heard or read.

8.

The roles in the group then switch one person to the right, and students read the next selection. Students repeat the process using their new roles. This continues until the entire selection is completed. (Source: ReadingQuest)

1.

The story should have an introduction that clearly indicates what kind of narrative essay it is. Is it an event or recurring activity, a personal experience, or an observation? It should have a conclusion that makes a point.

3.

The student's model and the teacher assist (guided practice).

4.

The students create a model of their own (independent practice)

1.

The teacher models and labels the critical attributes.

2.

The teacher models and the student assist.

6.

The teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all students for the next century.

Main Idea

The topic is not developed or supported with any details and contains many inaccuracies The topic is supported with a few details but is unclear, shows no logical progression and is incomplete Some information is inaccurate. The topic is reasonably clear but not totally complete. Supporting details are adequate and relevant, information is accurate The topic is thoroughly developed and supported with Important details and anecdotes that is relevant and accurate

5.

The writing in your essay should be lively. Try to describe ideas and events in new and different ways.

o

These words or phrases could be recorded under the categories of sights, sounds, tastes, smells and feelings.

404.

Think Alouds* Think-Alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they are doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text.

o

Think and Search Questions: Answers gathered from several parts of the text and put together to make meaning.

405.

Think-Pair-Share* Think-Pair-Share (TPS) is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing an answer with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material.

•

This first question should reveal students' understanding of the main theme, message or purpose of the selection.

•

This pattern or framework can be used for retelling the story.

9.

Throughout the process, the teacher's role is to guide and nurture the students' ability to use the four strategies successfully within the small group. The teacher's role lessens as students develop skill.

406.

Title I

•

To avoid problems, clearly communicate to the students the debate rules that will guide the interaction.

•

To incorporate a new word into their writing vocabularies, students should look at the word, cover the word, visualize it on their screen, then write the word from memory and verify what they have written.

•

Topic + strong Verb - What is the subject or the point of this piece? Is it to persuade a goddess to spare your life? To plead for a re-test? To call for stricter regulations on logging?

410.

Transfer Teacher decisions that increase the probability that students can interrelate past learning to new learning. The variables of transfer are, critical attributes, degree of original learning, association and similarities.

o

Transitions belong between all points of change in the speech, from the introduction to the body, at each point in the body and from the body into the conclusion.

•

Travel tracer - tracks the movement when the characters move a lot

•

Try to anticipate questions before they asked. The pace of some simulations is quick and the sense of reality is maintained with ready responses. Monitor student progress.

o

Try to understand both sides of the issue.

o

Unclear parts

•

Understanding- translation of ideas

•

Uniqueness - every Mind Map needs a distinctive centre

•

Unit: Habitat: 1. Do birds come to our park? (Social Studies)

•

Use arrows to show cause and effect

•

Use color to separate different ideas

•

Use of symbols and images

o

Use paraphrasing when you are not clear about what someone said.

o

Use phrases like: An example of this; We can see...;This brings us back to the larger problem of..., etc.

•

Use shapes, circles and boundaries to connect information

•

Use single words or simple phrases for information

•

Using procedures such as discussing, mapping or webbing, to determine students' interests and awareness levels about a topic of study.

•

Venn diagrams of concepts, semantic maps, semantic organizers, webs, and charts are all methods visual Structured Overview. When accompanied by explanation, visual overviews are often very effective at helping student connect ideas.

•

Verbal Summary At The Start Of A New Concept - The teacher starts by highlighting the new ideas learned in a few simple sentences. Then discuss the relationship between these ideas and the ones the students already know. The structured overview takes the role of an advanced organizer.

416.

Visual Imaging* The practice of imaging or mentally visualizing objects, events or situations is a powerful process that assists students to construct meaning as they listen and read. As students read and listen to others, they incorporate their knowledge and previous experiences to form images of situations, settings, characters and events. These images extend students' comprehension, enrich their personal interpretations and stimulate unique ideas for writing. Imaging provides the opportunity for students to experience vicariously what they hear, read and write.

•

Visual Memory - Print the key words, use color, symbols, icons, 3-D-effects, arrows and outlining groups of words

•

Vocabulary enricher - chooses words that are difficult or used in an unfamiliar way

421.

Webbing* method of visually representing relationships among ideas, concepts or events.

•

What aspects are unique to this illustrator?

•

What connections did I make to previous ideas of lessons?

•

What did I do in class today?

•

What did I find interesting?

•

What did I learn?

o

What do I know about this topic?

o

What do I think I will learn about this topic?

•

What elements did this illustrator predominantly use?

•

What elements produced these effects? (Find proof in the images)

•

What mood is created in this/these image (s)?

o

What more can I do to understand this?

o

What new information did I learn?

•

What questions do I have about what I learned?

Summarize the main idea

What questions do you have? What connections can you make?

•

What was the point of today's lesson?

o

What were the most important points in this reading?

o

When reading to students, periodically pause to share your personal perceptions and images evoked by the author's language.

•

When recalling the spelling of a word, students should say the word, visualize it and then write the word.

•

When students are comfortable with creating images of words, they can apply this strategy independently to encode the spellings of words.

•

When the worksheets are finished, each group shares the results and reads their prediction statement aloud.

•

Which elements work together?

•

Working as a group, the students discuss all of the words and phrases and decide into which box to put each one. Students should use as many of these as possible, but it is not necessary to place all of them in a box. It is important to remind the class that the "Unknown Words" are ones for which the meanings are not known, not just those that the group cannot decide into which box they should go.

•

Writing about History

•

Writing about Mathematics

•

Writing:

•

Written Summary - The approach is the same as the verbal summary, but students have a written record of the ideas.

2.

You should describe the person, the scene, or the event in some detail. The use of dialogue is fine as long as long as you avoid using too much.

society

a group of people who are drawn together for a certain purpose or purposes. (meaningful boundaries around a group of people)

language

a system of linguistic communication to a group including written, spoken and signed modes of communication.

code

a system that two people use to communicate with each other

1.

ability grouping

2.

abstinence only

4.

accommodations Changes in the way instruction is given and tests which are designed or administered to respond to the special needs of a student

5.

accountability

6.

accreditation

7.

achievement gap

8.

achievement test A test used to measure a student's knowledge and skills. (Ed Source)

10.

action research

11.

active learning

12.

active participation Active participation can occur through two (2) types of behavior:

13.

active reading* Good readers utilize 6 common ways to actively read -

14.

activities One of the 4 teacher actions used to convey the learning to the student, and accomplished through a variety of instructional methods, strategies and structures all congruent to the instructional objective.

18.

adoption Refers to the chosen curriculum of a particular school.

20.

advanced placement (AP) program

21.

advisory system

22.

affective education

24.

alignment

25.

alternative assessments

26.

alternative scheduling

27.

alternative schools

29.

alternative teacher certification

35.

aptitude tests

4.

asking clarifying questions

2.

asking questions

37.

assessment

39.

association One of the variables of transfer, association is the process by which a learner interconnects learnings in his/her memory. Various types of associations include inferential, causal, analogical, deductive or inductive.

42.

authentic assessment

43.

authentic learning

45.

average class size

46.

average daily attendance (ADA)

49.

basal reader

50.

basic (see also proficiency)

51.

basic skills

52.

behavior modification

53.

benchmark

54.

benchmarks A detailed description of a specific level of student achievement expected of students at particular ages, grades, or developmental levels; academic goals set for each grade level. (Ed Source)

55.

bilingual education

56.

block grant

58.

block scheduling

57.

block scheduling Instead of traditional 40- to 50-minute periods, block scheduling allows for periods of an hour or more so that teachers can accomplish more during a class session. It also allows for teamwork across subject areas in some schools. For example, a math and science teacher may teach a physics lesson that includes both math and physics concepts.

60.

bond measure A method of borrowing used by school districts to pay for construction or renovation projects. A bond measure requires a 55 percent majority to pass. The principal (original amount borrowed) along with the interest are repaid by local property owners through an increase in property taxes. (Ed Source)

62.

brain-based teaching

70.

certificated/credentialed employees

72.

character education

73.

charter school

76.

child-centered

77.

church-state separation

79.

class size reduction A state-funded program for kindergarten through third grade classes to ensure that there are no more than 20 students per teacher. A separate program supports some smaller classes for core subjects in ninth grade. (Ed-data)

80.

classified employees

81.

classroom climate

82.

classroom management

85.

cluster To place small groups of students together for instruction

86.

coaching

88.

cognitive development

89.

cognitive learning

90.

cohort

91.

collaboration

92.

collaborative action research

•

color (hue, tint, shade, combinations, intensity)

93.

common ground

95.

community center schools

96.

community college

97.

community-based learning

98.

comparable growth

100.

competency tests

101.

comprehensive school reform

106.

conflict resolution

108.

constructed response

109.

constructivism

110.

content standards Standards that describe what students should know and be able to do in core academic subjects at each grade level. (Ed Source)

111.

continuous progress

114.

core curriculum

115.

covert Covert Activities, a form of Active Participation, are not seen or heard. Activities such as thinking, considering, pondering, visualizing, and listening to the voice in your head are covert.

116.

creationism

117.

criterion-referenced test

118.

critical attributes One of the variables of transfer, the critical attributes are the essential components of something, the things that make it unique unto itself.

119.

critical thinking

120.

cultural literacy

121.

curricula plural of curriculum. May be Anglicized as curriculums.

122.

curriculum

123.

cyber schools

124.

data-based decision making

130.

de-tracking

126.

decentralization

127.

degree of original learning One of the variables of retention and transfer that says that retention increases when the student learns the material well the first time he/she learns it.

128.

democratic education

129.

democratic purposes of education

•

description, narration, comparisons, examples, testimony, statistics, visual aids (charts, diagrams, demonstrations, slides, maps, motion pictures, photographs, samples, or working models), and repetition (restatement of important ideas to increase the chance that they will be remembered).

o

detecting opinions and bias

o

determining main ideas

131.

developmental screening tests

132.

developmentally appropriate education

134.

differentiated instruction

135.

direct instruction

136.

disaggregated data

137.

discovery learning

o

display a printed word and ask students to print that word on their imaginary screens

138.

distance learning

139.

diversity In education, discussions about diversity involve recognizing a variety of student needs including those of ethnicity, language, socioeconomic class, disabilities, and gender. School reforms attempt to address these issues to help all students succeed. Schools also respond to societal diversity by attempting to promote understanding and acceptance of cultural and other differences.

142.

dropouts

143.

dyslexia

144.

early childhood education

145.

effective schools

148.

emergency permit

152.

enrichment Topics and activities that are valuable and interesting to learn but are not basic education—knowledge that is "nice to know" but not necessarily, what people need to know. The term enrichment is also applied to efforts that parents make to supplement their children's learning outside of school, such as trips to science and art museums, classes in dance, art or sports, educational vacations, visits to local libraries, and attendance at local theaters, orchestras, or ballets.

153.

environmental education According to the Environmental Education and Training Partnership (EETAP), environmental education "is a learning process that increases people's knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action." Although some educators have long argued that environmental education should be an essential part of the school curriculum, the movement to incorporate it has gained ground in recent years as more and more schools have incorporated at least some of its elements.

154.

equal access

155.

equity

160.

essential questions

161.

evolution

162.

exemplar

163.

experiential education

167.

failing schools

168.

family life education

169.

family math A University of California at Berkeley program that teaches families how to enjoy doing math together. Parents and children attend workshops or use the Family Math book to learn how to use everyday materials to do fun math activities.

170.

feedback Feedback gives information to students about how they are performing relative to classroom learning goals. It is specific, usable and timely and is an important component of the formative assessment process. Hattie and Timperley (2007) propose a model of feedback that distinguishes four levels:

171.

feeling tone A variable of motivation, and retention, feeling tone is the learner's perception of the physical and emotional climate of the learning environment as either pleasant , negative and neutral

174.

formative assessment

175.

four by four (4×4) schedule

177.

full inclusion

178.

functional illiteracy

179.

fuzzy math

180.

gender bias

182.

general fund

183.

gifted and talented

•

group by need/skill

185.

guided practice The opportunity to try out or experience a learning with the close assistance of another person ,usually the teacher or a tutor. It usually occurs immediately following instruction of content.

187.

habits of mind

o

have students describe the colors and shapes of their letters, and silently read the letters in order

o

have students verify spellings by comparing their words to the displayed words

o

have students write the words on their papers from memory and check what they have written

o

have the students imagine that they are watching a large video screen or computer monitor

o

have them focus on a blank screen

189.

health education

190.

heterogeneous grouping

192.

hidden curriculum

196.

high-stakes tests

194.

higher-order thinking

195.

highly qualified teacher

197.

holistic learning

198.

homeschooling

199.

homogeneous grouping

o

if their spellings are incorrect, the imaging process are repeated.

201.

illiteracy Lack of the skills needed in a literate society.

202.

immersion

203.

inclusion

205.

independent study

206.

indicator A statistic, such as the percentage of students attending school daily, used as evidence of success in accomplishing an abstract goal, such as student interest in learning. The long-term results of education are difficult to measure, so people use measurable indicators—such as dropout rates, honors won, and test scores—to help judge school quality.

210.

instructional minutes

212.

integrated curriculum Refers to the practice of using a single theme to teach a variety of subjects. It also refers to a interdisciplinary curriculum, which combines several school subjects into one project.

213.

integrated language arts

214.

integrated learning systems

217.

international baccalaureate (IB)

o

interpreting information conveyed in resources such as pictures, charts, maps and graphs

218.

intervention

220.

invented spelling

223.

job shadowing

224.

joint school districts School districts with boundaries that cross county lines. (Ed Source)

226.

knowledge of results Rather than just praise which is an expression of approval (Good!, Right!, Excellent!) and is subjective, knowledge of results is specific and immediate feedback that is always constructive and sometimes instructive. It describes to the learner what is correct about their response/work and what can be changed or considered to improve their work.

228.

language arts literacy The literacy skills of reading, speaking, listening, and writing skills taught across all curriculums. Not all teachers are teachers of English or Reading but all are teachers of literacy.

229.

lead teachers

232.

learning disability

233.

learning disorder

235.

learning styles

236.

least restrictive environment

239.

lifelong learning

240.

limited-English-proficient (LEP) students

o

locating specific facts and details

242.

looping

243.

low-performing schools

244.

magnet schools

245.

mainstreaming The practice of placing students with disabilities into regular classrooms. The students usually also receive some assistance and instruction in separate classrooms, often called resource rooms. (Programs in which students with disabilities spend all or nearly all of their time in regular classrooms are called inclusion or full inclusion programs. Mainstreaming is also known as partial inclusion.) Successful mainstreaming requires regular communication and cooperation among teachers, students, and parents. Individualized Education Programs need to be jointly developed, thoroughly understood, and carefully followed. The classroom teacher may need special training and assistance from the special education staff. Mainstreaming is also more effective when regular students are given information about their peers with special needs.

246.

manipulatives

2.

mark it for a later re-reading or

247.

mastery learning A way of organizing instruction that tries to ensure that students have mastered each increment of a subject before going on to the next. The idea assumes that a subject is into sequential steps organized hierarchically. The classic mastery-learning model formulated by psychologist Benjamin Bloom calls for teachers to teach a unit of work and give a formative test. Students who do not master the material study it in a different way while the mastery students do enrichment work. Then all students take a summative test, which nearly all students should pass.

248.

meaning A variable of retention, meaning refers to the connections made by the learner between experiences and/or prior knowledge and new instructional objective.

249.

measurement error

250.

mediation

251.

mentor

252.

merit pay

253.

meta-cognition

254.

middle schools

257.

minimum competency tests

258.

mixed-ability grouping

262.

multi-age grouping

263.

multicultural education

265.

multimedia presentations

272.

national goals

275.

neighborhood schools

281.

norm-referenced tests

283.

outcomes

287.

pedagogy The art and science of teaching—especially the conscious application of theory into practice. If a teacher uses a discovery approach rather than direct instruction, for example, she is using a different pedagogy.

289.

peer mediation

291.

peer resource program

292.

percentile ranks

293.

performance assessment

294.

performance tasks

295.

personalization

296.

phonics

297.

physical education (PE)

299.

portable classroom

300.

portfolio

301.

practice A variable of retention, practice is the time given in a lesson or outside of the classroom to allow students the opportunity to try out or experience the learning; the opportunity to apply what they understand. The two types of practice include guided practice and independent practice, with guided practice usually coming first. The sequence of practice usually begins with massed practice (intense and closely paced) and then moves to massed practice (intense but shorter in sessions and paced further apart). Important questions for the teacher to ask her/himself are: How much? How long? How often? How well?

302.

primary language A primary language is student's first language or the language spoken at home.

303.

privatized schools

306.

problem-based learning

307.

professional development

309.

proficiency

311.

pull-out programs Students receive instruction in small groups outside of the classroom during the regular school day.

312.

pupil-teacher ratio

315.

qualitative research

316.

quantitative research

1.

re-read the passage more slowly

323.

readiness

•

realistic (depicts life closely, as a photograph)

327.

reconstituting schools

o

recording main ideas and interesting details.

331.

reliability

332.

remedial education

•

representational (uses stylized images to stand for characters and story elements)

3.

request help understanding the author's words.

334.

resource room

335.

resource teacher

337.

restructuring

340.

rewards A form of extrinsic motivation whereby teachers use tangible (such as stickers, grades, free time, bonus points, certificates), non-tangible rewards (praise, lunch with the teacher, be the first in line, pick out a story to be read, and punishments (such as loss of recess, detention, lowering a grade). When using this form of extrinsic motivation the motivation to perform can disappear when the reward disappears. Therefore, teachers should use extrinsic rewards sparingly having it lead to intrinsic motivation, gradually decreasing extrinsic motivation as intrinsic motivation increases (Example: giving an extrinsic motivation for reading independently, then when a child begins to enjoy reading for its intrinsic value the extrinsic reward is diminished and fades)

341.

rigor

343.

rubric Specific descriptions of performance of a given task at several different levels of quality. Teachers use rubrics to evaluate student performance on performance tasks. Students receive the rubric prior to the assignment, or may even help develop it, so they know in advance, what they are expected to accomplish.

346.

sampling

349.

scaffolding

352.

school choice

353.

school climate

355.

school restructuring The implementation of new organizational patterns or styles of leadership and management to bring about renewed and more effective schools. The term restructuring was widely used by educators and reformers in the early 1990's but is less common now. It can mean reorganizing the school day or year and changing conventional practices, such as grouping students by age for an entire school year or giving competitive grades. It may also refer to changing the roles of teachers and administrators, allocating more decision-making power to teachers, and involving parents in decisions.

357.

school-based management

358.

school-to-work A movement, based on the belief that, students are inadequately prepared for careers by the time they graduate from high school. Although a growing number of parents believe their children must attend college and earn at least a bachelor's degree to make a comfortable living, nearly three-quarters of U.S. citizens do not have a college degree, indicating that high school graduates need preparation and training to succeed in the work world.

362.

scientifically based research

prescriptive

seeks to outline the standard language and how it "should" be used

363.

selected response

365.

service learning

366.

sheltered instruction

367.

similarities An attribute of transfer, similarities are the ability of the teacher to make decisions in the lesson that point out and have students recognize the commonalities and differences of what is being taught to prior learnings

369.

single-subject credential

370.

site-based decision-making A system of school governance by which most decisions, including staffing and spending decisions, are made at the level of the individual school, rather than at district or other agency level. Also known as school-based or site-based management.(Schools or sites are not necessarily whole buildings. In some cases, a building may house several schools.)

371.

social promotion

372.

socioeconomically disadvantaged

373.

special day classes

374.

special education

375.

special-needs students

376.

spiral curriculum

379.

staff development days

380.

standardized test

381.

standards

382.

standards-based education

383.

standards-referenced tests Also known as standards-based assessments.

388.

student teacher

389.

student-led conference

3.

students will be the first in the world in mathematics and science achievement.

390.

success A variable of motivation, success refers to the learner's perception that a task is attainable when the learner puts forth a reasonable amount of effort. The teacher therefore must consciously organizes the learning in chunks that are attainable so that the learner can continually perceives progress toward the goal

o

summarizing and paraphrasing information in their own words

391.

summative assessment

392.

supervision

grammar

system of rules for the structure of a language

393.

systemic reform

396.

teacher certification

397.

teaching for understanding

398.

teaching to the test

399.

team teaching An arrangement by which two or more teachers teach the same group of students. Teachers may teach together in many different ways. They may teach a course, or a combination of courses, for an entire school year, or they may plan and teach a particular unit of study. They may present content from the same, or different, subject areas. They may keep the students in a single large group or divide them up for some purposes.

400.

tenure

401.

tenure The legal provision that people in certain positions are not fired without a proven reason, in court. Teachers and professors receive tenure after a specified probationary period. Once they have established their competence to teach and have tenure, they may not be dismissed for improper reasons, such as teaching an unpopular idea or belonging to the wrong political party. Opponents of tenure charge that the elaborate procedures required to dismiss a tenured person, commonly known as "due process," are so onerous that they prevent school systems from discharging poor teachers.

2.

the criteria to be included in a specific performance task - a full description for the criteria under each level of quality may be given

descriptive

the description, analysis and explanation of how language is "actually" used

402.

thematic instruction

403.

thematic units

•

to develop students' ability to create images and ideas by relating their previous knowledge and experiences to what is heard and read

•

to develop students' ability to monitor for meaning as they read and write

•

to provide opportunities for students to share personal interpretations of literary selections

407.

tracking

408.

trade books

409.

traditional calendar School starts in September and ends in June for a total of 180 days of instruction.

413.

un-tracking

411.

ungraded school

412.

unit of study

414.

validity

415.

values education

417.

visualization

5.

visualizing

420.

wait time- Teachers typically give students less than one second to respond to a question, allowing little to no time for students to fully comprehend the question and then formulate an answer. Students therefore respond with low-level recall responses or none at all. Research has shown that when students receive three to seven seconds after asking a question their responses tend to reflect thinking that is more thoughtful, fuller and deeper. This finding is consistent among all grade levels.

47.

average daily attendance (ADA)

32.

Annual Measurable Objective (AMO)

33.

Anticipation Guide* Anticipation Guides allow the reader to make predictions about text by eliminating unlikely possibilities. It is a way to prepare a reader prior to a reading assignment by asking them to react to a series of statements related to the content of the material.

38.

Assigned Questions Assigned questions prepared by the teacher, and answered by students. Students discuss their responses among one another and/or with the teacher.

44.

Author's Chair* Author's Chair is the final step in the writing process. A time and place allotted to writers who wish to share their final products with an audience. A student's work of writing completed the revising and editing and the publishing process. The author and fellow classmates gather together to provide the writer with positive feedback. The student in the author's chair reads selected piece of their writing. Peers then have an opportunity to respond positively to what the text.

3.

making predictions

1.

marking the text