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| a classroom area composed of a library corner and writing area. |
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| a part of a literacy center in which the classroom books are housed. (baskets) |
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| requires a table and chairs, plus colored felt-tipped markers, large and small crayons, pencils, chalk, a chalkboard , and paper in a variety of sizes, kinds, and colors. |
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| dedicated to social studies, science, art, music, math, literacy, dramatic play, and block play. |
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| Interdisciplinary Approach |
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| integration of content-area learning with literacy. |
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| Deifferentiation of Instruction |
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| designing instruction to meet the achivement needs of individual children. |
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| Whole-Group Instruction (shared experiences) |
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| introduce informationto the children with th ewhole class together, such as a lesson, discussion,reading a story, or singing songs. |
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| close interaction occurs between the teacehr and a few children for explicit instruction, based on needs and interests and for assessment. |
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| Individualized Instruction (jone-on-one) |
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| allowing children to work on a one-to-one basis and work individually. |
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| Leveled Reading Books (little books) |
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| the most common materials ued for small-group explicit instruction based on needs. |
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| Instructional Reading Level |
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| the child can read the text with 90 to 95 percent accuracy. |
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| the chart provides several choices for three or four different heterogeneously grouped children. children are placed into the groups for the center of the day. |
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1. who gets along
2. kids who won't spend the entire time talking
3. academic level
4. mix their academic level up a little for help
5. balance out the groups |
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| children going through centers that meet al of the 5 areas (phonological awareness, decoding, vocabulary, coprehension, and fluency instruction)5-7 minute mini-lessons whole-group then break off into small group. |
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| the different ways in which family members initiate and use literacy in their daily living. |
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| a family literacy program. it is a school-based project, created by RIF and is designed to get books into the hands of first-grade children to encourage and support family literacy. |
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| Parents and Children Together |
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| a nationwide intergenerational family literacy program established by the National Center for Family Literacy. parents who lack a high school diploma and their 3- and 4-year-old children atend school together three to five days a week. |
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| Intergenerational Literacy Initiatives |
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| specifically designed to imporove the literacy development of both adults and children. these programs view family members and children as co-learners and are generally characterized by planned and systematic instruction for both adults and children. |
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| a federally funded rogram in which parents must come to meetings and to school to learn how they can play with, read to, and write with their children. |
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| student in his/her own environment. defined as assessment activities that represent and reflect the actual learning and instructional activities of the classroom and out-of-school world. |
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| Anecdotal Observation Forms |
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| prepared forms or teacher-made forms may be used for oberving and recording children's behavior. |
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| meet with a child on a one-to-one bases to assess skills such as reading aloud, discuss a child's progress, and talk about steps to iprove, instruct, and prescribe activities. |
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| Marie Clay created these for observing and recording children's oral reading and for planning instruction. in this analysis, what a child can do and the types of errors the child makes when reading are recorded. they also determine the appropriate materaial for instructional purposed and for independient reading. |
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| the teacher has a copy of the passage, and as the child reads, the teacher uses the prescribed coding system to indicate on a running record form whether words are read correctly and what types of errors are made. |
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| does it make sense? ex: took/pulled |
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| use of phonics but not paying attention to meaning. ex: slepped/spilled |
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| is the syntax correct? ex: went/ran |
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| Informal Reading Inventory (IRIs) |
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| similar to running records but they place a larger emphasis on comprehension. |
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| provides a way for teachers, children, and parents to collect representative samples. provides a story of where children have been and what they are capable of doing now, to determine whre they should go from this point forth. the teacher's portfolio should include work selected by the child, teacher, and parent. ti should represent the best work that children can produce and illustrate difficulties they may be experiencing. |
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| a separate digital folder can be used for each child. ePortfolio. |
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| prepared by publishers and are norm referenced; that is they are administered to large numbers of students when they are created to develop norms. |
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| the average performance of studens who are tested at a particular grade and age level. |
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| does the test evaluate what is says it tests for and does it match the goals you have for your students? |
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| are the scores accurate and dependable? |
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| raw scores converted into grade-level scores. if a child is in first grade and receives a grade-equivalent score of 2.3, his performance would be ocnsidered above grade level. |
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| raw scores converted into a percentile rank. they tell where the child ranked as compared to all children who took the test at the same grade and age level. |
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| major decisions are being made from the results of one test score. |
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| IRA/NAEYC position statement |
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| "Learning to Read and Write: Developmentally Appropriate Practices for Young Children." |
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| what students need to learn at each grade level: reading, writing, listening, speaking, and language. |
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| Common Core State Literacy Standards |
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| Reading, Writing, Listening, Speaking, and Language. |
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