| A | B |
|---|
| sensorimotor | 0-2 yrs, sensory and motor |
| pre operational | 2- 6 yrs, symbols for objects, pretend |
| concrete operational | 7-12 yrs, logical reasoning and concrete objects |
| formal operational | 12- adult, abstract thinking |
| pedagogy | method of teaching |
| phonological awareness | sound of spoke language, umbrella |
| phonemic awareness | understanding individual sounds in words |
| phonics/graphophonic | understanding the sounds in the spelling patterns |
| fluency | reading without stopping |
| prosody | reading with expression |
| choral reading | reading aloud with whole class |
| repeated reading | reading passages again and again |
| running records | following along when a student reads and marking when the student makes mistakes |
| miscue analysis | strategies to help the student with miscues |
| comprehension | forming images while reading |
| critical thinking | students apply concepts to their reading |
| metacognition | help students understand their own learning process |
| backwards design | requires a teacher to start with the standards and plan backward |
| goals | should be specific, measurable, attainable, realistic and timely SMART |
| objectives | is a specific statement that includes a description of the behaviors and skills a student will acquire at the end of instruction. |
| integrated curriculum | educators intermingle subject areas |
| Pre production ESOL | silent stage |
| Early production ESOL | some words |
| Speech emergence ESOL | simple sentences |
| Intermediate fluency ESOL | comprehend info taught |
| Advanced fluency ESOL | speak and understand the new language |
| ESOL or ELL | english as a second language/english language learner |
| scaffolding | support given to a student |
| story sequencing | 1st event, 2nd event, and 3rd event |
| venn diagram | compare and contrast organizer |
| story map | theme, setting, characters, problem and solution |
| print rich environment | posters, reading corners, pictures and word walls |
| quantitative text complexity | Lexile and Flesch Kincaid |
| qualitative text complexity | rubrics |
| professional judgement text complexity | suitability of text |
| allusion | Pandora's box, reference to well known noun |
| metaphor | direct comparison |
| simile | like, as, then |
| personification | human characteristics |
| onomatopoeia | Boom! real life sound |
| idiom | raining cats and dogs, common saying |
| hyperbole | exaggeration |
| symbolism | dove is a symbol of peace |
| alliteration | repetition of a consonant sound |
| assonance | repetition of a vowel sound |
| foreshadowing | hints about an event |
| situational irony | unexpected turn of events |
| verbal irony | opposite meaning, sarcasm |
| drama | theatrical performance |
| speech | delivered orally |
| biography | account of another person's life |
| autobiography | account of your own life |
| poetry | imagery, verse and rhythm |
| descriptive | paint a picture |
| expository/informational/explanatory | inform |
| narrative | tells a story |
| persuasive | convince |
| argumentative | argues a point |
| cause/effect | therefore, because, as a result, leading to, consequently |
| compare/contrast | as well as, either...or, instead of, both, on the other hand |
| description | to illustrate, for instance, an example, such as |
| problem/solution | to solve this, the issue at hand, one reason for this problem, a possible solution |
| sequence | first, second, next, then |
| prewriting | planning to write |
| drafting | rough draft |
| peer review | classmates read for understanding |
| revising | improve rough draft |
| editing | check grammatical and conventional errors |
| publishing | final paper |
| jigsaw | cooperative learning where each student becomes an expert on a small piece of info which is part of a larger piece |
| chunking | a reading strategy where students breakdown difficult pieces of text into smaller comprehensible pieces |
| think-pair-share | students work together to solve a problem or answer a question |
| reading response journals | students use journals to react to what they read |
| evidence based discussion | student use text evidence to support claims |
| literature circles | a small group where students discuss a piece of literature |
