OSAT OK121 key terms

The ability to notice and work with the individual sounds, called phonemes, inside spoken words, such as blending or segmenting the sounds in "cat." It is oral and does not involve printed letters.

A broad oral awareness of the sound structure of language, covering syllables, rhymes, and individual phonemes. It develops along a continuum and is a strong predictor of later reading success.

Instruction in the predictable relationships between letters and the sounds they represent, used to decode and spell words. It connects printed symbols to speech sounds rather than to meaning directly.

The understanding that letters and letter combinations stand for speech sounds and that these sounds combine to form words. It is the foundation for decoding unfamiliar printed words.

Applying knowledge of letter-sound relationships to pronounce written words, especially words not yet recognized automatically. Fluent decoding frees attention for comprehension.

Reading text accurately, at a reasonable rate, and with appropriate expression. Fluency bridges word recognition and comprehension, because effort spent decoding leaves less attention for meaning.

Constructing meaning from text by integrating the reader's background knowledge, vocabulary, and strategies with what the words say. It is the goal of reading instruction and depends on both decoding and language skills.

The body of words a learner understands and can use. Breadth and depth of vocabulary strongly influence listening and reading comprehension, so explicit teaching of word meanings supports all content areas.

The vocabulary, sentence structures, and discourse patterns used in school subjects, such as comparing, explaining, and citing evidence. It differs from everyday conversational speech and must be taught explicitly.

The recursive stages writers move through: planning, drafting, revising, editing, and publishing. Instruction treats these as flexible rather than strictly linear, and feedback occurs throughout.

Temporary support a teacher provides so a learner can complete a task just beyond independent ability, then gradually removed as competence grows. Supports may be verbal prompts, models, or graphic organizers.

The range of tasks a learner can do with guidance but not yet alone. Instruction aimed at this range, with appropriate support, produces more growth than work that is too easy or too hard.

Deliberately adapting content, process, product, or environment to learners' readiness, interests, and profiles while keeping shared goals. It is planned in advance rather than improvised after failure.

Proactively designing instruction with multiple means of engagement, representation, and action or expression so varied learners can access the same curriculum. Barriers are removed in the design rather than patched afterward.

Ongoing checks during instruction that reveal what students understand and inform immediate teaching adjustments. It is low-stakes and used for learning, not for assigning final grades.

Evaluation at the end of a unit or period that judges achievement against standards, often for grading or reporting. It summarizes learning rather than guiding day-to-day instruction.

Information given to a learner about performance relative to a goal, ideally specific, timely, and actionable. Effective feedback describes the work and next steps rather than praising the person.

A scoring guide that lists criteria and describes levels of quality for a task. Sharing it in advance clarifies expectations and makes grading more consistent and transparent.

Thinking about one's own thinking, including planning, monitoring, and evaluating learning. Students who monitor comprehension notice confusion and choose repair strategies.

A sequence describing how children's thinking changes from sensorimotor through preoperational, concrete operational, and formal operational periods. Later research shows development is more gradual and variable than the stage ages imply.

The understanding that quantity, mass, or volume stays the same when appearance changes, such as pouring liquid into a taller glass. Typically emerging in the concrete operational period, it is a common early-childhood assessment focus.

The view that learning is social and occurs through interaction with more knowledgeable others, mediated by language and cultural tools. It underlies ideas such as scaffolding and the zone of proximal development.

The emotional bond between an infant and caregiver that shapes expectations about relationships and safety. Secure attachment is associated with healthier social and emotional adjustment.

A lifespan theory pairing each period with a developmental conflict, such as trust versus mistrust or industry versus inferiority. Successful resolution supports healthy identity and social functioning.

The capacity to manage attention, emotions, and behavior in pursuit of a goal. It develops with maturation and practice and underpins classroom learning and social success.

The set of practices that establish routines, expectations, and a safe climate so learning time is protected. Effective management is preventive and instructional rather than punitive.

A proactive framework that teaches expected behaviors, reinforces them, and uses data to adjust supports before problems escalate. It emphasizes prevention over punishment.

The physical, social, and emotional conditions in which students learn, including seating, routines, relationships, and safety. A well-designed environment reduces distraction and supports belonging.

Instruction that draws on students' cultural backgrounds and experiences as resources for learning while holding high expectations for all. It connects curriculum to students' lives and examines bias in materials.

Ongoing, two-way partnership between school staff and families that supports student learning and well-being. It is most effective when communication is regular, respectful, and focused on shared goals.

The professional and legal duty to protect student records and private information, sharing it only with those who have a legitimate educational need to know.

The standards of conduct expected of educators, including honesty, fairness, appropriate boundaries, and responsible use of authority. Violations can carry licensing consequences as well as harm to students.

The legal obligation of educators to report suspected child abuse or neglect to designated authorities promptly. Teachers do not investigate; they report reasonable suspicion and follow district procedures.

A planning approach that starts with desired learning outcomes, then determines acceptable evidence, then designs instruction. It keeps activities aligned to goals rather than driving the unit.

An approach in which students investigate questions, gather and analyze evidence, and construct explanations. It is common in science and social studies and builds reasoning and communication skills.

The behaviors scientists use, such as asking questions, planning investigations, analyzing data, and arguing from evidence. Instruction emphasizes doing these rather than only memorizing facts.

A flexible understanding of quantity, magnitude, and relationships among numbers, including composing and decomposing them. It supports mental computation and estimation and precedes formal algorithms.

Concrete objects such as counters, blocks, or fraction tiles used to model mathematical ideas. They help students build meaning before moving to abstract symbols.

An original document or artifact created during the period studied, such as a letter, photograph, or law. Analyzing primary sources builds historical thinking and evidence-based reasoning.