Weird Acronyms 1
Sometimes colloquially called as "putting kids in the pyramid" this involves three different tiers of support - the third usually meaning a student has not responded to intervention in the previous tier
RTI
The number of words a student can read correctly in a minute
WCPM
A type of thinking or question that can be addressed directly in the text
Literal
When we make what is happening "in your head" while you read "visible" to students and show them how to use these strategies independently to become better readers we are teaching
Metacognitive Reading Strategies
Typically determined through either formal or informal assessment, a student can be considered this when they can decode every word in a text, but when asked questions about the text (or to retell it) it is clear they do not have any comprehension
Word Caller
While RTI is a part of the various supports offered to students, this includes offering "wrap around" supports like social and emotional support
MTSS
The number of words a student can read correctly in one minute
WCPM
A type of thinking or question that requires a reader to use both evidence from the text and their own background knowledge or schema
Inferential
This graphic organizer is often considered the "gold standard" for vocabulary instruction, although it is one of many tools you can use to help a student see the various aspects of a word's meaning (connotation and denotation)
Frayer Model
A component of both RTI and MTSS, teachers make instructional decisions based on data they've gathered through informal and formal assessments
Data Based Decision Making
EasyCBM is one of these types of assessments which are based on the curriculum of a specific grade level
CBM
This acronym refers to a students ability to read aloud with an appropriate rate and prosody
ORF
Texts that offer support to a reader by how they are formatted considering the supports a reader may need to engage with the texts are called
Considerate Texts
A leveling system for texts that can help teachers to match a student with a text if they are reading above or below grade level. This system also offers a free web site that allows you to determine the level of a book by entering the title of the book, making sure the student is reading a book they won't struggle with too much.
Lexile
A teacher determines (assesses) if a student has this critical phonics skill when they ask a student to tell them what sound (phoneme) the letter "P" (grapheme) makes - and a student can make the connect the grapheme to the phoneme by answering "puh."
Sound Symbol Correspondence
While primarily known as the "gold standard" assessment for fluency, this free web-based assessment includes passages and word lists and can be used as a screener AND for progress monitoring
DIBELS
This comprehension strategy includes teaching students to ask , right there, think and search, author and me or on my own questions
QAR
This strategy is utilized when a teacher reads a story aloud and models his thinking to the class engaging in a sort of dialogue both with the text and the class.
Dialogic Reading
This strategy can involve "blacking out" or omitting a word in a sentence. It can also involve providing several words that a student can select from - which can also be a form of assessment.
Cloze
One of nine intervals on the bell curve, this term is used to describe how a student performed in relation to other students who took a formal assessment
Stanine
Ohio requires that all schools use reading materials that are considered to be THIS as they must be research-based and approved by the State Of Ohio
HQIM
Once known as the Ohio Department of Education (ODE) , this government office has since changed its name to reflect the connection between education and the workforce
ODEW
This term is used to explain why every reader may have a different level of connection to and understanding of a text based on their life experiences - Comprehension is not just a matter of one reader understanding a text in only ONE way.
Comprehension is constructed through the interaction of the reader and the text, thus every reader responds to texts differently and constructs different understanding based on their schema. (Louise Rosenblatt)
Reader Response
This graphic organizer can be used with words or concepts to help students "map" their understanding or background knowledge
Semantic Map
An example of this type of assessment is the driving exam - the focus of the assessment is the actual ability to complete an authentic task or utilize a skill in "real life." Thus the focus is on the outcome, not just possessing abstract knowledge.
Outcome Based Assessment