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==Caslon Language Education Index== | ==Caslon Language Education Index== | ||
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(A)|A]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(B)|B]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(C)|C]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(D)|D]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(E)|E]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(F)|F]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(G)|G]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(H)|H]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(I)|I]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(J)|J]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(K)|K]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(L)|L]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(M)|M]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(N)|N]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(O)|O]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(P)|P]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(Q)|Q]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(R)|R]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(S)|S]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(T)|T]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(U)|U]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(V)|V]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(W)|W]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(X)|X]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(Y)|Y]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(Z)|Z]] |
==Race to the Top (RTTT)== | ==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. [ | + | * A grant program, part of the [https://www.whitehouse.gov/recovery/about 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. [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] |
==read-alouds== | ==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.[ | + | * Sessions during which a teacher, parent, or other proficient reader reads aloud from a book or other text to one or more students.[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] |
==reader’s interview== | ==reader’s interview== | ||
| − | * A part of [[Caslon_Language_Education_Wikimedia_(S)#sustained silent reading (SSR)|SSR]] in which the teacher meets with a student to discuss what he or she is reading. The interview is an opportunity for [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative assessment]] of individual student comprehension skills and reading preferences and should be conducted in the language of the book. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * A part of [[Caslon_Language_Education_Wikimedia_(S)#sustained silent reading (SSR)|SSR]] in which the teacher meets with a student to discuss what he or she is reading. The interview is an opportunity for [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative assessment]] of individual student comprehension skills and reading preferences and should be conducted in the language of the book. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow] |
==Reader’s Workshop== | ==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. | + | * 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/ <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] |
==reading self-assessments== | ==reading self-assessments== | ||
| − | *Tools or procedures used by students to assess their own reading performance. [ | + | *Tools or procedures used by students to assess their own reading performance. [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] |
==realia== | ==realia== | ||
| − | * Real, concrete objects used in classroom instruction. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * Real, concrete objects used in classroom instruction. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ 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.). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [ | + | * 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.). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell] |
| + | |||
| + | ==recasts== | ||
| + | * Refers to a variety of ways a speaker can indirectly provide corrective feedback for a conversation partner by repeating the partner’s utterance in a positive and reinforcing manner that models correct usage. [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] | ||
| + | |||
| + | ==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 [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] | ||
==recitation script== | ==recitation script== | ||
| − | * Interaction between teachers and students characterized by teacher-dominated talk that follows an Initiation-Response-Evaluation pattern. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Interaction between teachers and students characterized by teacher-dominated talk that follows an Initiation-Response-Evaluation pattern. [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] |
==reclassification== | ==reclassification== | ||
| − | * Categorization of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] as “[[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]]”; typically implies leaving (exiting) specialized language support. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Categorization of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] as “[[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]]”; typically implies leaving (exiting) specialized language support. [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] |
==redesignation== | ==redesignation== | ||
| − | * The reclassification of a student from [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)| | + | * The reclassification of a student from [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] status to [[Caslon_Language_Education_Wikimedia_(F)#fully English proficient (FEP)|fluent English proficient (FEP)]] status, based on the results of an English proficiency test and other criteria established by a school district or state. [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] |
==refugee== | ==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. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by | + | * 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. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell] |
==regional minority languages== | ==regional minority languages== | ||
| − | * Languages typically with a long history of linguistic, cultural, and political traditions in a particular, circumscribed geographical area. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Languages typically with a long history of linguistic, cultural, and political traditions in a particular, circumscribed geographical area. [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] |
==register== | ==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). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by | + | * Characterized by specific features of [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|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). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell] |
| − | * Variation in the use of language based on the context in which the language is used. [ | + | * Variation in the use of language based on the context in which the language is used. [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] |
==reliability== | ==reliability== | ||
| − | * The consistency with which a test or assessment measures what it is measuring.[ | + | * The consistency with which a test or assessment measures what it is measuring.[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] |
==reluctant bilingual discourse== | ==reluctant bilingual discourse== | ||
| − | * A transitional bilingual discourse that uses students’ native languages to facilitate assimilation. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * A transitional bilingual discourse that uses students’ [[Caslon_Language_Education_Wikimedia_(N)#native language|native languages]] to facilitate [[Caslon_Language_Education_Wikimedia_(A)#assimilation|assimilation]]. [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] |
==resistant to instruction/intervention== | ==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. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/ | + | * Designation, according to [[#response to intervention (RTI)|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 [[Caslon_Language_Education_Wikimedia_(C)#continuum of services framework|continuum of services framework]] are identified by the [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] and implemented in practice. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico] |
| − | ==response to intervention ( | + | ==response to instruction and intervention (RtI<sup>2</sup>)== |
| + | * This is a [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|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 [[Caslon_Language_Education_Wikimedia_(T)#Tier 1 Intervention|Tier 1]] instruction and criteria | ||
| + | ([https://www.wida.us/get.aspx?id=601 Gottlieb, 2013]). [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang] | ||
| − | + | ==response to intervention (RtI)== | |
| − | * A model for school improvement and for identifying students in need of special education involving three tiers of instructional support and interventions. [ | + | * 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 [[Caslon_Language_Education_Wikimedia_(D)#discrepancy model|discrepancy model]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ 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. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang] | ||
| + | |||
| + | * A model for school improvement and for identifying students in need of [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] involving three tiers of instructional support and interventions. [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] | ||
==rubric(s)== | ==rubric(s)== | ||
| − | * Documentation of student learning using specific criteria that match learning goals. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * Documentation of student learning using specific criteria that match learning goals. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ 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. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen] | ||
| + | |||
| + | ==running record(s)== | ||
| + | * Informal [[Caslon_Language_Education_Wikimedia_(L)#literacy|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. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang] | ||
| + | |||
| + | * A reading [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] tool that provides a visual record of a student’s reading performance word by word on a specific text. [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] | ||
| − | |||
| − | |||
| − | |||
[[#Caslon Language Education Index|Top]] | [[#Caslon Language Education Index|Top]] | ||
Latest revision as of 16:58, 18 July 2019
Contents
- 1 Caslon Language Education Index
- 2 Race to the Top (RTTT)
- 3 read-alouds
- 4 reader’s interview
- 5 Reader’s Workshop
- 6 reading self-assessments
- 7 realia
- 8 recasts
- 9 reciprocity
- 10 recitation script
- 11 reclassification
- 12 redesignation
- 13 refugee
- 14 regional minority languages
- 15 register
- 16 reliability
- 17 reluctant bilingual discourse
- 18 resistant to instruction/intervention
- 19 response to instruction and intervention (RtI2)
- 20 response to intervention (RtI)
- 21 rubric(s)
- 22 running record(s)
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 edition by 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
recasts
- Refers to a variety of ways a speaker can indirectly provide corrective feedback for a conversation partner by repeating the partner’s utterance in a positive and reinforcing manner that models correct usage. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
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 ELL status to fluent English proficient (FEP) status, based on the results of an English proficiency test and other 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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