Difference between revisions of "Caslon Language Education Wikimedia (G)"
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==gradual release of responsibility model== | ==gradual release of responsibility model== | ||
* A model of explicit and interactive instruction in which the teacher initially provides extensive [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]], primarily through whole groups and shared [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] and language opportunities. Gradually, the teacher removes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolds]] providing increased opportunities for students to read and write text, to develop [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]], and to apply [[Caslon_Language_Education_Wikimedia_(M)#metalinguistic awareness|metalinguistic]] analyses in collaborative or independent contexts. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla] | * A model of explicit and interactive instruction in which the teacher initially provides extensive [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]], primarily through whole groups and shared [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] and language opportunities. Gradually, the teacher removes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolds]] providing increased opportunities for students to read and write text, to develop [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]], and to apply [[Caslon_Language_Education_Wikimedia_(M)#metalinguistic awareness|metalinguistic]] analyses in collaborative or independent contexts. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla] | ||
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| + | ==growth models== | ||
| + | * Refers to a variety of experimental measures that attempt to show student growth, based on results of standardized tests. [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] | ||
==guided reading== | ==guided reading== | ||
Revision as of 18:35, 16 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
general linguistic performance(s)
- Refers to the ability to use language without focusing on specific conventions associated with one or another national language. This includes, for example, the ability to use language to express complex thoughts, joke, argue, and explain. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer
genre
- A categorization of writing or speaking, such as humorous or persuasive. Examples of writing or speaking may reflect several genres. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- In systemic functional linguistics theory, a goal-directed activity to achieve a particular cultural purpose, such as the creation of a particular kind of text (either spoken or written) through deliberate lexical and grammatical choices that make it the kind of text that it is (e.g., an e-mail, a speech, a lab report, a short story). Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
globalization
- Process that involves the increasing interconnectedness of economic, political, and cultural economies worldwide. Foundations for Multilingualism in Education by Ester de Jong
glocalization
- Customization of goods that are sold worldwide to local market conditions and characteristics. Foundations for Multilingualism in Education by Ester de Jong
gradual release of responsibility model
- A model of explicit and interactive instruction in which the teacher initially provides extensive scaffolding, primarily through whole groups and shared literacy and language opportunities. Gradually, the teacher removes the scaffolds providing increased opportunities for students to read and write text, to develop oracy, and to apply metalinguistic analyses in collaborative or independent contexts. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
growth models
- Refers to a variety of experimental measures that attempt to show student growth, based on results of standardized tests. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
guided reading
- A method of literacy instruction currently popular in U.S. schools. Small groups of students with similar levels of literacy development are provided targeted instruction in areas of need with appropriately leveled texts. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- A form of literacy instruction in which small, homogenous groups of students are matched to texts at their appropriate instructional level, and the teacher provides support as students attempt to read the texts on their own. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
guided writing
- A form of literacy instruction designed to address an area of need within students’ writing development. Typically, guided writing lessons start with a mini-lesson on some aspect of writing; students practice the writing principle or strategy they were just taught, under the teacher’s supervision, and then share their final written projects. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
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