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

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(focus book)
(formative assessment)
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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]
 
  
 
* 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]
 
* 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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* 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]
  
 
==fractional view of bilingualism==
 
==fractional view of bilingualism==

Revision as of 16:55, 16 December 2016

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

first language

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

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

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