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Caslon Language Education Index

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

Race to the Top (RTTT)

• A grant program, part of the Obama administration’s American Recovery and Reinvestment Act of 2009, which provided over $4 billion in competitive grants for states to begin education reform efforts aligned with specific criteria, including the creation or adoption of new college-and-career-readiness standards and assessments. Foundations for Teaching English Language Learners, third editionby Wayne E. Wright

read-alouds

• Sessions during which a teacher, parent, or other proficient reader reads aloud from a book or other text to one or more students.Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

reader’s interview

• A part of SSR in which the teacher meets with a student to discuss what he or she is reading. The interview is an opportunity for formative assessment of individual student comprehension skills and reading preferences and should be conducted in the language of the book. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Reader’s Workshop

• A structure for reading instruction often used in secondary schools that enables teachers to tailor instruction to students’ strengths, interests, and needs. https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ Foundations for Teaching English Language Learners], third edition by Wayne E. Wright

reading self-assessments

• Tools or procedures used by students to assess their own reading performance. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

realia

• Real, concrete objects used in classroom instruction. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• Objects or activities used to relate classroom teaching to real life (e.g., use of actual foods and supermarket circulars to develop the language related to foods, food purchasing, etc.). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

reciprocity

• A shared and distributive leadership for ESL students in areas of instruction, curriculum, and assessment (Bell & Baecher, 2012; Brooks, Adams, & Morita-Mullaney, 2010). From 6.2 (Morita-Mullaney) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

recitation script

• Interaction between teachers and students characterized by teacher-dominated talk that follows an Initiation-Response-Evaluation pattern. Foundations for Multilingualism in Education by Ester de Jong

reclassification

• Categorization of ELLs as “proficient”; typically implies leaving (exiting) specialized language support. Foundations for Multilingualism in Education by Ester de Jong

redesignation

• The reclassification of a student from English language learner (ELL), or limited English proficient (LEP), to fluent English proficient (FEP), based on criteria established by a school district or state.Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

refugee

• A person who leaves his or her country involuntarily and usually precipitously. Many refugees leave because they are fearful of being persecuted for reasons of race, religion, nationality, membership in a particular social group, or political opinion. Many situations produce refugees, most typically natural disasters, famine, war, or political upheaval. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

regional minority languages

• Languages typically with a long history of linguistic, cultural, and political traditions in a particular, circumscribed geographical area. Foundations for Multilingualism in Education by Ester de Jong

register

• Characterized by specific features of discourse (talk or text) and associated with specific social contexts. Registers vary depending on the setting, their speaker’s relationship to the person to whom they are speaking, and the function of the interaction. Academic registers include the unique terms and expressions, meanings, and sentence structures that occur in talking or writing about a particular discipline (math, science, social studies). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• Variation in the use of language based on the context in which the language is used. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

reliability

• The consistency with which a test or assessment measures what it is measuring.Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

reluctant bilingual discourse

• A transitional bilingual discourse that uses students’ native languages to facilitate assimilation. Foundations for Multilingualism in Education by Ester de Jong

resistant to instruction/intervention

• Designation, according to RtI, for students who do not respond to instruction in the form of either a universal intervention or to individualized interventions. These students’ response to intervention is assessed, and new interventions within the continuum of services framework are identified by the ECOS team and implemented in practice. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

response to instruction and intervention (RtI²)

• This is a Tier 2 targeted or supplemental intervention. It consists of small groups of students (usually 3–5) who do not respond sufficiently to the most effective Tier 1 instruction and criteria

(Gottlieb, 2013). The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

response to intervention (RtI)

• A three-tiered framework that seeks to improve the learning environment for all students within the classroom by supporting both teachers and students and keeping track of the students who resist interventions. RtI stands in contrast to the discrepancy model. Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

• This is a multi-tier approach for the early identification and support of students with learning and behavior needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• A model for school improvement and for identifying students in need of special education involving three tiers of instructional support and interventions. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

rubric(s)

• Documentation of student learning using specific criteria that match learning goals. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• A uniform set of criteria presented in the form of a scoring guide or scale used to interpret student work on a consistent basis. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

running record(s)

• Informal literacy assessments to measure fluency, accuracy, and use of strategies to support reading. Miscues (reading errors) provide insights into how children make meaning of text. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• A reading assessment tool that provides a visual record of a student’s reading performance word by word on a specific text. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

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