Elementary Education

Question 1

Oral and Written Language used for Academic Purposes.

oral, written, auditory and visual language proficiencies

Answer 1

Academic Language

Question 2

Consistently addressing the same/similar learning outcomes for students.

Answer 2

Aligned

Question 3

Authentic work completed by you and your students (lesson plans, copies of instructional and assessment materials, video clips of teaching, student work samples).

Answer 3

Artifacts

Question 4

Activities undertaken by teachers and by their students, that provide information to be used as feedback to modify teaching and learning activities.

Answer 4

Assessment (formal/informal)

Question 5

Quizzes, homework assignments, journals, projects and performance tasks.

Answer 5

Formal Assessments

Question 6

Student questions and responses during instruction and teacher observations of students while performing.

Answer 6

Informal Assessments

Question 7

Knowledge of Students

Answer 7

Assets

Question 8

Specific background information that students bring to the learning environment.

Answer 8

Personal Assets

Question 9

Cultural backgrounds and practices that students bring to the learning environment (traditions, languages and dialects)

Answer 9

Cultural Assets

Question 10

Common backgrounds and experiences that students bring from the community where they live (resources, landmarks, community events)

Answer 10

Community Assets

Question 11

Central Focus

Answer 11

A description of the important understandings and core concepts that you want students to develop during a learning segment.

Question 12

Elementary Literacy Central Focus

Answer 12

Overarching, big idea for student learning in literacy.

(a) an essential literacy strategy tired to the central focus
(b) related skills

Question 13

The designed physical and emotional context, established and maintained throughout the learning segment to support a positive and productive learning experience.

Answer 13

Learning Environment

Question 14

Student learning outcomes to be achieved by the end of the lesson or learning segment.

Answer 14

Learning Objectives

Question 15

A set of 3-5 lessons that build one upon another toward a central focus, with a clearly defined beginning and end

Answer 15

Learning Segment

Question 16

Activities, discussions, or other modes of participation that engage students to develop, practice and apply skills and knowledge related to the learning goal.

Answer 16

Learning Task

Question 17

Scaffolded tasks used to connect prior knowledge to new knowledge often including a formative assessment.

Answer 17

Learning Task

Question 18

Confusion about a strategy or skill

Answer 18

Misconception

Question 19

Quantitative and Qualitative Patterns for different groups of students or individuals.

Answer 19

Pattern of Learning

Question 20

Instructional strategies, learning tasks and materials, and other resources designed to facilitate student learning of the central focus.

Answer 20

Planned Supports

Question 21

Includes students’ content knowledge and skills as well as academic experiences developed prior to the learning segment.

Answer 21

Prior Academic Learning and Prerequisite Skills

Question 22

A close and harmonious relationship in which people or groups understand each other’s feelings or ideas

Answer 22

Rapport

Question 23

A positive feeling or esteem or deference for a person and specific actions and conduct representative of that esteem.

Answer 23

Respect

Question 24

Subject-specific evaluation criteria used to score your performance on edTPA.

Answer 24

Rubrics

Question 25

Students in your class who may require different strategies or support. (ELL, Struggling Readers, Underperforming Students, IEPs or 504 plans)

Answer 25

Variety of Learners

Question 26

Include transitional spelling or other attempts to use skills or strategies just beyond a student's current level/capability.

Answer 26

Developmental Approximations

Question 27

An approach selected deliberately by a reader or writer to comprehend or compose text.

Answer 27

Essential Literacy Strategy

Question 28

Specific strategic strategy for comprehending or composing text that you will teach across your learning segment lessons.

Answer 28

Elementary Literacy

Question 29

Specific knowledge needed for reading and writing, including phonemic/phonological awareness; print concepts; decoding; word analysis; sight-word recognition; and spelling, punctuation

Answer 29

Literacy Skills

Question 30

Support students' literacy development through an explicit understanding that many of the skills that are taught in reading instruction are also beneficial to young writers.

Answer 30

Reading/Writing Connections

Question 31

Reading or Researching Informational Text to Inform an Essay; Journal Writing to Make Predictions; Making personal or text-to-text Connections; Writing Book Reviews or Alternate Endings to Stories; Writing in a style that emulates a model

Answer 31

Examples of Learning Tasks

Question 32

Literacy skills that students will develop and practice while learning an essential literacy strategy for comprehending or composing text within a learning segment.

Answer 32

Related Skills

Question 33

Summative and formative assessments play an integral part in information gathering about student learning.

Answer 33

Assessment

Question 34

Assessments given periodically, to determine a particular point in time what students know and do not know relative to content standards.

Answer 34

Summative Assessments

Question 35

Chapter Tests, Unit Test or Culminating Projects

Answer 35

Examples of Summative Assessment

Question 36

Assessments incorporated into classroom practice and can provide information needed to adjust teaching and learning as students approach full mastery of content.

Answer 36

Formative Assessments

Question 37

Observations. Questioning Strategies and Self- and Peer- Assessments

Answer 37

Examples of Formative Assessments

Question 38

When students recognize, label, and generate examples of concepts; use and interrelate models, diagrams, manipulatives and varied representations of concept; identify and apply principles; know and apply facts and definitions; compare, contrast and integrate related concepts and principles; recognize, interpret, and apply the signs, symbols and terms used to represent concepts.

Answer 38

Conceptual Understanding

Question 39

The capacity to think logically about the relationships among concepts and situations.

Answer 39

Mathematical Reasoning

Question 40

Includes both quantitative and qualitative patterns (or consistencies) for different groups of students or individuals.

Answer 40

Patterns of Learning

Question 41

Patterns indicate in a numerical way the information understood from the assessment (e.g., 10 out of 15 students or 20% of the students).

Answer 41

Quantitative

Question 42

Patterns include descriptions of understandings, misunderstandings, partial understandings, and/or developmental approximations and/or attempts at a solution related to a concept or a skill

Answer 42

Qualitative

Question 43

Patterns include descriptions of understandings, misunderstandings, partial understandings, and/or developmental approximations and/or attempts at a solution related to a concept or a skill

Answer 43

Qualitative

Question 44

Skills to engage in a task for which the solution method is not known in advance.

Answer 44

Problem-Solving Skills

Question 45

A critical component of mathematical proficiency.; The ability to apply procedures accurately, efficiently, and flexibility; to transfer procedures to different problems and contexts.

Answer 45

Procedural Fluency

Question 46

Means to support students to revisit and review a topic with a different set of strategies, representations, and/or focus to develop understandings and/or correct misconceptions

Answer 46

Engagement

Question 47

The act of capturing a mathematical concept or relationship in some form and to the form itself

Answer 47

Representation