Difference between revisions of "Caslon Language Education Wikimedia (F)"
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==formative assessment== | ==formative assessment== | ||
* Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow] | * Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow] | ||
| − | * (informal) Assessments that are part of the instructional process and that provide information so teachers can adjust teaching and learning in order for learners to achieve greater success. The assessments include but are not limited to teacher observation, conferencing with students, and self- and peer assessments provided that they lead to needed instructional adjustments that enable learners to learn better (see summative assessments; see alternative assessment; see authentic assessment). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell] | + | * (informal) Assessments that are part of the instructional process and that provide information so teachers can adjust teaching and learning in order for learners to achieve greater success. The assessments include but are not limited to teacher observation, conferencing with students, and self- and peer assessments provided that they lead to needed instructional adjustments that enable learners to learn better (see [[Caslon_Language_Education_Wikimedia_(S)#summative assessments|summative assessments]]; see [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative assessment]]; see [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment|authentic assessment]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell] |
==full inclusion ESL/mainstream ESL== | ==full inclusion ESL/mainstream ESL== | ||
Revision as of 19:03, 6 November 2015
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
first language
- See native language. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
fishbowl
- Instructional strategy that involves two or more students modeling the language and behavior the rest of the class is to use as they work in pairs or small groups. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
focused reading
- Instructional strategy in which students read a variety of texts at different readability levels on the same topic. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
formal language
formative assessment
- Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- (informal) Assessments that are part of the instructional process and that provide information so teachers can adjust teaching and learning in order for learners to achieve greater success. The assessments include but are not limited to teacher observation, conferencing with students, and self- and peer assessments provided that they lead to needed instructional adjustments that enable learners to learn better (see summative assessments; see alternative assessment; see authentic assessment). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
full inclusion ESL/mainstream ESL
A program model in which English language learners are placed in all mainstream classes with their non-ELL counterparts. This model works on the assumption that when these students are immersed in English they will gain academic proficiency in English. In the best implementation of this model, an ESL trained teacher would serve as the classroom teacher, providing sheltered instruction to ELLs (see sheltered instruction).Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
funds of knowledge
- Cultural resources and knowledge held by bilingual students and their families. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
