Chapter 6
Defined as the amount of time scheduled for interruption
Allocated Time
A multi-tiered system of support typically consisting of 3 tiers
RTI
Refers to the ability to select the appropriate stimuli, focus on those stimuli, and ignore all other irrelevant stimuli
Selection attention
Defined as the words that make up a language
Vocabulary
The ability to perceive and understand accurately what one sees
The time during which students are attending to relevant instructional activities with a high rate of success
Engaged learning time
A way in which you create a flexible curricular material and providing built-in alternatives within instructional design of materials
UDL
Are created by taking the first letter of each piece of information to create another word or words
Defined as the ability to hear, recognize and manipulate the single distinctive sounds of language
Phonemic awareness
Concrete instruction
Generic effective teaching principles
A blend of whole-class group, and individual instruction, which includes content, process, and product
Differentiation
Are similar to acronyms except that the first letters of words in the list are used to create new words to represent a phrase or sentence
Acrostics
The skill of reading accurately, at an appropriate rate, and with expression
Fluency
The student may be given visual representations, whether tally marks, dots or pictures of blocks or cars
Representational instruction
Rate at which a student responds
Fluency
Multitiered interventions, data-based decision making, alignment of curriculum and evidence-based practice, team collaboration, and implementation
Components of RTI
Another tool to help students take notes
Guided notes
The ability to match phonemes (sounds) with graphemes (spellings) to read or write
Phonics
Abstract instruction
Instructional practices that have been documented through research to be effective in improving student outcomes
Evidence-based interventions and practices
Options for perception, options for language, mathematical expressions, symbols, and options for comprehension
Principles of UDL
Verbal or written techniques used to activate prior knowledge about the topic and provide a general description of the entire lesson
Advanced organizers
This is a complicated cognitive process that requires deciding what to say and how to say it, as well as fluent motor and text production skills
Writing
Refers to breaking a task into smaller manageable parts or steps, teaching steps as separate objectives, and then combining all steps to complete the entire task
Task analysis