# data[].attributes.body
Blended Learning- combining teaching with digital practice/techniques
Dialogue Journal- a journal that a student writes in to record their reactions and observations about reading selections
Individualized Reading- students choose their own reading material, read at their own pace, and are taught either individually, in small groups, or whole class (ex. guided conversation)
Language-experience Approach- students determine/control a story based on their own experiences and the teacher writes this story down to use in future lessons
Literature-based Approach- using reading selections as the main instructional material in lessons
Reading Workshop- students select their own books and participate in individual or small group discussions (whole-class and small-group workshops are previously planned)
Response to Intervention (RTI)- an intervention approach when the students' ability to learn is assessed by noting how well they respond to varying intensity tasks
Text Set- a group of books related by theme, author, or genre (when readers compare these books, they deepen understanding because all are related)
Read the Room- a reading activity where students can work alone or in pairs and read print around the room (signs, charts, posters, etc.) to practice sight words, pronunciation, and more
Multi-tiered System of Supports (MTSS)- an intervention approach that integrates and assessed academic and behavioral support available to all students

# data[].attributes.attachment_link.title
Guided Reading | How to teach Guided Reading to Early Readers Part 1

# data[].attributes.body
Stage 0: Pre-reading or "pseudo reading"
- The child will pretend to read, retell a story from a previously heard book, name letters of the alphabet, recognize signs, write/print own name, and play with books, pencils, and paper
Stage 1: Initial Reading and Decoding
- The child learns the relationship between letters and sounds, learns the relationship/differences between printed and spoken words, is able to read simple texts, and can sound out one syllable words
Stage 2: Confirmation and Fluency
- The child reads simple and familiar stories, increases fluency skills, practices basic decoding skills, and knows some sight words
Stage 3: Reading for Learning the New
- The child reads to learn new ideas and build knowledge, and experiences new feelings/attitudes through reading from one viewpoint
Stage 4: Multiple Viewpoints
- The child reads widely from a broad range of text choices (expository and narrative) and reads from a variety of viewpoints
Stage 5: Construction and Reconstruction
- The child reads for his/her own needs and reasons (academic and personal choice), integrates knowledge with other readers, and creates new knowledge rapidly and efficiently

# data[].attributes.body
Analytic Approach- studying the sounds in the context of a whole word (ex. /t/ in the word taco)
Closed Syllable Generalization- syllables that end in a consonant typically contain a short sound (ex. not in the word knotted), multisyllabic words typically have 2 consonants
Digraphs- 2 letters used to spell a single sound (2 written symbols)
Diphthong- 2 speech sounds combined in the same syllable, aka a glide of speech sounds
Onset- the initial part of a word that comes before the 1st vowel (could be a single consonant, a digraph, or a cluster)
Phonics- the study of reading speech sounds
Rime- the part of a word that rhymes (ex. -ook in the word cook)
Structural Analysis- identifying language units including root words, prefixes, suffixes, contractions, compounds, and sometimes syllables
Syllabication- dividing words into syllables in reading according to their sound
Synthetic Approach- decoding words sound by sound and synthesizing those sounds into whole words
Systematic Approach- students are taught all major phonics elements in a previously planned form
Variability Strategy- when a student who is decoding a word tries major pronunciation, and if that fails, tries a different pronounciation

# data[].attributes.headline
Assessing for Learning: Testing Methods/Tools

# data[].attributes.subject
Assessing for Learning: Testing Methods/Tools

# data[].attributes.body
Adaptive Testing- a computerized assessment that adapts according to the student's level of proficiency. If the test taker has challenges within a specific area, that area will automatically lessen in difficulty.
Authentic Assessment- using tasks typical to the reading/writing students are used to from the classroom
Cloze- short for "closure", the reader shows comprehension by providing missing words. In the modified version (maze), each blank has answer choices that the student can choose from rather than supplying the answer.
Computer Adaptive Testing- also known as CAT, computerized assessments that adjust the difficulty level of the questions based administered throughout the testing experience, depending on the student's responses throughout
Content Validity- the tasks of as assessment are representative of the subject being assessed
Criterion-Referenced Tests- assess how well knowledge in a specific area have been learned such as comprehension of main ideas or knowledge of basic vocabulary words
Formative Assessment- assessing during the learning rather than afterwards; used to modify future instruction
Norm-referenced Assessment- compares students with a sample of other students of the same age or grade area
Summative Assessment- assessment that happens after learning has already been completed to see students' progress at the end of a unit or term
True Score- a theoretical score of an assessment that has no error, aka the obtained score plus the standard error of measurement
Validity- the degree that a test measures what it should measure or how much information needed that a test will provide to make an academic decision

# data[].attributes.attachment_link.title
Empowering Students to Own the Assessment Process

# data[].attributes.headline
Teaching All Students: Inclusivity & Disorders

# data[].attributes.subject
Teaching All Students: Inclusivity & Disorders

# data[].attributes.body
Accommodation- a change in the process of instruction/assessment that does not change the content (example, giving extra time on a test)
Attention deficit/hyperactivity Disorder- also known as ADHD, a difficulty focusing on tasks and maintaining an attention span, sometimes linked with hyperactivity and impulsivity
Autism Spectrum Disorder- also known as ASD, a developmental disorder that impacts communications and behaviors, limiting interests and usually appearing before 2 years old
Culturally Responsive Teaching- instructing students in a way builds upon their understanding, knowledge, and language of other cultures
Gifted & Talented- students who show evidence of high achievement in areas including intellectual, creative, artistic, leadership, and/or varying content areas. These students are known to have mental abilities beyond the average.
Hyperactivity- the tendency to be impulsive and easily distractible
Impulsivity- the tendency to make sudden decisions or actions without thinking of potential consequences
Intellectual Disability- a condition that includes having a low level of cognitive function and having challenges with adaptive behaviors, previously also known as mental retardation
Learning Disability- a condition that includes difficulty reading, writing, speaking, listening, or doing math
Modification- purposefully altering the curriculum, changing classroom requirements, or making any other intended changes to help students who have current disabilities
Response to Intervention- also known as RTI, an intervention approach where the student's ability to learn is assessed by how well they react to varying levels of intense instructions

# data[].attributes.attachment_link.title
School-Link: Caring for the mental health needs of children and young people