Index
What’s Hot in Literacy: Exemplar Models of Effective Practice
ISBN: 978-1-83909-877-2, eISBN: 978-1-83909-874-1
ISSN: 2048-0458
Publication date: 30 September 2020
This content is currently only available as a PDF
Citation
(2020), "Index", Ortlieb, E., Grote-Garcia, S., Cassidy, J. and Cheek, E.H. (Ed.) What’s Hot in Literacy: Exemplar Models of Effective Practice (Literacy Research, Practice and Evaluation, Vol. 11), Emerald Publishing Limited, Leeds, pp. 181-185. https://doi.org/10.1108/S2048-045820200000011001
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Index
Academic Subject Protocol (ASP)
, 55–56
Access
, 82–83
Administering Running Records
, 37
Adolescent literacy
, 82
access vs. pathways
, 82–83
achievement
, 20
focus on whole learner
, 90–91
framing in history
, 85–86
worked examples
, 86–90
Adolescents
, 83–85, 91
effective literacy-learning environment for
, 87
Alphabet books
, 37
Alphabetic principle
, 160
American Association of Colleges for Teacher Education
, 97
Analogies
, 41
Anti-rubrics
, 78–79
Appropriate pacing
, 147
Assessment
, 68–70
Assistive instructional strategies
, 150
Association Advancing Quality in Educator Preparation (AAQEP)
, 97
Best practices and strategies
for teaching phonemic awareness
, 163–168
for teaching phonics
, 168–173
Best practices in phonics instruction
, 169
Big ideas
, 146
Bloom’s Taxonomy
, 52–53
BookTalk Four Essay Prep
author’s message quotes
, 130
preliminary assignment
, 127–128
BookTalk Four Writing Assignments
, 125–127
BookTalk Paired Novels
, 123
BookTalk Sequence of Strategies and Performance Assessments
, 124
Brain research
, 132–133
California Achievement Test
, 89
CCSS.ELA-Literacy.L.K.5
, 43
Checking for understanding
, 68
Chiropterologist
, 39
Classical Conditioning Meme
, 73
Classrooms
, 5, 44, 68
atmosphere
, 87
leveraging what students bring to
, 143
Cognitive challenge
, 149–151
Coherence across instructional settings
, 148
Cohort model structure
, 107
Collaborative for Academic, Social, & Emotional Learning (CASEL)
, 132
Commercial programs
, 138
Common Core State Standards
, 82
Community
activism
, 47–48
efforts
, 48
schools
, 48
Competencies
, 40–42
Conceptual knowledge
, 151
Consonant-vowel-consonant (CVC)
, 172–173
Constructively responsive questioning
, 52–55
Coral reefs
, 151–154
Council for Accreditation of Educator Preparation (CAEP)
, 97, 99
Coursework and Faculty Projects Link to National Board Certification
, 104
Critically conscious value
, 106
Culturally responsive pedagogy
, 137
Culturally responsive teaching
, 134
Culture
, 22–23, 134
Curricula
, 85
Curriculum
, 137
Decodable texts
, 172–173
Digital learning
, 3
Digital literacies
, 4
for disciplinary learning
, 6–8
extending and deepening pedagogies and practices
, 10–11
framework for intersections
, 5–6
problematizing and critical examination of pedagogies and practices
, 11–12
youth deserve in
, 8–9, 13
Digital tools
, 6
Disciplinary habits of practice
, 5
Disciplinary learning, digital literacies for
, 6–8
Disciplinary literacies
, 4–5
early research and implementation
, 18–21
exemplary processes and promising practices
, 21–29
framework for intersections
, 5–6
instructional focus across grades
, 19
DNA
of learning
, 68
strand model
, 69
Early literacy
community activism
, 47–48
competencies
, 40–42
early readers struggle
, 34–35
in home
, 35–40
realities for some children
, 43–47
standards for early literacy learners
, 42–43
Early literacy learners
reasonable expectations for
, 38
standards for
, 42–43
Ecosystem
, 144
Effective literacy-learning environment for adolescents
, 87
Effective teaching, constructively responsive questioning
, 52–55
Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching (ESCIMAST)
, 133
Engagement, motivation and
, 145
English learners (ELs)
, 52
constructively responsive questioning
, 52–55
maps for planning and implementing differentiated questioning
, 55–57
modifying input to calibrate levels of questioning
, 62–65
narrowing gap between lesson task demands and language proficiency
, 57–61
organizing instruction around three dimensions of linguistically responsive questioning
, 61–62
English proficiency
, 63–64
Ethical value
, 106
Every Student Succeeds Act
, 132
Exemplary processes
, 21–29
“Expert/novice” supervision model
, 106
Explicit teaching
, 147–148
Extended text sets
, 150–151
Factual errors
, 71
Faculty in program leadership roles
, 104–105
Faculty research productivity
, 105
Failure to thrive (FTT)
, 43
Feedback
, 68, 70
Field experience approach
, 106
Final reflective thoughts
, 138–139
Focus on continuous improvement
, 107
Functional magnetic resonance imaging (fMRI)
, 70
Games
, 75
Gamification
, 74–76
Gaming
, 74–76
Generation Z
, 84
Gold standard
, 99
Grammatical ambiguity
, 41
Heterogeneous grouping
, 88
High frequency word reading
, 172
Humor
, 42
ILA Teacher Preparation Taskforce
, 97
Inequities in Literacy Education
, 43–48
Inferences
, 40–41
Inquiry
, 11
cycles
, 23–25
learning
, 8, 11
Inquisitive value
, 106
Instruction
, 68–70
impact
, 87–90
Instructional change
, 23
Instructional dimensions accelerating reading and promote learning
, 144–151
Instructional improvement
, 23
Instructional intensity
, 147
Intellectual value
, 106
Interactionists
, 62
International Literacy Association (ILA)
, 68, 96, 97
National Recognition
, 99–100
National Recognition Moving Literacy Preparation Forward
, 101–102
National Recognition with Distinction
, 99–100
Internet
, 4
and research
, 153
Knowledge goals
, 145–146
Language proficiency
, 57–61
Language-intensive
, 56–57
Learners
, 56
Learning
, 147
DNA of
, 68
language
, 75
sourcing processes
, 27
Lesson task demands
, 57–61
Lexical ambiguity
, 41
Linguistic simplification
, 62
Linguistically responsive questioning
, 54
instruction around three dimensions of
, 61–62
Literacy
, 82, 131–132
analysis
, 116–120
coaching
, 104
development
, 3
leaders in field
, 105
leadership
, 104
mentoring
, 106
pedagogies
, 13
practices of promise
, 135–139
scholars
, 35
SEL
, 132–134
teacher preparation programs
, 96
Literacy education (LE)
, 98
Literacy instruction
call for change
, 143–144
cognitive challenge
, 149–151
instructional dimensions accelerating reading and promote learning
, 144–148
understanding coral reefs
, 151–154
Literacy teacher preparation and certification
context
, 96–99
ILA national recognition
, 99–100
ILA National Recognition Moving Literacy Preparation Forward
, 101–102
National Recognition with Distinction
, 99–100
UTSA
, 105–108
WVU LE Program
, 102–105
Literature
, 136–137
Matching texts to students
, 149–150
Matrix
, 76–78
Metacognitive and strategic behaviors
, 147
“Mini-bosses”
, 75
Misconception
, 71
Monopoly
, 74
Motivation and engagement
, 145
Multicultural literature
, 136
Multiple-meaning words
, 41
National Advisory Committee (NAC)
, 105
National Assessment of Education Progress (NAEP)
, 97
National Association for Multicultural Education
, 134
National Council for Accreditation of Teacher Education (NCATE)
, 97, 99
National Recognition
, 107
Negotiation
, 62
Neighborhood realities for young children
, 47
Network of Educators on Americas (NECA)
, 56
Networked communication tools
, 4
Nursery rhymes
, 36–37
Online information
, 4
Pathways
, 82–83
Pedagogies
, 9
extending and deepening
, 10–11
problematizing and critical examination of
, 11–12
Pew Internet and American Life survey
, 3
Phonaesthetics
, 36
Phonemes
, 160
Phonemic awareness
, 159–164
best practices and strategies for teaching
, 163–168
caveats and lingering questions about
, 173–176
testing
, 38
Phonics
, 159–164
best practices and strategies for teaching
, 168–173
caveats and lingering questions about
, 173–176
scope and sequence
, 169
Phonics instruction
, 38–39
Phonics knowledge
in other connected texts
, 173
in texts with some level of decodability
, 172–173
Picture books
, 37
Practices
extending and deepening
, 10–11
problematizing and critical examination of
, 11–12
Print-only resources
, 7
Procedural errors
, 71
Procedural knowledge
, 147
Professional value
, 106
Promising practices
, 21–29
Purpose
, 121
problem with
, 112–113
relevance as key to
, 113–114
Questioning
, 52
maps for planning and implementing differentiated
, 55–57
modifying input to calibrate levels of
, 62–65
RAND model
, 21–22
of reading comprehension
, 22
RAND Reading Study Group (RRSG)
, 21–22
Reader response, sequenced instruction in
, 115–116
Reading
to children
, 36
to deepen understanding
, 152
disability
, 35
Realities
for children in lower elementary school years
, 45–46
for some children
, 43–47
Referential relationships
, 41
Relationship building
, 146
Research
, 133
commitment
, 107
internet and
, 153
Resources
, 137
Rhyme/rhyming
, 36–37, 175
Routines
development
, 170–171
support students in
, 171
Scaffolding
, 147–148
Scholars
, 134
“Screening” instruments
, 42
Seductive efficiency
, 38
SEL Toolkits
, 138
Self-efficacy
, 146
Sequenced instruction
, 112
problem with purpose
, 112–113
in reader response
, 115–116
from reader response to literary analysis
, 116–120
relevance as key to purpose
, 113–114
Single-point anti-rubric
, 78
SLIDE verbs
, 56
Sliding scale anti-rubric
, 78–79
Social and personal competencies (SPC)
, 138
Social-emotional learning (SEL)
, 132–134, 138
Social-media platforms
, 90
Sociocultural context
, 23
Standards for early literacy learners
, 42–43
Standards Revision Committee (SRC)
, 98
Stanford Achievement Test
, 89
Story mapping
, 39
Students
, 22–23
choice
, 146
improvement
, 120
work analysis
, 71–72
Success as greatest motivator
, 91
Supportive learning environment
, 135
Syllable awareness
, 160
Synonymy
, 43
Systematic observation
, 37
Targeting students’ needs
, 148
Tasks
, 22–23
Teacher Education Accreditation Council (TEAC)
, 97
Teachers
, 134
Teaching Tolerance.org
, 137
Technology
, 3
Text selection
, 146
Texts
, 22–23
3-D models of cell division
, 6
Time
, 37
Timely and efficacious feedback
, 148
Timely feedback
, 147
Timely support
, 83
Tracking
, 89
Transcription errors
, 71
Transformational errors
, 71
Transformative value
, 106
TREAD verbs
, 56, 58
Tuition model
, 105
Tutoring
, 106
Twenty-first Century Assessment
, 72–74
University of Texas at San Antonio (UTSA)
, 96
UTSA
, 105–108
Value-driven program
, 106
Verbs
, 56
Virtual reality applications
, 6
Vocabulary expectations
, 42
Vocabulary Levels Test
, 62
West Virginia University (WVU)
, 96
Whole Learner
, 90–91
Writing assignment
, 112
WVU LE Program
, 102–105
Youth deserve digital literacies
, 8–13
- Prelims
- Hot Topics
- Chapter 1: Digital Literacies for Disciplinary Learning: Pedagogies Youth Deserve
- Chapter 2: Disciplinary Literacy: Exemplary Processes and Promising Practices
- Chapter 3: Early Literacy: Home, School, Neighborhood
- Chapter 4: The Quest for Linguistically Responsive Questioning: Using Knowledge of English Oral Proficiency Levels to Engage English Learners
- Chapter 5: Assessment, Instruction, and Learning: What’s the Difference?
- Chapter 6: Adolescent Literacy: A Historical Look at What Has Worked and What is Working Today
- Topics Gaining Traction
- Chapter 7: Teacher Preparation is Hot and Should Be!
- Chapter 8: Sequencing Instruction in Writing Assignments to Build Purpose and Promote Student Engagement
- Chapter 9: Social, Emotional and Cultural Learning in Literacy
- Chapter 10: Re-Conceptualizing Literacy Instruction to Accelerate
- Chapter 11: What’s Hot in Literacy? Phonics and Phonemic Awareness
- Index