The recursive process of collecting data by the teacher to improve instructional practice
To break a subject or concept into parts and discuss the parts.
Students group words or phrases into four sections of a circle and then name the concept the circle is illustrating.
Frank 76 and 90
Hints about word meaning derived from phrases and sentences immediately around the word in question.
Directly taught vocabulary
Vocabulary incorporated into reading instruction for a specific text
Assessments developed to be administered to students using a prescribed format concerning time, directions, and level of assistance.
Assessment used throughout the unit to inform instruction.
When using this model, students brainstorm examples, non-examples, essential characteristics and non-essential characteristics for a given concept.
Frank 76 and 93
Consists primarily of words used in everyday language.
Indirectly taught vocabulary
Using vocabulary to make connections with other subjects or reading contexts.
Assessment that happens throughout the day as teachers use questioning, discussions, and assignments to measure student progress.
Lists of observable behaviors that can be easily identified and recorded by the teacher.
When students furnish evidence to support their answers.
To furnish evidence to support ones answer.
List Group Label
Allows students to brainstorm words they know associated with a key concept and then group the words into logical arrangements.
Frank 76 and 87
Monitoring and clarifying
An ongoing process used by the reader to ensure that what is being read is also being understood.
Partner Rater Knowledge
This strategy includes student prediction of word meaning, collaboration with a partner, reevaluation of predictions and identifying the definition based on reading of a given text.
Frank 75 and 78
A collection of student work that represents progress over time.
This strategy involves teacher or student generated sentences as they relate to selected vocabulary words.
Frank 75 and 84
Allows students to use prior knowledge to make vocabulary predictions before reading. (Similar to hangman.)
Frank 75 and 81
A scoring guide distributed and discussed in advance so that students know what is expected of them.
The learner’s ability to monitor and evaluate their own learning.
A learner’s ability to develop a plan for learning, then monitoring and evaluating that plan.
Meaning of words is not consistent across multiple contexts.
Assessment administered at the end of the unit to measure cumulative student learning.
Vocabulary specified for only one field of study.
Universal teaching- ALL students.
Supplemental Interventions- Approximately 20-30% of the student population.
Intensive Interventions- Approximately 5-10% of the student population.
Alphabetical arrangements of words displayed in a manner to allow easy access to all students.
List and describe the three types of ELL students.
Long Term ELL- been in US for several years. Speak fluently, but struggle academically with reading and writing.
Recent Arrivals with limited or interrupted schooling- These students usually have no preschooling and move often due to parents’ agricultural jobs. They are orally proficient, but lack academic language and content area concepts for their grade level.
Recent Arrivals with adequate schooling- In most cases have attended bilingual schools. Usually have a strong academic background, but are not fully prepared to speak English.