Caslon Language Education Wikimedia (P)

From Caslon Wiki
Revision as of 21:10, 25 February 2016 by Caslon (Talk | contribs) (→‎partner reading)

Jump to: navigation, search

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

paired literacy instruction

parental involvement

partner reading

Partnership for Assessment of Readiness for College and Career (PARCC)

  • Most states voluntarily adopted new, more rigorous academic standards in 2010 and 2011 and teachers have been using them in their daily instruction. As a result, states needed high-quality assessments aligned to those standards that would test students of all achievement levels on what they are learning. www.parcconline.org

peer assessment

percentile

performance assessment

  • A form of assessment in which students are evaluated on their ability to perform a specific academic task or set of related tasks (e.g., use oral language to role play interactions at the market, write an essay, conduct a science experiment, measure and compare a set of objects using a scale). Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

performance indicator

  • A written statement that describes what students must be able to do to indicate their learning of content according to their level of proficiency. In WIDA Consortium states, a performance indicator consists of a description of the linguistic complexity (amount and quality of speech or writing) for a given situation, the level of vocabulary (specificity of words or phrases for a given context), and the language control a student must exhibit (the comprehensibility of the communication based on the number and type of errors).Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

personal word book

  • A book provided for each student that contains a list of high-frequency words and other words students commonly ask for when they write, with space under each letter section for students to record their own words as they progress through the school year. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

phonics

phonological awareness

  • Understanding of how words sound, apart from what words mean. For example, understanding that the word “kitchen” has two spoken parts (syllables), that the word “bed” rhymes with “bread,” and that the words “cat” and “king” begin with the same sound (Burns, Griffin, & Snow, 1999). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

phonology

picture walk

pluralist discourses

  • Discourses that recognize ELLs’ home languages and cultures as rich resources for helping them learn English and academic content and that strive to help them develop high levels of proficiency and literacy in both languages (also called multilingual discourses). Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

portfolio assessment

pragmatics

preview-view-review strategy

primary language

  • The stronger language in a bilingual learner’s linguistic repertoire; the term “dominant language” is often used in the field to refer to this notion. Although the terms “first language,” “native language,” and “mother tongue” are also often used to refer to this notion, these terms obscure the fact that a bilingual learner may be acquiring more than one language at a time (see also sequential language acquisition vs. simultaneous language acquisition) as well as the fact that a person’s “first” or “native” language may not be their stronger language. English Language Learners at School by Else Hamayan and Rebecca Field
  • The language that is determined to be stronger or used more frequently by the student; also called the “dominant language.” In certain federal and state government documents, the term primary home language other than English (PHLOTE) is used. In some contexts, however, this term is used simply to indicate the language the child started to learn first. It is important to be clear about the meaning of this term when using it in documents or conversations. See also Dominant language. Young Dual Language Learners by Karen N. Nemeth

primary language instruction

primary language support (PLS)

primary trait scoring

principle of affirming identities

principle of educational equity

principle of promoting additive bi/multilingualism

principle of structuring for integration

process writing

professional learning communities (PLCs)

  • A term that describes a group of collaborative teams that work and learn interdependently to achieve a common goal. (Du-Four et al., 1998, 2006). As its name implies, successful PLCs are a community of learners as well as collaborators. PLCs have five attributes: supportive and shared leadership, collective creativity, shared values and visions, supportive conditions, shared practices (Hord, 1997). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

proficiency (level/stage of)

proficient English learners

Proposition 203

Proposition 227

pull factors

pull-in ESL

pull-out ESL

  • A teaching arrangement whereby a specialist teacher (such as ESL or bilingual) takes small groups of students out of the mainstream classroom for short periods of time to give them specialized support (such as ESL or native language instruction). English Language Learners at School by Else Hamayan and Rebecca Field
  • A format for ESL or ELD services in which the teacher pulls the child out of the classroom and works with one or more DLLs. In some cases, this support is conducted by providing activities that are unrelated to what is happening in the child’s main classroom and cannot be observed or repeated by the general education teacher. Pull-out strategies are more effective when there is ample time and support for collaboration between the ESL and classroom teacher so they can plan activities that will be relevant to the child for that class and will feed effectively into what the child would have learned by remaining in class. Compare to Consultation method and Push-in supports/instructions/methods. Young Dual Language Learners by Karen N. Nemeth

push factors

  • Negative factors in their home community or country that drive people to migrate push-in second language model. Monolingual model in which a specialist second language teacher works in the classroom with the standard curriculum teacher, keeping ELLs with their fluent English-speaking peers. Foundations for Multilingualism in Education by Ester de Jong

push-in ESL

  • A teaching arrangement whereby a specialist teacher (such as ESL or bilingual) comes into the mainstream classroom to give specialized support to a small number of students, or to help the mainstream teacher who has those students in her or his classroom. English Language Learners at School by Else Hamayan and Rebecca Field
  • A format for ESL or ELD services in which the ESL teacher goes into the DLL child’s regular classroom to provide services, ideally blending with and capitalizing on the curricular activities in the classroom. In this model, the child does not lose learning time leaving the classroom and returning, and the teacher can observe the types of supports provided by the ESL teacher so they can be repeated at other times. Although there are advantages to this model, it necessitates that language support services are provided in the midst of a busy classroom where the ESL and classroom teachers must find ways to collaborate. Push-in is a form of co-teaching, with widely varying levels of actual teacher-to-teacher planning and collaboration. Compare to Consultation method and Pull-out supports/instructions/methods. Young Dual Language Learners by Karen N. Nemeth
Top
Retrieved from "https://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(P)&oldid=1669"