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Glossary
District 6 South Gate High School Glossary Accountable Talk: Students can discuss and raise questions about their learning; students can connect information from text to larger concepts/themes, essential questions, and/or to information learned from other sources; students can articulate the learning expectations and the connection to standards using academic language. Algebraic Thinking: It begins as a study of generalized arithmetic, where the focus is on operations and processes rather than numbers and computations. Accommodations: Changes in course content, teaching strategies, standards test presentation, location, timing, scheduling, expectations, student responses, environmental structuring, and/or other attributes which provide access for a student with disability to participate in a course/ standard/test, which DO NOT fundamentally alter or lower the standard- or expectations of the course/standard/test. Assessment: The process of gathering, describing, or quantifying information about performance. (Center for Research on Evaluation, Standards, and Student Testing, CRESST)
Benchmark: A detail description of a specific level of student performance expected of students at particular ages, grades, or development level. Benchmarks are often represented by samples of student work. A set of benchmarks can be used as "checkpoints" to monitor progress toward meeting performance goals within and across grade levels. (Center for Research on Evaluation, Standards, and Student Testing, CRESST). Classroom Library: Beyond the textbook, there are both fiction and non-fiction books, periodicals, magazines, and computers available to students to support their learning. Cognitive Demand:
Text to Self Connections: Students use information from their own lives.
Text to Text Connections: Students use knowledge of other selections they have read. Text to World Connection: Students use their world knowledge.
ask I wonder....questions (open-ended)
ask your child to come up with questions before reading to see if it's answered in the text keep track of questions stop and predict what will happen next discuss what questions you still have after reading
Initiate discussion before reading by asking what your students knows about the topic and what they would like to learn.
After reading discuss what important information they have learned. While reading help your students look for clues in the text to determine importance. Pay atttention to: first and last lines of a paragraph, titles, headings, captions, framed text, fonts, illustrations, italics, bold faced print
Ninth and Tenth Grade Example:
Criteria: Guidelines, rules, characteristics, or dimensions that are used to judge the quality of student performance. Criteria indicate what we value in student responses, products or performances. They may be holistic, analytic, general or specific. Rubrics are based on criteria and define what the criteria mean and how they are used. (Center for Research on Evaluation, Standards, and Student Testing, CRESST) Differentiation: To optimize learning opportunities and outcomes for all students by tailoring instruction to meet their current level of knowledge and prerequisite skills. (ReadinglLanguage Arts Framework for California) Expository: A traditional form of written composition that has as its primary purpose, the explanation of the communication of details, facts, and discipline-or content-specific information. (ReadingILanguage Arts Frameworks for California) Frontloading: Preview activities conducted with students before actual instruction of a unit or topic of study. For example, concept mapping of key vocabulary, establishing mental anchors, and connecting topic of study (standard) to prior knowledge. Guided Reading/Writing: With some guidance, students practice for themselves the strategies that they have been introduced to in shared reading. Teachers listen in an make decisions on the instructional needs of each student. (San Diego Literacy Framework) Habits of Mind: The thought processes and skills that apply to specific areas of study, such as problem solving in math, scientific methodology in science, chronological thinking (time lines) in history, and fluency in all forms of communication in language arts. Meier has emphasized the importance of developing five “habits of mind”: the value of raising questions about evidence (“How do we know what we know?”), point of view (“Whose perspective does this represent?”), connections (“How is this related to that?”), supposition (“How might things have been otherwise?”), and relevance (“Why is this important?”). Illustrations: Examples of the kind of work students might do to demonstrate their achievement of the standards. The illustrations indicate the academic rigor of the activities expected at each grade level. (District 6 Content and Performance Standards) Independent Reading: Independent reading by students gives them the opportunity to practice strategies they have learned in shared reading, guided reading, and read aloud. Teachers provide guidance with book choices, tailor teaching to meet individual needs and meet with individuals to monitor progress. (San Diego Literacy Framework) Informational Text and Materials: A type of expository text that has as its primary purpose the communication of technical information about a specific topic, event, experience, or circumstance. Informational text is typically found in the content areas (e.g., science, history-social science) in grades four through twelve. (Reading/Language Arts Frameworks for California) Lab / Inquiry-based Learning: Students are investigating and problem solving. Inquiry may be based on an open-ended question posed by the teacher or may be based on self-selected topics within a particular conceptual framework. Least Restrictive Environment: It is the least restrictive setting in which the disabled child can function without difficulty, whether referring to an educational setting for exceptional children, or to the education of handicapped children with non-handicapped children whenever realistic and possible. Listening Comprehension: The act or ability of understanding what a speaker is saying and seizing meaning. (District 6 Content and Performance Standards). Listening comprehension comes before reading comprehension – Jim Trelease Looking at Student Work (LASW): Teachers looking together at student work focusing on small samples, and reflecting on important questions about teaching and learning. Modifications: Changes in course content, teaching strategies, standards, test presentation, location, timing, scheduling, expectations, student responses, environmental structuring, and/or other attributes which provide access for a student with a disability to participate in a course/standard/test, which DO fundamentally alter or lower the standard or expectation of the course/standard/test.** Outcome: A final product or end result. Performance Standards: Performance standards designate the degree or quality of proficiency that students are expected to display in relation to the content standards. The performance standards are derived from content standards and describe the ways student should demonstrate the knowledge and skills they have acquired. (District 6 Content & Performance Standards) Positive Tone: Refers to the teacher’s connection to students, passion for content and instruction, and desire to support all students in their efforts to succeed. Principles of Teaching and Learning:
PQRSTUVW (text-to-self; text-to-text; text-to-world): Reading comprehension strategy that requires students to predict, formulate questions about the reading, read, talk to a partner about the reading (“say aloud”), create test questions, and make connections (“u” – how do you connect to the reading? “v” – visualize; “w” – wonder) Print rich: A classroom environment that has rubrics, habits of mind, processes, essential questions, and student work posted throughout the room to support student learning PTWG: Professional Teacher Work Groups (ie. Lesson Study Groups) QARs (Question and Answer Relationships): Multilevel questions/answers based on reading;
Rubric: An established set of parameters for scoring or rating students’ performance on standards-referenced tasks. (Center for Research on Evaluation, Standards, and Student Testing, CRESST) Scaffolding: Can consist of providing some parts of a task for students who are not ready to accomplish it independently. For example, writing frames are a form of scaffolding; Modeling is another scaffolding strategy. Shared Reading: Teacher reads aloud to students; students have a copy of the text. Students follow along in the text and actively while the teacher models specific reading strategies and skills. (District 6 Secondary Instructional Team) Shared Writing: Students contribute ideas as teacher scribes. Used to gather and pool information about a topic. Demonstrates how to find and select information and organize it around a structure. (San Diego State University, Department of education, Dr. J Mora) Specially Designed Academic Instruction in English (SDAIE): A set of strategies used by teachers to make subject matter content comprehensible to EL students. It emphasizes reaching grade-level academic standards and should be viewed as one component within a comprehensive literacy program. SDAIE is the teaching of grade-level subject matter content in English to English language learners, using instructional strategies identified by research as effective for second language acquisition. (District 6 Elementary Instructional Plan – See Appendix) Systemic Change: Change that occurs in all aspects and levels of the educational process and that affects all of the people included in this process --- students, teachers, parents, administrators, and community members. It is a dynamic process that offers an opportunity to enact change while moving beyond thinking about individuals and individual organizations, single problems and single solutions. It entails thinking about systems - policy systems, educational systems, social service systems, information systems, technology systems. Think Aloud: An instructional approach in which teachers verbalize their own thought processes while reading orally to students. In this way, teachers model for students the cognitive and meta-cognitive processes that good readers use to construct meaning and monitor comprehension. (University of Pittsburgh, Institute for Learning) Visual Support: The use of photos, illustrations, graphs, or other visuals to enhance student understanding |
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