Term
|
Definition
| print that surrounds children in their everyday lives, such as traffic signs, restaurant signs, charts, and labels |
|
|
Term
|
Definition
| spellings children use early in their reading and writing development as they begin to associate letters to sounds. Example: I lik futbawl cuz its fun. |
|
|
Term
| LANGUAGE-EXPERIENCE ACTIVITIES |
|
Definition
| activities using the natural lang of children and their background experiences to share and discuss events, listen to and tell stories, dictate words, sentences, and stories, and write independently. Example: student dictates a story to teacher, who writes it down. An experience story vividly shows the relationship between speech and print, and introduces the children to the thrill of personal authorship. Great to use with ESL students bc it supports their native language. |
|
|
Term
|
Definition
| the stages of language experience: example top of page 100. (I really hate to do that to you, sorry! It is a good example though.) Learning environment at home, respect for diversity, values, attitudes, strategies, and knowledge all play a role. The NAEYC believes in these 6 steps to learning to read and write: |
|
|
Term
| NAEYC steps to learning to read and write |
|
Definition
1. children take their first critical steps toward learning to read and write very early in life
2. children don't become literate automatically, careful planning and instruction essential.
3. Ongoing assessment of children's knowledge and skills helps teachers plan effective instruction.
4. No one teaching method or approach is likely to be effective for all children, at all times
5. as children move from preschool into kindergarten and the primary grades, instruction focused on phonemic awareness, letter recognition, segmenting words into sounds, and decoding printed text will support later reading competence.
6. ESL students will become literate more easily if they have a strong foundation in their home language. |
|
|
Term
|
Definition
| designated classroom area designed around familiar contexts or places and furnished with props to provide an environment in which children may play with print on their own terms. |
|
|
Term
|
Definition
| fosters and nurtures interest 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. |
|
|
Term
|
Definition
| brief, written observations of revealing behavior that a teacher considers significant to understanding a child's literacy learning. |
|
|
Term
|
Definition
| asking students to perform tasks that demonstrate sufficient knowledge and understanding of a subject. |
|
|
Term
|
Definition
| a list of categories presented for specific diagnostic purposes |
|
|
Term
| Criterion-referenced tests |
|
Definition
| formal assessments designed to measure individual student achievement according to specific criterion for performance (e.g., eight out of ten words spelled correctly) |
|
|
Term
|
Definition
| formal assessment intended to provide detailed information about individuals strengths and weaknesses |
|
|
Term
|
Definition
| a multimedia collection of student work stored and viewed in digital format |
|
|
Term
| Dynamic indicators of basic early literacy skills ( DIBELS)- |
|
Definition
| an assessment that includes a series of oral reading skill assessments. Short measures are used t monitor early literacy skills and provide feedback to inform instruction |
|
|
Term
|
Definition
| an assessment that is used to gather information for teachers to adapt instruction to meet student needs |
|
|
Term
|
Definition
| the practice of using a single test score for making education related or personnel decisions. |
|
|
Term
|
Definition
| informal measures of reading that yield useful information about student performance without the comparisons to the population of a normative population. |
|
|
Term
|
Definition
| periodic communication with the individual students to assess reading interests and attitudes, self-perceptions, and understanding of the language/learning process |
|
|
Term
|
Definition
| - (see observation) informal assessment by classroom teachers to document growth in learning by watching and recording students’ literature behaviors. |
|
|
Term
|
Definition
| informal assessment of oral and reading errors to determine the extent to which readers use and coordinate graphic-sound, syntactic and semantic information. |
|
|
Term
|
Definition
| average scores of a sampling of students selected for testing according to factors of age, sex, grade, or socioeconomic status; basis for comparing the performance of individuals or groups. |
|
|
Term
|
Definition
| a compilation of an individual student’s work in reading and writing, devised to reveal literacy progresses as well as strengths/weaknesses |
|
|
Term
|
Definition
| an assessment in which students identity and discuss integral parts of the story |
|
|
Term
|
Definition
| method for making miscues of beginning readers while they write |
|
|
Term
|
Definition
| an assessment in which students identify their strengths and weaknesses to help provide a plan for intervention |
|
|
Term
| Standardized reading test |
|
Definition
| a formal test of reading ability administered according to specific, unvarying directions; usually norm-referenced and machine scored |
|
|
Term
|
Definition
| broad type of test that measures general performance only |
|
|
Term
|
Definition
| the accuracy with which a tests measures what it is designed to measure- the most important character of a test. |
|
|
