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Achievement Levels: Brief description of four different degrees of achievement of the provincial curriculum expectations for any given grade. Level 3, which is the "provincial standard", identifies a high level of achievement of the provincial expectations. Parents of students achieving at level 3 in a particular grade can be confident that their children will be prepared for work at the next grade. Level 1 identifies achievement that falls much below the provincial standard. Level 2 identifies achievement that approaches the standard. Level 4 identifies achievement that surpasses the standard. (Science and Technology)
Catalogue: A list of library materials contained in a collection, a library or group of libraries, arranged according to some definite plan (e.g., Dewey Decimal Classification)
Concrete Materials: Objects that students handle and use in constructing their own understanding of mathematical concepts and skills and in illustrating that understanding. Some examples are base ten blocks, centicubes, construction kits, dice, games, geoboards, geometric solids, hundreds charts, measuring tapes, Miras, number lines, pattern blocks, spinners, and tiles. Also call manipulatives. (Mathematics)
Conventions: Accepted practices or rules in the use of language. In the case of written or printed materials, some conventions help convey meaning (e.g., punctuation, typefaces, capital letters) and other conventions aid in the presentation of content (e.g., table of contents, headings, footnotes, charts, captions, lists, pictures, index). (Language)
Creative Thinking: The generation of ideas which force or facilitate connections that challenge assumptions and lead to more elaborate ideas.(Demystifying Thinking: A Practical Handbook for Teachers, Prentice Hall, Scarborough: 1995)
Critical Thinking: Some aspects of thinking critically in reading are: examining opinions; questioning ideas; interpreting information; identifying values and issues; detecting bias; detecting implied as well as explicit meanings. (Language)
Critical Thinking Skills: Some aspects of thinking critically in writing are: questioning, hypothesizing, interpreting, inferring, analyzing, comparing, contrasting, evaluating, predicting, reasoning, distinguishing between alternatives, making and supporting judgments, synthesizing, elaborating on ideas, identifying values and issues, detecting bias, detecting implied as well as explicit meanings. (Language)
Data: See Information.
Dewey Decimal System: The classification system by Melvil Dewey, first published in 1876, which divides knowledge into ten main classes, with further subdivisions, accompanied by decimal notation.
Expectations: The knowledge and skills that students are expected to develop and to demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed. The new Ontario Curriculum for Language identifies expectations for each grade from Grade 1 to Grade 8. (Language)
Expert system: A computer system that is designed and programmed to imitate the patterns, procedures and decisions that experts in a particular field might make.
Forms of fiction: Particular kinds of works of literature that describe imaginary events and people; for example, story, short story, adventure story, detective story, myth, legend, folk tale, cumulative tale, lyric poem, dramatic poem, ballad, novel, mystery novel, historical novel, science fiction novel, soliloquy, play, script, story book, picture book, pattern books, chapter book. (Language)
Forms of non-fiction: Particular kinds of works of literature, as well as other written materials, that are not fiction; for example, history book, geography text, article, report, essay, theatre or concert program, book review, editorial, newspaper or magazine article, television or radio script, letter (personal, business), invitation, e-mail message, manual, public sign, label, biography, autobiography, monologue, resume, personal journal, diary, brochure, reference book, encyclopedia, multi-media text, database, World Wide Web page, CD-ROM dictionary, interactive software. (Language)
Forms of Oral Communication: Examples are: greeting, conversation, question, statement, exclamation, instructions, directions, poem, rhyme, song, story, anecdote, announcement, news broadcast, interview, oral presentation, speech, recitation, debate, report, role-play, drama. (Language)
Graphs: A representation of data in a pictorial form. Some types of graphs are: Histogram. A type of bar graph in which each bar represents a range of values, and the data are continuous. Pictograph. A graph that illustrates data using pictures and symbols. (Mathematics)
Information: A kind or items of knowledge found in or gathered from such various sources as observation, persons, books, media or electronic sources. The term carries no specific reference to the extent, character or soundness of that knowledge. Information may be termed data when it is organized for analysis or used as a basis for a decision. Data may also be used to refer strictly to numerical information in a form suitable for processing by a computer. Information becomes knowledge when it is invested with meaning through study, investigation, analysis, observation and experience, possibly to become a body of ideas which are considered grounded on truth. Knowledge suggests a range of information leading to a theoretical or practical understanding. Knowledge leads to wisdom with experience; wisdom suggests the application of knowledge with good judgment and foresight.
Information literacy: The ability to recognize the need for information to solve problems and develop ideas; pose important questions; use a variety of information gathering strategies; locate relevant and appropriate information; access information for quality; authority, accuracy and authenticity. Includes the abilities to use the practical and conceptual tools of information technology, to understand form, format, location and access methods, how information is situated and produced, research processes, and to format and publish in textual and multimedia formats and to adapt to emerging technologies. (ATLC)
Information Technology: A term used to include a wide range of technologies -- print, digital and visual media -- for storing, retrieving, sending and transferring of information. The term is also used to describe the study or application of systems (especially computers, digital electronics, telecommunication, or automated catalogue etc.). See also Media Works; Print and Electronic Resources; Technology.
Knowledge: See Information.
Listening and speaking skills: Examples are: determining the purpose of listening; paying attention to the speaker or performer; following directions and instructions; recalling ideas accurately; responding appropriately to thoughts expressed; judging when it is appropriate to speak or ask questions; allowing others a turn to speak; speaking clearly and coherently; asking questions to clarify meaning or to obtain more information; responding with consideration for other's feelings; using and interpreting facial expressions, gestures, and body language appropriately. (Language)
Mathematical Communication: The use of mathematical language by students to:respond to and describe the world around them; communicate their attitudes about and interests in mathematics; reflect and shape their understandings of and skills in mathematics. Students communicate by talking, drawing, pictures, diagrams, writing journals, charting, dramatizing, building with concrete materials, and using symbolic language, (e.g., 2, < =). (Mathematics)
Media Works: Forms of communication that include written or spoken words, sound, and/or pictures, such as brochures, posters, magazines, newspapers, documentary films, videos, advertisements, cartoons, commercials, news reports, nature programs, and travelogues. Audio elements include speech, music, background sounds, sound effects, volume, silence, narration, pace, and sequence of sounds. Compositional elements include form (structure), theme, setting, atmosphere, and point of view. Visual elements include lighting, colour, images, size and type of lettering, size of images, sequence of images, symbols, graphics, camera angles, logos, speed of presentation, shape of design, credits, details of sponsorship, animation and live-action. (Language)
Metacognition: The ability to think about one's own thinking, involving planning before a task, monitoring during a task and evaluating oneself upon completion. (Demystifying Thinking: A Practical Handbook for Teachers, Prentice Hall, Scarborough: 1995)
Metaskills: The significant, comprehensive and unifying skills behind and beyond all specific, subject-based expectations. Information Studies: Kindergarten to Grade 12 organizes learning according to four metaskills: Understanding of Concepts / Reasoning, Organizing, Communicating and Applying). Such organization allows for the rich, consistent and effective assessment of achievement, transfer and change.
OPAC (Online Public Access Catalogue): On online catalogue of information and materials organized and classified for electronic access according to recognized standards.
Pattern book: Book for Primary students containing text with predictable language patterns. (Language)
Primary data: Information that is collected directly or first-hand. Data from a person-on-the-street survey are primary data. Also called first-hand data or primary-source data. (Mathematics)
Primary sources: Artifacts, and oral, print, media, or computer materials that are the earliest or first of a kind. (Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8)
Probability: The extend to which an event is likely to occur, measured by the ratio of the favourable cases to the whole number of cases possible.
Print and Electronic Resources: Materials in print or electronic media, including reference materials; for example, books (fiction, non-fiction), newspapers, magazines, encyclopaedias, reports, television programs, videos, CD-ROMs, computer graphics programs, word processing programs, models for writing (e.g., stories or essays by published writers), style guides, databases, dictionaries, thesauruses, spell-check programs. (Language)
Reading strategies: Methods used in reading to determine the meaning of a text. Examples are: rereading, substituting an appropriate familiar word for an unfamiliar one; using root words to determine meaning of unfamiliar words; using previous knowledge to determine meaning; using information from the context to determine meaning; predicting the use of specific words from the context (e.g., in a simple statement, the verb often immediately follows the subject); making inferences; predicting content; confirming or revising predictions; adjusting speed in silent reading according to the purpose of reading or the difficulty of the text; using graphic organizers (e.g. Venn diagrams, story maps), skimming text for information or detail; scanning text to determine purpose of text or type of material; recording key points and organizing them in a sequence; monitoring comprehension. (Language)
Sample: A small, representative group chosen from a population and examined in order to make predictions about the population. Also called sampling. (Mathematics)
School library: The instructional centre in the school that coordinates and provides on-site and off-site access to information, resources, services and programs that integrate information literacy, the intellectual access to information, with teachers, to develop independent learners who are effective users of information and ideas and committed to informed decision-making. (ATLC)
School Library Program: The collaboratively planned and taught units of study developed through the shared expertise and equal partnership of classroom teachers and teacher-librarians based on the principles of resource-based learning and designed to achieve the educational goals of the school. (ATLC). The term may also refer to the full range of learning experiences arising out of school library assessment, resources, facilities, support services, technologies, community connections and staff leadership.
Secondary data: Information that is not collected first-hand, for example, data from a government document or a database. Also called second-hand data or secondary-source data. (Mathematics)
Secondary Sources: Oral, print, media, and computer materials that are not primary or original.
Simulation: A probability experiment to test the likelihood of an event. For example, tossing a coin is a simulation of whether the next person you meet is a male or a female. (Mathematics)
Strands: The major areas of knowledge and skills into which a curriculum is organized (e.g., Inquiry and Research, Information Technologies, and Information and Society)
Support services: School-level ancillary staff, such as library technicians and clerical assistants, as well as central board staff and services such as central media, acquisitions, cataloguing and technical services.
Table: An orderly arrangement of facts set out for easy reference, for example, an arrangement of numerical values in vertical or horizontal columns. (Mathematics)
Teacher-Librarian: A teacher additionally qualified in the selection, management and utilization of learning resources, who manages the school library and works with other teachers to plan, implement and evaluate resource-based instructional programs.
Technology: The application of knowledge to meet the goals, goods and services desired by people (Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8). See also Information Technology.
Wisdom: See Information. |
