Description

Oral and written language used for academic purposes.
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding.
The content and language focus of the learning task represented by the active verbs within the learning outcomes.
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.
Includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction.
The set of conventions for organizing symbols, words, and phrases together into structures.
The scaffolds, representations, and pedagogical strategies teachers provide to help learners understand, use, and practice the concepts and language they need to learn within disciplines.
Refers to the activities undertaken by teachers and by their students that provide information to be used as feedback to modify teaching and learning activities.
Refers to specific background information that students bring to the learning environment which includes interests, knowledge, everyday experiences, family backgrounds
Refers to the cultural backgrounds and practices that students bring to the learning environment, such as traditions, languages and dialects, worldviews, literature, and art
Refers to common backgrounds and experiences that students bring from the community where they live, such as resources, local landmarks, community events and practices
Submitted as part of each task and, along with artifacts, make up your evidence.
Performance indicators or dimensions that are used to assess evidence of student learning that indicates the qualities by which levels of performance can be differentiated and that anchor judgments about the learner’s degree of success on an assessment.
Includes activities, discussions, or other modes of participation that engage students to develop, practice, and apply skills and knowledge related to a specific learning goal.
Consistancies for different groups of students or individuals that indicate in a numerical way the information understood from the assessment
consistancies for different groups of students or individuals that includes descriptions of understandings, misunderstandings, and/or developmental approximations that could explain quantitative patterns
Instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus.
A close and harmonious relationship in which the people or groups understand each other’s feelings or ideas and communicate well with each other
A positive feeling of esteem or deference for a person and specific actions and conduct representative of that esteem.
Includes transitional spelling or other attempts to use skills or strategies just beyond a student’s current level/capability.
An approach selected deliberately by a reader or writer to comprehend or compose text.
Specific knowledge needed for reading and writing, including phonemic/phonological awareness; print concepts; decoding; word analysis; sight-word recognition; and spelling, punctuation, or other language conventions.
Literacy skills that students will develop and practice while learning an essential literacy strategy for comprehending or composing text within the learning segment.
An assessment given periodically, to determine at a particular point in time what students know and do not know relative to content standards.
Assessments are incorporated into classroom practice and can provide information needed to adjust teaching and learning as students approach full mastery of content
The capacity to think logically about the relationships among concepts and situations.
Conceptual understanding, procedural fluency, and reasoning/problem-solving skills.
A critical component of mathematical proficiency
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.
The term representation refers both to process and to product

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Frequently Asked Questions

What is a crossword?

Crossword puzzles have been published in newspapers and other publications since 1873. They consist of a grid of squares where the player aims to write words both horizontally and vertically.

Next to the crossword will be a series of questions or clues, which relate to the various rows or lines of boxes in the crossword. The player reads the question or clue, and tries to find a word that answers the question in the same amount of letters as there are boxes in the related crossword row or line.

Some of the words will share letters, so will need to match up with each other. The words can vary in length and complexity, as can the clues.

Who is a crossword suitable for?

The fantastic thing about crosswords is, they are completely flexible for whatever age or reading level you need. You can use many words to create a complex crossword for adults, or just a couple of words for younger children.

Crosswords can use any word you like, big or small, so there are literally countless combinations that you can create for templates. It is easy to customise the template to the age or learning level of your students.

How do I create a crossword template?

For the easiest crossword templates, WordMint is the way to go!

Pre-made templates

For a quick and easy pre-made template, simply search through WordMint’s existing 500,000+ templates. With so many to choose from, you’re bound to find the right one for you!

Create your own from scratch

  • Log in to your account (it’s free to join!)
  • Head to ‘My Puzzles’
  • Click ‘Create New Puzzle’ and select ‘Crossword’
  • Select your layout, enter your title and your chosen clues and answers
  • That’s it! The template builder will create your crossword template for you and you can save it to your account, export as a word document or pdf and print!

How do I choose the clues for my crossword?

Once you’ve picked a theme, choose clues that match your students current difficulty level. For younger children, this may be as simple as a question of “What color is the sky?” with an answer of “blue”.

Are crosswords good for students?

Crosswords are a great exercise for students' problem solving and cognitive abilities. Not only do they need to solve a clue and think of the correct answer, but they also have to consider all of the other words in the crossword to make sure the words fit together.

Crosswords are great for building and using vocabulary.

If this is your first time using a crossword with your students, you could create a crossword FAQ template for them to give them the basic instructions.

Can I print my crossword template?

All of our templates can be exported into Microsoft Word to easily print, or you can save your work as a PDF to print for the entire class. Your puzzles get saved into your account for easy access and printing in the future, so you don’t need to worry about saving them at work or at home!

Can I create crosswords in other languages?

Crosswords are a fantastic resource for students learning a foreign language as they test their reading, comprehension and writing all at the same time. When learning a new language, this type of test using multiple different skills is great to solidify students' learning.

We have full support for crossword templates in languages such as Spanish, French and Japanese with diacritics including over 100,000 images, so you can create an entire crossword in your target language including all of the titles, and clues.