NBPTS EA/ELA key terms

A careful, repeated examination of a short text in which readers attend to specific words, sentence structure, and details to build meaning from what the text itself says.

A central idea or insight about life or human experience that a literary work conveys, developed through characters, events, and language rather than stated outright.

A storyteller whose account cannot be fully trusted because of limited knowledge, bias, immaturity, or deliberate deception, prompting readers to question and reinterpret the narrative.

The examination of how a speaker or writer uses language, structure, and evidence to persuade a particular audience for a particular purpose.

Writing that states a clear claim and supports it with relevant evidence and reasoning while acknowledging and responding to opposing viewpoints.

Language that departs from literal meaning to create vivid comparisons or effects in a text, including metaphor, simile, personification, hyperbole, and symbolism.

A contrast between what is stated and what is meant, or between expectation and outcome, often used to create emphasis, humor, or critique.

The way information or events are organized in a text, such as chronological, compare-contrast, cause-effect, problem-solution, or description.

A category of texts sharing recognizable conventions, purposes, and audiences, such as poetry, drama, memoir, editorial, informational article, and other forms.

A text that combines two or more modes-such as written words, images, sound, or layout-so meaning is constructed through their interaction.

The qualitative, quantitative, and reader-and-task factors that together determine how challenging a text is for a particular reader in a particular situation.

Words and phrases used across school subjects to discuss ideas, such as analyze, evidence, and compare, which students need explicit instruction to use.

The study of meaningful word parts, including roots, prefixes, and suffixes, and how they combine to shape a word's meaning and grammatical function.

A variety of a language associated with a region, social group, or community, with its own patterns of pronunciation, vocabulary, and grammar.

An approach that asks readers to examine whose perspectives are included or excluded in a text and to consider how language and power shape meaning.

The ability to access, analyze, evaluate, and create messages in varied media formats, including print, video, websites, and social platforms.

A theory holding that meaning emerges from the transaction between a reader's experiences and a text, so different readers may construct different interpretations.

Planning instruction so that content, process, or product are adjusted to students' readiness, interests, and learning profiles within the same classroom.

Temporary supports, such as models, prompts, or graphic organizers, that help students complete a task they could not yet do independently and are gradually removed.

The range between what a learner can do alone and what the learner can accomplish with guidance from a more capable person.

A differentiation strategy in which students work on parallel tasks at different levels of complexity while addressing the same essential learning goal.

Organizing students into temporary groups that change based on learning goals, readiness, interests, or task demands rather than fixed ability levels.

A planning framework that builds multiple means of engagement, representation, and action or expression into instruction so diverse learners can access and show learning.

Ongoing gathering of evidence about student learning during instruction, used to adjust teaching and give feedback rather than to assign a final grade.

Instruction that draws on students' cultural knowledge, experiences, and communication styles as resources for learning while examining and challenging bias.

Small, student-led discussion groups in which members read the same text, take on rotating roles, and meet regularly to talk about their reading.

A structured, student-centered discussion in which participants use open-ended questions and textual evidence to explore ideas collaboratively rather than debate to win.

A routine of mini-lesson, independent writing, conferring, and sharing that gives students sustained time to draft, revise, and publish authentic pieces.

An instructional sequence moving from teacher modeling to guided practice to independent application, often summarized as I do, we do, you do.

A teacher or student verbalizes the thinking used while reading or writing, making invisible comprehension and composing strategies visible to others.

Classroom discussion norms that require students to explain reasoning, cite evidence, build on others' ideas, and listen respectfully.

A published or teacher-written piece used as a model that students examine to learn craft, structure, and language moves they can apply to their own writing.

A scoring guide that lists criteria for performance and describes levels of quality, helping students understand expectations and receive consistent feedback.

The habit of systematically examining one's own teaching decisions and their effects on students in order to improve instruction over time.

A cyclical inquiry process in which a teacher identifies a classroom problem, collects data, implements changes, and evaluates results to improve practice.

A team of educators who meet regularly to examine student learning data, share expertise, and plan instructional improvements focused on results.

Using evidence from assessments, observations, and student work to identify needs and decide what to teach next.

A planning approach that begins with desired learning outcomes and acceptable evidence, then designs learning experiences aligned to those ends.

A purposeful collection of student work gathered over time, often with reflection, to show growth, effort, and achievement against learning goals.