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

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==individualized education plan (IEP)==
 
==individualized education plan (IEP)==
* Federally mandated plan for school-based services provided to children with exceptionalities. These services must be developed jointly by the student’s family and professional interventionists, based upon multidisciplinary [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] of the student, and include services to enhance the academic development of the student. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
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* Federally mandated plan for school-based services provided to children with exceptionalities. These services must be developed jointly by the student’s family and professional interventionists, based upon multidisciplinary [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] of the student, and include services to enhance the academic development of the student. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
  
 
==individualized intervention==
 
==individualized intervention==
* [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|Tier 2]] within the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI)]] approach. A [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|Tier 2 intervention]] is intended for students who need additional support. These students should be given individualized intervention plans. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
+
* [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|Tier 2]] within the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI)]] approach. A [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|Tier 2 intervention]] is intended for students who need additional support. These students should be given individualized intervention plans. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
  
 
==Individuals with Disabilities Education Act (IDEA)==
 
==Individuals with Disabilities Education Act (IDEA)==
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==Individuals with Disabilities Education Improvement Act (IDEIA)==
 
==Individuals with Disabilities Education Improvement Act (IDEIA)==
* Federal legislation enacted to ensure the rights of and provide appropriate and necessary public educational services for students with exceptionalities. Also known as the [[#Individuals with Disabilities Education Act (IDEA)|Individuals with Disabilities Education Act (IDEA)]]. First passed in 1975 as the [[Caslon_Language_Education_Wikimedia_(E)#Education for All Handicapped Children Act, 1975 (P.L. 94-142)|Education Act for All Handicapped (PL 94-142)]] with subsequent reauthorizations (including 2004). [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
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* Federal legislation enacted to ensure the rights of and provide appropriate and necessary public educational services for students with exceptionalities. Also known as the [[#Individuals with Disabilities Education Act (IDEA)|Individuals with Disabilities Education Act (IDEA)]]. First passed in 1975 as the [[Caslon_Language_Education_Wikimedia_(E)#Education for All Handicapped Children Act, 1975 (P.L. 94-142)|Education Act for All Handicapped (PL 94-142)]] with subsequent reauthorizations (including 2004). [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
  
 
==informal language==
 
==informal language==
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==intensive intervention==
 
==intensive intervention==
* [[Caslon_Language_Education_Wikimedia_(T)#Tier 3 Intervention|Tier 3]] within the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI)]] approach. A [[Caslon_Language_Education_Wikimedia_(T)#Tier 3 Intervention|Tier 3 intervention]] may be comprised of specialized individualized interventions for students with significant needs. This level of support may involve special education services or may be employed as the last set of specific, one-on-one interventions before placement of the child into special education. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
+
* [[Caslon_Language_Education_Wikimedia_(T)#Tier 3 Intervention|Tier 3]] within the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI)]] approach. A [[Caslon_Language_Education_Wikimedia_(T)#Tier 3 Intervention|Tier 3 intervention]] may be comprised of specialized individualized interventions for students with significant needs. This level of support may involve special education services or may be employed as the last set of specific, one-on-one interventions before placement of the child into special education. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
  
 
==interactive read aloud==
 
==interactive read aloud==
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==interventions==
 
==interventions==
* Strategies used to address a student’s observed learning difficulty. See [[#individualized intervention|individualized interventions]], [[#intensive intervention|intensive interventions]], [[Caslon_Language_Education_Wikimedia_(S)#specific interventions|specific interventions]], [[Caslon_Language_Education_Wikimedia_(S)#systemic interventions|systemic interventions]], [[Caslon_Language_Education_Wikimedia_(U)#universal intervention|universal interventions]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
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* Strategies used to address a student’s observed learning difficulty. See [[#individualized intervention|individualized interventions]], [[#intensive intervention|intensive interventions]], [[Caslon_Language_Education_Wikimedia_(S)#specific interventions|specific interventions]], [[Caslon_Language_Education_Wikimedia_(S)#systemic interventions|systemic interventions]], [[Caslon_Language_Education_Wikimedia_(U)#universal intervention|universal interventions]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
  
 
==intrasentential code-switching==
 
==intrasentential code-switching==
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==intrinsic==
 
==intrinsic==
* Causal variables or factors located within the child. Generally accounted for by semiotic, cognitive, or linguistic impairments. Intrinsic factors are to be contrasted to [[Caslon_Language_Education_Wikimedia_(E)#extrinsic|extrinsic]] factors. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
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* Causal variables or factors located within the child. Generally accounted for by semiotic, cognitive, or linguistic impairments. Intrinsic factors are to be contrasted to [[Caslon_Language_Education_Wikimedia_(E)#extrinsic|extrinsic]] factors. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
  
 
==invented spelling==
 
==invented spelling==
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==inventory of specific observable behaviors (ISOB)==
 
==inventory of specific observable behaviors (ISOB)==
* A compiled list of all the specific challenges that a given student seems to be facing at school. This list can be generated from scratch based on [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations, or it can be based on a previously generated list and revised according to [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
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* A compiled list of all the specific challenges that a given student seems to be facing at school. This list can be generated from scratch based on [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations, or it can be based on a previously generated list and revised according to [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
  
 
==IQ test==
 
==IQ test==

Revision as of 20:08, 7 November 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

identity

idiosyncratic measures

imagined community

  • Term used by Benedict Anderson to indicate that national identities are constructed phenomena. In the absence of daily face-to-face contact, individuals have to imagine the other members of the community—who they are, what they do, how they think. These assumptions about cultural and linguistic practices, values, beliefs become part of who is considered part of the community. Foundations for Multilingualism in Education by Ester de Jong

immersion

  • The carefully planned learning environment for language learners in two language groups who are placed in two-way immersion (TWI) classrooms with one or two teachers who speak both English and the target language. The goal is that the non–English-speaking children will learn English and the English-speaking children will learn the other target language while both groups learn grade-level content together and become bicultural. The two student groups in a TWI classroom have similar language proficiencies to the target language. Initially the minority language is the language of instruction for the majority of the school day. Each year, instruction is increasingly taught in English. Literacy and academic content instruction is adapted to be comprehensible for the learners in both groups and materials are specifically selected to match the students’ language proficiency levels in both languages. (See contrasting definition of submersion.) Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

immersion program

immigrant

independent reading

independent writing

individualized education plan (IEP)

individualized intervention

Individuals with Disabilities Education Act (IDEA)

  • Federal law that requires schools to serve the educational needs of eligible students with disabilities.

Individuals with Disabilities Education Improvement Act (IDEIA)

informal language

informal reading inventory

initial literacy instruction

initiation-response-evaluation (IRE)

inner circle

integrated bilingual education models

integrated transitional bilingual education

integration

intensive intervention

interactive read aloud

interactive writing

  • Writing instruction for ELLs who are at the beginning stage of writing, in which the teacher and the students compose a short sentence or paragraph. The teacher helps the students construct the sentence or sentences in enlarged text (e.g., on chart paper) by guiding individual students as they come up to add individual letters or words, and helping them to make relevant sound-symbol correspondences. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

interdependence hypothesis

intergenerational language transmission

internal accountability

internal structure of a language

  • The natural way a language is organized. Literacy instruction that matches the internal structure of the language is characterized by the use of strategies that support literacy development in that language, such as studying vowels first in Spanish and consonants first in English. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

intersentential code-switching

interventions

intrasentential code-switching

intrinsic

invented spelling

  • Also called developmental spelling, transitional spelling, or temporary spelling; refers to a temporary stage emergent writers may go through as they rely on their knowledge of sound-symbol correspondences to write words as the words sound to them. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

inventory of specific observable behaviors (ISOB)

IQ test

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