Difference between revisions of "Caslon Language Education Wikimedia (A)"

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* Target of the percentage of students expected to score "proficient" on state test (part of [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind]] legislation) [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]
 
* Target of the percentage of students expected to score "proficient" on state test (part of [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind]] legislation) [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]
  
* The amount of progress a school or school district must make each year toward reaching target objectives (see [[#Annual Measurable Achievement Objectives (AMAO)|Annual Measurable Achievement Objectives (AMAO)]]) under the federal [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act of 2001 (NCLB)]]. Determined mainly by student scores on state-wide tests. To make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]] of [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|NCLB]], increasingly higher percentages of students in each subgroup in each tested grade level must pass the state tests each year. To make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title III of the Elementary and Secondary Education Act|Title III]], increasingly higher percentages of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] must make progress in learning English, attain English proficiency, and also make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* The amount of progress a school or school district must make each year toward reaching target objectives (see [[#Annual Measurable Achievement Objectives (AMAO)|Annual Measurable Achievement Objectives (AMAO)]]) under the federal [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act of 2001 (NCLB)]]. Determined mainly by student scores on state-wide tests. To make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]] of [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|NCLB]], increasingly higher percentages of students in each subgroup in each tested grade level must pass the state tests each year. To make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title III of the Elementary and Secondary Education Act|Title III]], increasingly higher percentages of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] must make progress in learning English, attain English proficiency, and also make AYP under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]]. [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]
  
 
==advancing bilingual strand==
 
==advancing bilingual strand==
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* A kind of mental barrier that can block language that would be otherwise understood from reaching the part of the brain that processes language. Factors that can raise the filter and block input include fatigue, distraction, anxiety, and being in a state of culture shock (see [[Caslon_Language_Education_Wikimedia_(C)#culture shock|culture shock]]).[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]
 
* A kind of mental barrier that can block language that would be otherwise understood from reaching the part of the brain that processes language. Factors that can raise the filter and block input include fatigue, distraction, anxiety, and being in a state of culture shock (see [[Caslon_Language_Education_Wikimedia_(C)#culture shock|culture shock]]).[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]
  
* Refers to factors, such as fear, anxiety, shyness, and lack of motivation that can block [[Caslon_Language_Education_Wikimedia_(C)#comprehensible input|comprehensible input]] and thus prevent [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. Lowering the affective filter allows learners to receive more [[Caslon_Language_Education_Wikimedia_(C)#comprehensible input|comprehensible input]] and thus enables them to acquire more of the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* Refers to factors, such as fear, anxiety, shyness, and lack of motivation that can block [[Caslon_Language_Education_Wikimedia_(C)#comprehensible input|comprehensible input]] and thus prevent [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. Lowering the affective filter allows learners to receive more [[Caslon_Language_Education_Wikimedia_(C)#comprehensible input|comprehensible input]] and thus enables them to acquire more of the [[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]
  
 
==alignment==
 
==alignment==
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==analytic scoring==
 
==analytic scoring==
* A form of assessment that focuses on several aspects of a student’s performance, normally guided by a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] that includes separate analytic scales. For example, a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] to assess student writing may contain separate analytic scales for composing, style, sentence formation, usage, and mechanics. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* A form of assessment that focuses on several aspects of a student’s performance, normally guided by a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] that includes separate analytic scales. For example, a [[Caslon_Language_Education_Wikimedia_(R)#rubric(s)|rubric]] to assess student writing may contain separate analytic scales for composing, style, sentence formation, usage, and mechanics. [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]
  
 
==anchor chart(s)==
 
==anchor chart(s)==
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* Annual targets related to the number of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] making progress on a [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] test, for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] being proficient on the [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] test, and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] meeting annual yearly progress. [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]
 
* Annual targets related to the number of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] making progress on a [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] test, for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] being proficient on the [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] test, and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] meeting annual yearly progress. [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]
  
* Targets set by each state, as required by the federal [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act of 2001]]. These indicate the percentage of students at each grade level expected to pass each state test under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]], and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] expected to make progress in learning English and attain English proficiency under [[Caslon_Language_Education_Wikimedia_(T)#Title III of the Elementary and Secondary Education Act|Title III]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* Targets set by each state, as required by the federal [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act of 2001]]. These indicate the percentage of students at each grade level expected to pass each state test under [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|Title I]], and the percentage of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] expected to make progress in learning English and attain English proficiency under [[Caslon_Language_Education_Wikimedia_(T)#Title III of the Elementary and Secondary Education Act|Title III]]. [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]
  
 
==apprenticeship==
 
==apprenticeship==
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* The systematic planning, collecting, analyzing, and reporting of student data from a variety of sources over multiple points in time. [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]
 
* The systematic planning, collecting, analyzing, and reporting of student data from a variety of sources over multiple points in time. [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]
  
* The process of collecting and analyzing a wide variety of data from students that provides evidence of their learning and growth over an extended period. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* The process of collecting and analyzing a wide variety of data from students that provides evidence of their learning and growth over an extended period. [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]
  
 
==assessment frameworks==
 
==assessment frameworks==
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* Ways of thinking and talking about the world that views (too much) linguistic and cultural diversity as a hindrance to sociocultural, economic, and political development.  [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]
 
* Ways of thinking and talking about the world that views (too much) linguistic and cultural diversity as a hindrance to sociocultural, economic, and political development.  [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]
  
* [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|Discourses]] that devalue [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs']] [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home languages]] and cultures, seeing them as problems to overcome (also called [[Caslon_Language_Education_Wikimedia_(M)#monolingual/monocultural bias|monolingual]] [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourses]]). [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|Discourses]] that devalue [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs']] [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home languages]] and cultures, seeing them as problems to overcome (also called [[Caslon_Language_Education_Wikimedia_(M)#monolingual/monocultural bias|monolingual]] [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourses]]). [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]
  
 
==authentic assessment==
 
==authentic assessment==

Revision as of 15:28, 7 June 2019

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

academic achievement

academic content standards

academic fluency

academic language

  • The oral and written language used in academic texts and settings, also referred to as “formal language” or “school language.” This is the language students need to perform tasks in the content areas at grade level. It is the language students may not know but must acquire to be successful in school-based activities. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

academic language proficiency

academic language register

accommodations

acculturation

acquisition planning

action research

active reading strategies

adapted readers’ theater (ART)

additive bilingualism

adequate yearly progress (AYP)

advancing bilingual strand

advocacy

  • Going beyond daily teaching responsibilities to support causes and work for changes to ensure the equitable treatment of ELLs within the school, district, state, and country and to ensure that their unique linguistic, academic, and cultural needs are being fully addressed. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

advocacy-based program evaluations

affective filter

alignment

alternative assessment

ambilingual

Amendment 31

Americanization movement

analytic reading approaches

analytic scoring

  • A form of assessment that focuses on several aspects of a student’s performance, normally guided by a rubric that includes separate analytic scales. For example, a rubric to assess student writing may contain separate analytic scales for composing, style, sentence formation, usage, and mechanics. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

anchor chart(s)

anglocentricity

annual measurable achievement objectives (AMAO)

apprenticeship

appropriation

approximation

arcaísmos españoles (archaic forms of Spanish)

  • Spanish terms that can be traced back 500 years and that continue to be used today in certain areas of the Spanish-speaking world. Formerly a prestigious form of Spanish that has become less prestigious and is often associated with Spanish-speaking students from rural areas.Teaching for Biliteracy by Karen Beeman and Cheryl Urow

así se dice

Assessing Comprehension and Communication in English State-to-State (ACCESS) test

assessment

assessment frameworks

assimilation

assimilationist discourses

authentic assessment

authentic Spanish literacy instruction

Top