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

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(additive bilingualism)
(adequate yearly progress (AYP))
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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]]. [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]
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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/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==advancing bilingual strand==
 
==advancing bilingual strand==

Revision as of 15:53, 27 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

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