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

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[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
 
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
 
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]
 
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]
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==false cognates==
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* Words that are similar in form but have divergent meanings (e.g.,  abogado [lawyer], which can be confused with avocado [aguacate]). From 5.12 (Velasco) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==first language==
 
==first language==
 
* See [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]. [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]
 
* See [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]. [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]
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==first language acquisition==
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* Can go faster or slower, but for most children it is the relatively predictable process of developing language. From 2.4 (Larsen-Freeman) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
== fishbowl==
 
== fishbowl==
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==fluent English proficient (FEP)==
 
==fluent English proficient (FEP)==
* The official designation for former [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who have attained sufficient English proficiency to meet their state’s criteria for [[Caslon_Language_Education_Wikimedia_(R)#redesignation|redesignation]]. [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 official designation for former [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who have attained sufficient English proficiency to meet their state’s criteria for [[Caslon_Language_Education_Wikimedia_(R)#redesignation|redesignation]]. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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==focus book==
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* The text selected each week to serve as the main focus for [[Caslon_Language_Education_Wikimedia_(L)#Literacy Club (LC)|Literacy Club]] instruction. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
  
 
==focused reading==
 
==focused reading==
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* See [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* See [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
  
==formative assessment==
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==formative assessment(s)==
 
* Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
  
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* The collection, analysis, and reporting of information on a regular basis that informs students about their progress and learning based on immediate feedback. [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 collection, analysis, and reporting of information on a regular basis that informs students about their progress and learning based on immediate feedback. [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 use of ongoing [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] that help to identify a student’s strengths and needs and thus inform subsequent instruction, building on these strengths while addressing these needs. [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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* Measures to monitor student progress and provide feedback to both teachers and students during a lesson or unit that enhance teaching and learning. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
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* A means of tracking students’ learning progress to help improve achievement by providing feedback to students and relevant information to teachers (Black & William, 1998). From 2.16 (Goldenberg) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* These strategies are individualized and internal to the functioning of classrooms. They fall within the spectrum of instructional assessment and have a threefold primary purpose: (1) to allow students opportunities to reflect on their learning in systematic ways, (2) to encourage teachers to provide real-time descriptive feedback to their students on specified learning targets and objectives based on standards-referenced evidence, and (3) to inspire teachers to use evidence from their students to adjust their instructional practices. From 7.9 (Gottlieb) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* A method of providing the necessary guidance to teachers and students to support individual students’ ongoing language learning. Its purpose is to assist learning while it is in development. From 7.9 (Heritage) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* Assessments yielding data that offer a freeze-frame glimpse into students’ English language proficiency at a particular moment in time and help educators ascertain what and how students are learning and how well instruction is working. Feedback to students is typically qualitative, rather than a numeric score. From 7.9 (Marler) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* When used informally, teachers gather information about their students’ learning through multiple, unplanned social interactions (Ruiz-Primo, 2010). From 7.11 (Solano-Flores) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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 +
* The use of ongoing [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] that help to identify a student’s strengths and needs and thus inform subsequent instruction, building on these strengths while addressing these needs. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==fractional view of bilingualism==
 
==fractional view of bilingualism==
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==fully English proficient (FEP)==
 
==fully English proficient (FEP)==
*  An official designation for a former [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] who has met all exit criteria of an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] or [[Caslon_Language_Education_Wikimedia_(B)# bilingual program|bilingual program]] and is considered ready for participation in the all-English academic mainstream. However, because many districts use inappropriate exit criteria, we find many [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who have developed [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational fluency]] in English but who are still acquiring [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]] in English.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
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*  An official designation for a former [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] who has met all exit criteria of an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] or [[Caslon_Language_Education_Wikimedia_(B)# bilingual program|bilingual program]] and is considered ready for participation in the all-English academic mainstream. However, because many districts use inappropriate exit criteria, we find many [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who have developed [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational fluency]] in English but who are still acquiring [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]] in English.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
 
* The label given by school districts to students who have met their requirements for demonstrating readiness to exit from [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|ELD]] services. It does not necessarily indicate full [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|academic fluency]] in the new language. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
 
* The label given by school districts to students who have met their requirements for demonstrating readiness to exit from [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|ELD]] services. It does not necessarily indicate full [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|academic fluency]] in the new language. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
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* Those skills, concepts, bodies of knowledge, and ways of knowing that students acquire in their families and communities; they include language and ways of conveying meaning. [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]
 
* Those skills, concepts, bodies of knowledge, and ways of knowing that students acquire in their families and communities; they include language and ways of conveying meaning. [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]
  
* Areas of expertise that families or communities or cultural groups have developed outside of school (e.g., about professional or cultural practices). Educators can tap into and build on these areas of expertise to develop students’ academic knowledge and skills. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
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* Areas of expertise that families or communities or cultural groups have developed outside of school (e.g., about professional or cultural practices). Educators can tap into and build on these areas of expertise to develop students’ academic knowledge and skills. [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]
  
 
  [[#Caslon Language Education Index|Top]]
 
  [[#Caslon Language Education Index|Top]]

Latest revision as of 18:33, 16 July 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

false cognates

first language

first language acquisition

fishbowl

flexible multiple model of language and literacy

Flores v. Arizona

fluent English proficient (FEP)

focus book

focused reading

folk bilingualism

  • Type of bilingualism that is associated with working-class immigrant communities where the native language is primarily oral and its use is unsupported by formal education.

foreign language education

formal language

formative assessment(s)

  • These strategies are individualized and internal to the functioning of classrooms. They fall within the spectrum of instructional assessment and have a threefold primary purpose: (1) to allow students opportunities to reflect on their learning in systematic ways, (2) to encourage teachers to provide real-time descriptive feedback to their students on specified learning targets and objectives based on standards-referenced evidence, and (3) to inspire teachers to use evidence from their students to adjust their instructional practices. From 7.9 (Gottlieb) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

fractional view of bilingualism

framework

  • Organized plan or set of standards or learning outcomes that defines the content to be learned in terms of clear, definable standards of what the student should know and be able to do. A curriculum framework is part of an outcome-based education or standards based education reform design.

full inclusion ESL/mainstream ESL

fully English proficient (FEP)

funds of knowledge

Top