Caslon Language Education Wikimedia (S) - Revision history

Caslon: /* separate underlying proficiency (SUP) */

2019-07-19T18:33:55Z

‎separate underlying proficiency (SUP)

Caslon: /* summative assessment(s) */

2019-07-18T17:31:54Z

‎summative assessment(s)

Caslon: /* summative assessment(s) */

2019-07-18T17:29:57Z

‎summative assessment(s)

Caslon: /* summative assessment(s) */

2019-07-18T17:29:28Z

‎summative assessment(s)

Caslon: /* submersion */

2019-07-18T17:27:06Z

‎submersion

Caslon: /* sheltered instruction */

2019-07-18T17:10:41Z

‎sheltered instruction

Caslon: /* sheltered English instruction */

2019-07-18T17:09:36Z

‎sheltered English instruction

Caslon: /* sheltered English immersion (SEI) */

2019-07-18T17:05:43Z

‎sheltered English immersion (SEI)

Caslon: /* scaffolds/scaffolding */

2019-07-18T17:02:54Z

‎scaffolds/scaffolding

Caslon: /* scaffolds/scaffolding */

2019-07-18T17:02:32Z

‎scaffolds/scaffolding

@@ Line 80: / Line 80: @@
 ==separate underlying proficiency (SUP)==
-* Developed by [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Cummins]; refers to the separateness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]], best represented by a container view of two separate systems competing for cognitive space. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
+* Developed by [https://www.casloncommunity.com/resources/187/ Cummins]; refers to the separateness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]], best represented by a container view of two separate systems competing for cognitive space. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 ==separation biliterate model of language and literacy==

← Older revision		Revision as of 17:31, 18 July 2019
Line 339:		Line 339:

	* [[Caslon_Language_Education_Wikimedia_(A)#assessment\|Assessments]] that provide a summary of what students know and can do. Typically given at the end of a unit or at the end of a school year. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]		* [[Caslon_Language_Education_Wikimedia_(A)#assessment\|Assessments]] that provide a summary of what students know and can do. Typically given at the end of a unit or at the end of a school year. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
		+
		+	==superdiversity==
		+	* A term used to describe diversity across and within immigrant and ethnic groups; includes a range of factors beyond language and ethnicity (e.g., race, education level, country of origin, migration history, socioeconomic status). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

	==sustained silent reading (SSR)==		==sustained silent reading (SSR)==

@@ Line 338: / Line 338: @@
 * A gauge of student achievement at the end of a period of learning. From 7.9 (Heritage) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
-* Assessments that provide a summary of what students know and can do. Typically given at the end of a unit or at the end of a school year. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
+* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessments]] that provide a summary of what students know and can do. Typically given at the end of a unit or at the end of a school year. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 ==sustained silent reading (SSR)==

← Older revision		Revision as of 17:29, 18 July 2019
Line 337:		Line 337:

	* A gauge of student achievement at the end of a period of learning. From 7.9 (Heritage) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]		* A gauge of student achievement at the end of a period of learning. From 7.9 (Heritage) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
		+
		+	* Assessments that provide a summary of what students know and can do. Typically given at the end of a unit or at the end of a school year. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]

	==sustained silent reading (SSR)==		==sustained silent reading (SSR)==

@@ Line 300: / Line 300: @@
 * This term describes a “sink-or swim” environment in which [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are placed in general education classrooms with English-speaking students and a [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] English-speaking teacher. With good intentions, administrators and teachers hope that the non–English-speaking children will learn English by being “[[Caslon_Language_Education_Wikimedia_(I)#immersion|immersed]]” in the language. The [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] is seldom used in the classroom or used sporadically for translation purposes. [[Caslon_Language_Education_Wikimedia_(L)#|Literacy]] and academic content instruction as well as texts and supplemental materials are usually not designed or adapted for the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students. In the submersion classroom, [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are taught as if they do not have diverse academic and linguistic needs. As a result, the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]], especially the beginners, often miss important concepts and are not active, engaged, learners. (See contrasting definition of [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]].) [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
-* The process of placing [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in a mainstream classroom where they do not receive any [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]], [[#sheltered (content) instruction|sheltered-content instruction]], or [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Also called “sink-or-swim.” [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* The process of placing [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in a mainstream classroom where they do not receive any [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]], [[#sheltered (content) instruction|sheltered-content instruction]], or [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Also called “<i>sink-or-swim</i>.” [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==substantial sheltered instruction methodology training==

@@ Line 140: / Line 140: @@
 ==sheltered instruction==
-* Grade-level content-area instruction provided in English in a manner that makes it comprehensible to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] while supporting their English language development. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
+* Grade-level content-area instruction provided in English in a manner that makes it comprehensible to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] while supporting their  [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
 ==Sheltered Instruction Observation Protocol (SIOP)==

@@ Line 138: / Line 138: @@
 ==sheltered English instruction==
 * See specially designed academic instruction in English ([[#specially designed academic instruction in English (SDAIE)|SDAIE]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 ==Sheltered Instruction Observation Protocol (SIOP)==

@@ Line 134: / Line 134: @@
 * A program model for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLLs]] that combines [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instruction, [[#sheltered (content) instruction|sheltered content-area instruction]], and [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. It may also be called structured English [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
-* A program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that combines [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]], [[#sheltered (content) instruction|sheltered content-area instruction]], and [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Sometimes called structured English [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* A program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that combines [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]], [[#sheltered (content) instruction|sheltered content-area instruction]], and [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Sometimes called <i>structured English [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]]</i>. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==sheltered English instruction==

@@ Line 41: / Line 41: @@
 * A term used to describe the visual, graphic, and temporary supports that help [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] comprehend new information as they develop English language proficiency ([https://education.arts.unsw.edu.au/about-us/people/pauline-gibbons/ Gibbons, 2002]). These supports include modeling, questioning, feedback, student interaction, graphic organizers, and other supports ([http://web.csulb.edu/~jechev/ Echevarria] et al., 2004). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
-* Support or assistance provided to a student within his or her [[Caslon_Language_Education_Wikimedia_(Z)#zone of proximal development (ZPD)
+* Support or assistance provided to a student within his or her [[Caslon_Language_Education_Wikimedia_(Z)#zone of proximal development (ZPD)|zone of proximal development (ZPD)]] by a more knowledgeable other (e.g., teacher, peer) to help the student learn a new concept or develop new skills. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 |zone of proximal development (ZPD)]] by a more knowledgeable other (e.g., teacher, peer) to help the student learn a new concept or develop new skills. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==second dialect speakers==