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ICLA #4
Study guide for the ICLA #4
| Accommodation | Changes in the curriculum, instruction, or testing format or procedures that enable students with disabilities to participate in a way that allows them to demonstrate their abilities rather than disabilities. |
| Adaptation | Changes to curriculum, instruction, or assessments that enable a student with a disability that significantly impacts performance an opportunity to participate. |
| Alphabetic principle | The idea or concept that letters and letter combinations represent phonemes in an orthography |
| Assistive Technology | Any item, piece of equipment, or product system whether acquired commercially, off a shelf, modified, or customized that is used to increase, maintain, or improve the functional capabilities of a student with a disability. |
| Audience | The person/people who will read the writing. This may be large or small, formal or informal. |
| Authentic writing purposes | Students write for real purposes to a specific audience other than their teacher. |
| Collaborative writing | Working with others on idea generations, comparing and revising written texts, and a common product achieved and evaluated |
| Communicative process | A process of interaction between two or more people where ideas are shared and understood so each person involved can make meaning. |
| Content-area writing | Writing across the various content and subject areas including mathematics, science, social studies, and the arts. Students should write for a variety of purposes and audiences. |
| Conventions | The mechanics of writing, including spelling, capitalization, punctuation, grammar/usage, paragraphing, and handwriting. |
| Handwriting | The method of using pencil/pen and paper to produce written products. |
| High-Frequency Words | Words that are frequently used in the English language. May or may not be phonetically decodable. |
| Informational/ Expository | The text type which includes writing informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| Keyboarding | The act of typing information into a digital device/computer. |
| Listening process | The process of making meaning from what we hear. This includes listening vocabulary, background knowledge, and attention. |
| Mechanics | The conventions/rules and technical aspects of writing, including spelling, punctuation, capitalization, and abbreviations |
| Mentor texts | High-quality texts that can be used to model effective writing traits, characteristics, techniques, and/or processes. These can be published texts, teacher-written texts, or student-written texts. |
| Morpheme | The smallest unit of a word that carries meaning. |
| Motivation | Refers to a student’s attitude toward learning curricular disciplines, including writing. A student who does this engages in the tasks and activities |
| Multisensory | Referring to any learning activity that includes using two or more sensory modalities simultaneously for taking in or expressing information |
| Narrative | The text type which includes developing real or imagined experiences or events, incorporating story grammar, through use of effective technique, well-chosen details, and well-structured event sequences. |
| Opinion/ Argumentative | The text which type includes writing to persuade the audience to believe or do something. Writing arguments to support claims in an analysis of substantive topics of texts, using valid reasoning and relevant and sufficient evidence. |
| Orthography | The writing system of a language specifically the correct sequence of letters, characters, and symbols |
| Phoneme | A speech sound that combines with others in a language system to make words |
| Cumulative teaching | Each step is based on concepts previously learned |
| Developmental spelling | Children progress through stages of spelling development. Teachers use this knowledge to teach spelling patterns using a systematic approach. |
| Developmental writing | Young children typically progress through a series of stages as they are learning to write including scribbling/drawing, letter-like forms, letters, spaces, developmental spelling, and conventional writing. |
| Diagnostic tool | Assessments used to pinpoint specific areas of weakness; provide in-depth information to clarify students’ skills and instructional needs |
| Differentiated instruction | Instruction in which the teacher plans and teaches concepts in a manner so that all students of all differing levels can be successful learners |
| Dysgraphia | The condition of impaired letter writing by hand, that is, disabled handwriting. Impaired handwriting can interfere with learning to spell words in writing and speed of writing text. |
| Executive function | The mental processes that allow individuals to regulate their thinking and behaviors |
| Explicit instruction | A structured and systematic method of teaching with emphasis on direct instruction, proceeding in small steps, providing scaffolds through the learning process, checking for understanding, and supporting practice with feedback until mastery is achieved |
| Evidence-based practices | include activities, strategies, and interventions –that are “derived from or informed by objective evidence—most commonly, educational research or metrics of school, teacher, and student performance” |
| Formative assessment | Monitor student learning to provide ongoing feedback by teachers to inform their teaching and students to improve their learning. |
| Foundational writing skills | Includes phonological awareness, handwriting or writing production, spelling, basic use of conventions, basic syntax, and writing fluency. |
| Genre | Literary works of prose, poetry, drama, hybrid forms, or other literature that are distinguished by shared literary conventions. Literary genres include for example, realistic fiction, folk tales, essays, poems, informational pieces and others. |
| Gradual release of responsibility | Instructional techniques used to move students toward stronger understanding and independence in the learning process. |
| Grapheme | A letter or letter combination that spells a single phoneme; in English, a grapheme may be one, two, three, or four letters such as e, ei, igh, or eigh |
| Graphic organizer | Visual displays of information to help a student organize and compose written material |
| Phonemic Awareness | The conscious awareness that words are made up of segments of our speech that are represented with letters in an alphabetic orthography |
| Phonological Awareness | Metalinguistic awareness of all levels of the speech sound system, including word boundaries, stress patterns, syllables, onset-rime units, and phonemes |
| Portfolio Assessment | A form of assessment that presents a body of work that showcases competencies, exemplary work, or the learner’s developmental progress. The learner may have some choice in selecting work included |
| Precise Language | Using specific words to evoke the intended understanding and/or emotion. |
| Purpose | The reason for the writing, which may include consideration of the audience. |
| Purposes of writing | Narrative text is written to tell a story; informational text is written to share information; opinion/argumentative text is written to persuade the reader to believe or do something. |
| Research-based instruction | Founded on an accumulation of facts that have been established in research. |
| Rubrics | A document that articulates the criteria, or what is being evaluated, and may describe levels of quality from excellent to poor. |
| Scaffolding | An educational strategy in which the teacher utilizes logical selection and sequencing of content to model and guide students’ learning. |
| Processes of Scaffolding | Includes breaking content down into manageable instructional units, and then gradually decreasing support to increase independence |
| Self-Efficacy | Academic self-efficacy refers to the students’ beliefs and attitudes toward their capabilities to achieve academic success, as well as belief in their ability to fulfill academic tasks and the successful learning of the materials. |
| Sentence construction | Building sentence level skills using fragments, scrambled sentences, and run-ons to teach students about sentences |
| Sentence expansion | Addition of details explaining who, what, where, when, and/or how to a sentence kernel |
| Sentence frames or stems | A method of scaffolding that teachers can use with students to support writing at all levels. This includes giving them part of the words in the sentence with blanks where they can add their own words. |
| Example of frames or stems | “I like ___ because ___” or, “If {this happens} then {this will happen}.” |
| Simple View of Writing | A theoretical framework that states: “writing is a product of two necessary skills, transcription and ideation (also called text generation)” |
| Speaking process | The process of presenting our ideas for others to hear and understand. This includes the ideas, words, focus, intonation, body language, and speaking vocabulary. |
| Strategies instruction | Teachers provide direct, explicit instruction in strategies and typically includes modeling (with think-alouds), genre instruction, and scaffolded support |
| Story Grammar | The elements of characters, setting, and plot that are found in narrative text. |
| Structured literacy | The most effective approach for students who experience unusual difficulty learning to read and spell printed words. The term refers to both the content and methods or principles of instruction. |
| Structured literacy components/examples | phonology, sound-symbol association, syllables, morphology, syntax, and semantics. It also includes instruction that is systematic, cumulative, explicit, and diagnostic |
| Summative assessment | Evaluate student learning at the end of an instructional unit. |
| Syllable types | Orthographic classification of syllables. There are six syllables using a reliable pattern to aid pronunciation & spelling |
| Syntax | The set of principles that dictate the sequence and function of words in a sentence–includes grammar, sentence structure, and the mechanics of language |
| Systematic Instruction | Methodological; carried out using step-by-step procedures determined by the nature of the system being used or taught |
| Task | The assignment or reason we write. This can define the text type, genre, audience, and purpose of the writing. |
| Text generation | Composing ideas and concepts into words, sentences, and discourse. Part of the Simple View of Writing. |
| Text structure | The internal structures of informational/expository texts, including: cause/effect, problem/solution, description, compare/contrast, and time order/sequence. |
| Text types | Text organized by common characteristics such as informational/expository, narrative, and opinion/argumentative text. |
| Tone | An attitude of a writer conveyed through the choice of words or the viewpoint of a writer on a particular subject. |
| Transcription | The act of copying text, and/or the process of converting spoken language into text. |
| Working memory | The process of holding on to (i.e., short-term memory) and manipulating information over short periods of time while simultaneously carrying out processing operations. This process is essential for all literacy skills. |
| Writing Curriculum-Based Measures (CBMs) | Assessments that measure how well a student performs for the standards of a particular curriculum (Birsch & Carreker, 2018). |
| Writing fluency | Writing words at an appropriate rate with a high level of accuracy. |
| Writing Process | The steps writers go through to produce completed writing. These include: prewriting, drafting, revising, editing, and publishing |
| "Writing Process: Prewriting" | This is the planning state of the writing process. These are activities students engage in before writing a complete draft, including: discussion, webbing, listing, drawing, writing, outlining, and other forms of brainstorming. |
| "Writing Process: Drafting" | The initial composition with all the ideas written down in an organized way. |
| "Writing Process: Revising" | Reviewing, modifying, and reorganizing the writing by rearranging, adding, or deleting to improve the draft. |
| "Writing Process: Editing" | Proofreading and correcting writing conventions. This takes place after revising. |
| "Writing Process: Publishing" | Sharing the completed writing with a group of people. This can take place in a variety of ways, including: publishing online, posting on the wall, printing as a book, etc. |
| Writing to learn | Short, impromptu or otherwise informal and low-stakes writing tasks that help students think through key concepts or ideas presented in a course. |
| Writing Traits | These are the vocabulary we use to teach, discuss, assess, and give feedback on writing. They include: ideas and content; organization; voice; word choice; sentence fluency; conventions; and presentation |
| "Writing Trait 1: Ideas and content" | This trait refers to the main message and content of the writing. |
| "Writing Trait 2: Organization" | This trait refers to the internal structure of a piece of writing. |
| Writing Trait 3: Voice | This trait refers to the mood and tone implied of the writing, perspective of the author, and the way the text makes the reader feel. |
| Writing Trait 4: Word choice | This trait refers to the use of rich, colorful, precise language in the writing. |
| Writing Trait 5: Sentence fluency | This trait refers to the rhythm and flow of the writing. It includes elements like sentence length, variety in structure and beginnings, and style. |
| Writing Trait 6: Conventions | This trait refers to the mechanical correctness of the writing. It includes five elements: spelling, punctuation, capitalization, grammar/usage, and paragraphing. |
| Writing Trait 7: Presentation | This trait refers to the visual and textual elements of the completed writing. It includes the way the writing is presented to the audience and includes elements such as visuals, graphics, neatness, font selection, spacing on the page, text layout, etc. |
| Writing workshop | A method of writing instruction where coaching students to write for a variety of audiences and purposes is more effective than traditional writing instruction. |
| Writing workshop principles | It is based upon four principles: students will write about their own lives; they will use a consistent writing process; they will work in authentic ways; and they will develop independence as writers. |
| Writing workshop in structure | Includes: whole-group mini-lesson, independent writing with conferencing, and sharing. |
| "Writing workshop: Mini-lesson" | A mini-lesson is a short lesson with a narrow focus that provides instruction in a writing skill or concept that the student will then relate to a larger lesson that will follow. A mini-lesson is typically the first part of a writing workshop. |
| "Writing workshop: Writing conference" | A one-on-one direct strategy, designed to guide and assist students through the process of writing. |
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rarequatrone
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