Difference between revisions of "Caslon Language Education Wikimedia (W)"
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==wait time== | ==wait time== | ||
| − | * The period after a question has been posed during which students can think and formulate answers in their head before being required to answer out loud. Particularly important for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who may need extra time to process input and formulate output in their [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [ | + | * The period of time after a question has been posed during which students can think and formulate answers in their head before being required to answer out loud. Particularly important for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who may need extra time to process input and formulate output in their [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright] |
==waived (waivered) ELL students== | ==waived (waivered) ELL students== | ||
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==World-Class Instructional Design and Assessment (WIDA)== | ==World-Class Instructional Design and Assessment (WIDA)== | ||
| − | * [https://www.wida.us/ WIDA] advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators | + | * [https://www.wida.us/ WIDA] advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators. [https://www.wida.us/ www.wida.us] |
== word sort== | == word sort== | ||
| − | * Instructional strategy in which pairs of students are asked to categorize words, pictures, or [[Caslon_Language_Education_Wikimedia_(R)#realia|realia]] into predetermined categories (a closed word sort) or into categories of their own choosing (an open word sort). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/ | + | * Instructional strategy in which pairs of students are asked to categorize words, pictures, or [[Caslon_Language_Education_Wikimedia_(R)#realia|realia]] into predetermined categories (a closed word sort) or into categories of their own choosing (an open word sort). [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] |
==word study== | ==word study== | ||
| − | * Short mini-lessons focusing on the morphological or semantic properties of words and related sets of words.[ | + | * Short mini-lessons focusing on the [[Caslon_Language_Education_Wikimedia_(M)#morphology|morphological]] or [[Caslon_Language_Education_Wikimedia_(S)#semantics|semantic]] properties of words and related sets of words.[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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright] |
==word wall== | ==word wall== | ||
| − | * A collection of words posted in the classroom to teach spelling or vocabulary and to which words are continually added, for example, side-by-side lists of words that capture examples of the <i>letras tramposas</i> in Spanish. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/ | + | * A collection of words posted in the classroom to teach spelling or vocabulary and to which words are continually added, for example, side-by-side lists of words that capture examples of the <i>letras tramposas</i> in Spanish. [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] |
| − | * An enlarged list of words organized alphabetically and displayed on a classroom wall to support students’ vocabulary and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development. [ | + | * An enlarged list of words organized alphabetically and displayed on a classroom wall to support students’ vocabulary and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright] |
==world Englishes== | ==world Englishes== | ||
| − | * Multiple varieties of English that have developed globally as a result of language contact between English and other languages. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/ | + | * Multiple varieties of English that have developed globally as a result of language contact between English and other languages. [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] |
==Writer’s Workshop== | ==Writer’s Workshop== | ||
| − | * An instructional approach to writing in which students work independently and at their own pace as they move through the five stages of process writing with teacher and peer guidance and support. [ | + | * An instructional approach to writing in which students work independently and at their own pace as they move through the five stages of process writing with teacher and peer guidance and support. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright] |
[[#Caslon Language Education Index|Top]] | [[#Caslon Language Education Index|Top]] | ||
Latest revision as of 17:22, 19 July 2019
Contents
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
wait time
- The period of time after a question has been posed during which students can think and formulate answers in their head before being required to answer out loud. Particularly important for ELLs who may need extra time to process input and formulate output in their second language. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
waived (waivered) ELL students
- Students who qualify for ESL or bilingual services but whose parents exercise their right to reject the services that are offered. These students are ELLs, but they do not participate in any special programming offered; instead, they are placed into mainstream classes without support of any kind. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
waiver process
- In English-only ballot initiatives, the steps necessary to secure permission to offer bilingual options to some students. Foundations for Multilingualism in Education by Ester de Jong
white space
- Term used by Kenji Hakuta to indicate the difference between actual and expected grade level performance. Foundations for Multilingualism in Education by Ester de Jong
World-Class Instructional Design and Assessment (WIDA)
- WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators. www.wida.us
word sort
- Instructional strategy in which pairs of students are asked to categorize words, pictures, or realia into predetermined categories (a closed word sort) or into categories of their own choosing (an open word sort). Teaching for Biliteracy by Karen Beeman and Cheryl Urow
word study
- Short mini-lessons focusing on the morphological or semantic properties of words and related sets of words.Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
word wall
- A collection of words posted in the classroom to teach spelling or vocabulary and to which words are continually added, for example, side-by-side lists of words that capture examples of the letras tramposas in Spanish. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- An enlarged list of words organized alphabetically and displayed on a classroom wall to support students’ vocabulary and literacy development. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
world Englishes
- Multiple varieties of English that have developed globally as a result of language contact between English and other languages. Foundations for Multilingualism in Education by Ester de Jong
Writer’s Workshop
- An instructional approach to writing in which students work independently and at their own pace as they move through the five stages of process writing with teacher and peer guidance and support. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
Top
