Term
|
Definition
| a teacher's informed philosophy of reading and learning to read |
|
|
Term
|
Definition
| the use of multiple perspectives as they plan and enact literacy instruction in their classrooms |
|
|
Term
|
Definition
| the knowledge, skills, strategies, and dispositions needed to use and adapt to constantly changing information and communication technologies. |
|
|
Term
|
Definition
| children do not internalize knowledge directly from the outside but construct it from inside their heads, in interactions with the environment. |
|
|
Term
| autobiographical narrative |
|
Definition
| an instructional strategy to help students and teachers reflect upon personal knowledge. |
|
|
Term
|
Definition
| knowledge acquired from an ongoing study of the practice of teaching |
|
|
Term
|
Definition
| an individual who provides professional development opportunities and resources. |
|
|
Term
|
Definition
| suggests that letters in the alphabet map to phoemes, the minimal sound units represented in written language. |
|
|
Term
|
Definition
| knowledge of common letter patterns that skilled readers use rapidly and accurately to associate with sounds |
|
|
Term
|
Definition
| mental frameworks that humans use to organize and construct meaning |
|
|
Term
|
Definition
| awareness of one's own cognitive processes, including task knowledge and self monitoring of activities. |
|
|
Term
|
Definition
| based on unstated assumptions in conjugation with given information |
|
|
Term
|
Definition
| based on stated information |
|
|
Term
|
Definition
| the study of the mental faculities involved in acting on and interacting with written language in an effort to make sense of a text |
|
|
Term
|
Definition
| the study of everyday functions of language and how interactions with others and with the environment aid language comprehension and learning |
|
|
Term
|
Definition
| letter-sound information that readers process during reading |
|
|
Term
|
Definition
| grammatic information in a text that readers process to construct meaning |
|
|
Term
|
Definition
| the prior knowledge and experience that readers bring to a reading situation |
|
|
Term
|
Definition
| a type of reading model that assumes that the process of translating print to meaning begins with the printed word and is initiated by decoding graphic symbols into sound |
|
|
Term
|
Definition
| the conscious or automatic processing and translating of printed word into speech |
|
|
Term
|
Definition
| a type of reading model that assumes that the construction of textual meaning depends on the reader's prior knowledge and experience |
|
|
Term
|
Definition
| a type of reading model that assumes that translating print to meaning involves using both prior knowledge and print and that the process is initiated by the reader making predictions about meaning and/or decoding graphic symbols. |
|
|
Term
| academic and cognitive diversity |
|
Definition
| the situation that results when children learn faster than, slower than, or differently from what is expected in school |
|
|
Term
|
Definition
| a thematic approach that addresses multicultural issues |
|
|
Term
| american standard english |
|
Definition
| the grammar, vocabulary, and pronunciation that are appropriate for public speaking and writing |
|
|
Term
|
Definition
| a multicultural approach that typically includes culturally specific celebrations and holidays |
|
|
Term
|
Definition
| situation that results when a student's home, family, socioeconomic group, culture, and society differ from the predominant culture of the school. |
|
|
Term
|
Definition
| an alternate way to accommodate gifted students in which curriculum is compressed. |
|
|
Term
| decision making and social action approach |
|
Definition
| a multicultural approach that provides students with opportunities yo undertake activities and projects related to cultural issues. |
|
|
Term
|
Definition
| a set of rule-governed variations in spoken language |
|
|
Term
| differentiated instruction |
|
Definition
| adapting teaching for all learners to meet individual needs |
|
|
Term
|
Definition
| children who differ from the norm and who generally require an individualized program to meet their needs. |
|
|
Term
|
Definition
| a strategy that uses visual images to evoke knowledge |
|
|
Term
|
Definition
| incorporating the diverse needs and abilities of all students in the classroom instruction |
|
|
Term
|
Definition
| a process in which students engage in experimentation and problem solving as they research issues and interests, gathering information from a variety of sources |
|
|
Term
| instructional conversation |
|
Definition
| a teaching strategy in which the teacher scaffolds learning through divergent questions and students are encouraged to express their reactions to content on a personal level |
|
|
Term
|
Definition
| the diversity that results when a student's first language, pr language of communication at home, is not the language of instruction in the school |
|
|
Term
|
Definition
| fluid expressions of knowledge beyond traditional texts. |
|
|
Term
|
Definition
| a framework for teacher responses to English language learners (ELL) when they respond to teacher questions |
|
|
Term
|
Definition
| an approach to early intervention that provides struggling readers with assessments and placements based on responses to instruction |
|
|
Term
|
Definition
| a multicultural approach that provides students with opportunities to read about cultural concepts and events that are different from their own, make judgments about them, think critically, and generate conclusions |
|
|
Term
| developmentally appropriate practice |
|
Definition
| the matching or gearing of reading curr. to children's developing abilities |
|
|
Term
|
Definition
| unstructured, spontaneous, and expressive classroom activies requiring little planning |
|
|
Term
|
Definition
| print that surrounds children in their everyday lives such as traffic signs, restaurant signs, charts, and labels |
|
|
Term
|
Definition
| how family literacy influences the language development of young children and provide the context in which they learn to read and write. |
|
|
Term
|
Definition
| spellings children use early in their reading and writing development as they begin to associate letters to sounds |
|
|
Term
| language-experience activies |
|
Definition
| (LEA) a major approach to reading, located on the holistic side of the instructional continuum, tied closely to interactive or top-down theory. Often considered a beginning reading approach, connections between reading and writing are becoming more prevalent in classrooms |
|
|
Term
|
Definition
| the stages of language experience |
|
|
Term
|
Definition
| an environment that fosters and nurtures interests in and curiosity about written language and supports children's efforts to become readers and writers |
|
|
Term
|
Definition
| the spontaneous creation of stories- including setting, characters, goal, plot, and resolution- during children's play |
|
|
Term
|
Definition
| one of the primary forms of written expression; the fountainhead for writing that occurs from the moment a child grasps and uses a writing tool |
|
|
Term
|
Definition
| strategy allowing all children in a classroom or small group to participate in the reading of a story, usually through the use of a big book with large print and illustrations. |
|
|
