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Definition
| Listening, Talking, Reading, Writing, Viewing, Visually Representing |
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| Vgotsky- kids learn best when in groups because of different knowledes and styles |
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| category systems in place in our minds |
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| incorporating something into what they already know |
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| what you do when something is new to you that you don't recognize as something else |
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| anticipating what will happen |
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| Grouping information into categories |
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Definition
| Expanding on the information presented |
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Definition
| Regulating or keeping track of progress |
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| Literature Focus Groups, Literature Circles, Reading and Writing Workshops, Thematic Units |
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Definition
| rehearsal, prediction, organize, elaborate, monitor |
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| Zone of Proximal development, the range of tasks that the child can perfom with guidance from others but cannot yet do independently |
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Definition
| Phonological, Syntactic, Semantic, Pragmatic |
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Definition
| sound system, 44 different sounds |
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Definition
| how words are combined into sentences |
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| socioeconomic slangs, fomal/informal |
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Definition
| teachers relinqish control as students become more capable of using a strategy of performing an activity |
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Definition
| students combine sounds to pronounce a word |
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Definition
| students relate a topic to themselves, the world around them, and literature |
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Definition
| keeping track of their understanding or success with an activity |
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Definition
| asking statements that clarify or expand meaning |
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| written representation of a phoneme using one or more letters |
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Definition
| the smallest meaningful unit of language |
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Definition
| knowledge about the sounds structure of words, at the phoneme, onset-rime, and syllable levels |
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Definition
| instruction about phoneme-grapheme correspondences and spelling rules |
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Term
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Definition
| the structure or grammar of a sentence |
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Term
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Definition
| 61-62 books for content areas |
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Term
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Definition
| 17, 62-63, 330-331 book teacher uses for information and class, pleasure book, social issues |
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Term
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Definition
| words used under pictures |
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Term
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Definition
| focus units around featured or related books (reading, respond, minilessons, and creating projects) |
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Term
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Definition
| 10-15 minute lesson Introduce the topic, share examples, provide information, explain and demontstrate strategy-skill, supervise practice, assess learning |
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Term
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Definition
| teacher chooses 5-6 books, collect multiple copies of each book |
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Definition
| reading, responding and sharing |
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| students choose books, read and respond individually |
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Term
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Definition
| take social studies or science topics and use the 6 language arts learning tools to demonstrate learning |
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Definition
| daily entries by students at a writing center |
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Term
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Definition
| when whole class is modeling and collaborating |
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Term
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Definition
| brief, on the spot minilessons |
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Definition
| students use what you teach non paper and pencil |
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| Differentiated instruction |
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Definition
| offer choices, use small groups, setup centers, integrate all 6 language arts, incorporate projects |
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Definition
| watching the kids in your classroom and determining their progress |
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Term
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Definition
| teachers write brief notes as they observe, form of authentic assessment |
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Definition
| teachers talk with students to monitor their progress and set goals, usually held at teachers desk |
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| teachers use to document students progress in reading/writing |
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| collections of artifacts documenting student's progress in reading and writing |
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| students write notes on the items they choose to put in their portfolios, students explain their reasons for selections |
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