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Assessment
Diversity
Behavior Management
Spelling
Comprehension
100
It is an evaluation administered to measure student learning outcomes at the end of a chapter, a semester, or a year.
Summative Assessment
100
These thoughts or mental images teachers have about their students are shaped by their background knowledge and life experiences.
Teacher Perceptions
100

It is a type of behavior management that involves asking the student to do a task, such as reading or answering a question, to refocus the student’s attention.

Redirecting
100
It is a language system characterized by explicit description and analysis of how language works.
Metalanguage
100

In this CSR strategy, students monitor their comprehension of vocabulary as they read, applying fix-up strategies to infer the meaning of unknown words by their context.

Click and Clunk
200
It is a form of classroom assessment where once a teacher has determined the instructional sequence for the year, each skill in the sequence is assessed until mastery is achieved.
Mastery Measurement (MM)
200
A set of beliefs, values, customs, and social behaviors of a group that are reflected in their everyday life.
Culture
200

Intentional way of not paying attention is used when the teacher is confident that the behavior (e.g., tapping a pencil) will run its course and that it will not disrupt or spread to others.

Planned ignoring
200

This may involve explicit instruction in phoneme (speech sound) and syllable manipulation such as blending, segmenting, elision (deletion), and categorization. In addition, it explores how their knowledge of letter–sound correspondences, blends, digraphs, and onsets and rimes can be applied in the spelling of phonologically regular words or word parts.

Phonological Process
200

In this CSR strategy, students identify the most important information contained within each section of text.

Get the Gist
300
An ongoing evaluation of student learning to provide continuous feedback for both learners and instructors.
Formative Assessment
300

This type of language typically takes one to two years to develop that requires social language skills.

Basic Interpersonal Communication Skills
300

A variety of signals (e.g., establishing eye contact, clearing one’s throat) can communicate disapproval of the student’s behavior.

Signaling

300

It builds awareness of the “visual similarities across groups of words, regardless of their pronunciation (e.g., comb, tomb, bomb)”. It also builds sensitivity to common or legal letter strings. 

Orthographic Process
300

It is a multi-component reading approach developed to help students improve their reading comprehension. Its overall goal is to improve reading comprehension in a way that maximizes student engagement. 

Collaborative Strategic Reading
400
It is a form of classroom assessment where all skills in the instructional curriculum are assessed by each test or probe across the year without any sequence required.
Curriculum-Based Measurement (CBM)
400

It is a type of language that requires competency in academic language and typically takes 5-7 years to develop. 

Cognitive Academic Language Proficiency (CALP)
400

Physical contact or reduced distance between the student and the teacher often helps the student to control impulses.

Proximity control

400

It builds awareness that may also include opportunities to explore how words are related through their base word or root (e.g., act—action—activity—activate—react). Students are taught to think about the meaning and function of prefixes, suffixes, and homophones.

Morphological Process
400
Four elements of improving reading comprehension
1. Prior knowledge

2. Vocabulary development

3. Questioning techniques

4. Opportunities to practice new skills

500
It is a type of assessment (1st-6th grades) where a student reads a passage for 1 minute. The score is the number of words he or she reads correctly per minute.
Oral Reading Fluency (ORF) or Passage Reading Fluency
500
It is a self-fulfilling prophecy indicating that when teachers have high expectations, students are more likely to demonstrate high academic achievement. In contrast, when teachers have low expectations, students do not perform up to their potential.
Pygmalion Effect
500

A teacher can temporarily remove a student from the setting (e.g., let student get a drink of water or deliver a message to another teacher) to permit the student time to regain composure and control his or her behavior. This strategy is not designed to punish the student.

Antiseptic bouncing

500
This type of instruction in spelling empowers students to succeed where it is important to identify individual strengths and weaknesses as this provides the feedback needed to inform instructional priorities in spelling.
Scaffolding Instruction
500
Four factors that influence a reader's comprehension
The reader, the text, the instructional activity, the environment or context