https://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&feed=atom&action=historyCaslon Language Education Wikimedia (A) - Revision history2024-03-29T10:42:10ZRevision history for this page on the wikiMediaWiki 1.25.2https://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&diff=2997&oldid=prevCaslon: /* alphabetic principle */2019-07-19T18:52:18Z<p><span dir="auto"><span class="autocomment">alphabetic principle</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==alphabetic principle==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==alphabetic principle==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* The understanding that there are systematic and predictable relationships between written letters and spoken sounds.</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* The understanding that there are systematic and predictable relationships between written letters and spoken sounds. <ins class="diffchange diffchange-inline">[https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==alternative assessment==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==alternative assessment==</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&diff=2996&oldid=prevCaslon: /* alignment */2019-07-19T18:51:20Z<p><span dir="auto"><span class="autocomment">alignment</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==alignment==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==alignment==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>*  The degree of correspondence between two entities, such as the extent of match between standards and assessment or between two assessments. [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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>*  The degree of correspondence between two entities, such as the extent of match between standards and assessment or between two assessments. [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]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">==alphabetic principle==</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* The understanding that there are systematic and predictable relationships between written letters and spoken sounds.</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
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</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&diff=2993&oldid=prevCaslon: /* affective filter */2019-07-19T18:40:57Z<p><span dir="auto"><span class="autocomment">affective filter</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td></tr>
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<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen (1982)<del class="diffchange diffchange-inline">] </del>to account for the influence of affective factors such as motivation, self-confidence, and anxiety on [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Introduced by [https://www.casloncommunity.com/resources/216/ Krashen<ins class="diffchange diffchange-inline">] </ins>(1982) to account for the influence of affective factors such as motivation, self-confidence, and anxiety on [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&diff=2992&oldid=prevCaslon: /* affective filter */2019-07-19T18:40:36Z<p><span dir="auto"><span class="autocomment">affective filter</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td></tr>
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<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Introduced by Krashen (1982) to account for the influence of affective factors such as motivation, self-confidence, and anxiety on [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Introduced by <ins class="diffchange diffchange-inline">[https://www.casloncommunity.com/resources/216/ </ins>Krashen (1982)<ins class="diffchange diffchange-inline">] </ins>to account for the influence of affective factors such as motivation, self-confidence, and anxiety on [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&diff=2983&oldid=prevCaslon: /* affective filter */2019-07-19T18:03:39Z<p><span dir="auto"><span class="autocomment">affective filter</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==affective filter==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==affective filter==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Introduced by Krashen (1982) to account for the influence of affective factors such as motivation, self-confidence, and anxiety on [[Caslon_Language_Education_Wikimedia_(S)#second language acquisition|second language acquisition]]. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&diff=2982&oldid=prevCaslon: /* acculturation */2019-07-19T18:00:40Z<p><span dir="auto"><span class="autocomment">acculturation</span></span></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 18:00, 19 July 2019</td>
</tr><tr><td colspan="2" class="diff-lineno" id="L79" >Line 79:</td>
<td colspan="2" class="diff-lineno">Line 79:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* Process of adjusting to and [[#assimilation|assimilating]] a new culture. A stage model of cultural adaptation suggests that the individual moves from fascination with the new culture, to awareness of differences between the primary and new cultures, to increasing participation in the new culture, to [[Caslon_Language_Education_Wikimedia_(C)#culture shock|culture shock]] (in which the clash between the two cultures becomes apparent), to emotional overload, to instrumental adaptation (the individual either retreats into [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]], gives up the [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]] altogether, or adopts part of the [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]] and part of the new culture), to integrative adaptation (the individual experiences either a culture split or successful integration), to structural adaptation (the individual maintains a comfortable balance between his or her native and new cultural practices). [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* Process of adjusting to and [[#assimilation|assimilating]] a new culture. A stage model of cultural adaptation suggests that the individual moves from fascination with the new culture, to awareness of differences between the primary and new cultures, to increasing participation in the new culture, to [[Caslon_Language_Education_Wikimedia_(C)#culture shock|culture shock]] (in which the clash between the two cultures becomes apparent), to emotional overload, to instrumental adaptation (the individual either retreats into [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]], gives up the [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]] altogether, or adopts part of the [[Caslon_Language_Education_Wikimedia_(H)#home culture|home culture]] and part of the new culture), to integrative adaptation (the individual experiences either a culture split or successful integration), to structural adaptation (the individual maintains a comfortable balance between his or her native and new cultural practices). [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">==acculturation model==</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Describes, interprets, explains, and predicts how the language, social, or psychological distance between a language learner’s home (e.g., Spanish, Arabic) and new language and culture (e.g., English) influences that language learner’s acquisition of the new language and culture. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==acquisition planning==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==acquisition planning==</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&diff=2981&oldid=prevCaslon: /* academic language */2019-07-19T17:58:13Z<p><span dir="auto"><span class="autocomment">academic language</span></span></p>
<table class='diff diff-contentalign-left'>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 17:58, 19 July 2019</td>
</tr><tr><td colspan="2" class="diff-lineno" id="L44" >Line 44:</td>
<td colspan="2" class="diff-lineno">Line 44:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* The language used in the learning of academic subject matter in formal schooling contexts. It involves aspects of language strongly associated with literacy and [[#academic achievement|academic achievement]], including specific academic terms or technical language and speech registers as related to each field of study (e.g., math, science, social studies, language arts) (see [[Caslon_Language_Education_Wikimedia_(R)#register|register]]). [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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* The language used in the learning of academic subject matter in formal schooling contexts. It involves aspects of language strongly associated with literacy and [[#academic achievement|academic achievement]], including specific academic terms or technical language and speech registers as related to each field of study (e.g., math, science, social studies, language arts) (see [[Caslon_Language_Education_Wikimedia_(R)#register|register]]). [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]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* The oral and written language used for school success, which is developed primarily through reading academic texts and participating in academic discourse communities. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* The oral and written language used for school success, which is developed primarily through reading academic texts and participating in <ins class="diffchange diffchange-inline">[[Caslon_Language_Education_Wikimedia_(A)#</ins>academic discourse<ins class="diffchange diffchange-inline">|academic discourse]] </ins>communities. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* The language skills needed to process and communicate knowledge and skills related to content. [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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* The language skills needed to process and communicate knowledge and skills related to content. [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]</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&diff=2980&oldid=prevCaslon: /* academic language */2019-07-19T17:57:09Z<p><span dir="auto"><span class="autocomment">academic language</span></span></p>
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</tr><tr><td colspan="2" class="diff-lineno" id="L43" >Line 43:</td>
<td colspan="2" class="diff-lineno">Line 43:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* The language used in the learning of academic subject matter in formal schooling contexts. It involves aspects of language strongly associated with literacy and [[#academic achievement|academic achievement]], including specific academic terms or technical language and speech registers as related to each field of study (e.g., math, science, social studies, language arts) (see [[Caslon_Language_Education_Wikimedia_(R)#register|register]]). [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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* The language used in the learning of academic subject matter in formal schooling contexts. It involves aspects of language strongly associated with literacy and [[#academic achievement|academic achievement]], including specific academic terms or technical language and speech registers as related to each field of study (e.g., math, science, social studies, language arts) (see [[Caslon_Language_Education_Wikimedia_(R)#register|register]]). [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]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* The oral and written language used for school success, which is developed primarily through reading academic texts and participating in academic discourse communities. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* The language skills needed to process and communicate knowledge and skills related to content. [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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* The language skills needed to process and communicate knowledge and skills related to content. [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]</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&diff=2979&oldid=prevCaslon: /* academic discourse */2019-07-19T17:52:58Z<p><span dir="auto"><span class="autocomment">academic discourse</span></span></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">← Older revision</td>
<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 17:52, 19 July 2019</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==academic discourse==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==academic discourse==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* General and content-specific vocabulary, specialized or complex grammatical structures, and language functions and discourse structures used by members of an academic discourse community (e.g., scientists, mathematicians, poets) to acquire new knowledge and skills, communicate about a topic, or impart information to others. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ Differentiating Instruction and Assessment: A Guide for K–12 Teachers], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* General and content-specific vocabulary, specialized or complex grammatical structures, and language functions and discourse structures used by members of an academic discourse community (e.g., scientists, mathematicians, poets) to acquire new knowledge and skills, communicate about a topic, or impart information to others. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <ins class="diffchange diffchange-inline"><i></ins>Differentiating Instruction and Assessment: A Guide for K–12 Teachers<ins class="diffchange diffchange-inline"></i></ins>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==academic fluency==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==academic fluency==</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(A)&diff=2978&oldid=prevCaslon: /* academic discourse */2019-07-19T17:52:25Z<p><span dir="auto"><span class="autocomment">academic discourse</span></span></p>
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<td colspan='2' style="background-color: white; color:black; text-align: center;">Revision as of 17:52, 19 July 2019</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==academic discourse==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==academic discourse==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* General and content-specific vocabulary, specialized or complex grammatical structures, and language functions and discourse structures used by members of an academic discourse community (e.g., scientists, mathematicians, poets) to acquire new knowledge and skills, communicate about a topic, or impart information to others. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/] by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* General and content-specific vocabulary, specialized or complex grammatical structures, and language functions and discourse structures used by members of an academic discourse community (e.g., scientists, mathematicians, poets) to acquire new knowledge and skills, communicate about a topic, or impart information to others. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <ins class="diffchange diffchange-inline">Differentiating Instruction and Assessment: A Guide for K–12 Teachers</ins>]<ins class="diffchange diffchange-inline">, second edition </ins>by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==academic fluency==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==academic fluency==</div></td></tr>
</table>Caslon