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

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(norm-referenced test)
(No Child Left Behind Act of 2001 (NCLB))
 
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==narrow reading==
 
==narrow reading==
* A form of independent recreational reading that entails reading several books on the same subject, by the same author, or in the same [[Caslon_Language_Education_Wikimedia_(G)#genre|genre]]. [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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* A form of independent recreational reading that entails reading several books on the same subject, by the same author, or in the same [[Caslon_Language_Education_Wikimedia_(G)#genre|genre]]. [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]
  
 
==national origin minority group (student)==
 
==national origin minority group (student)==
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* Student new to the United States, usually a [[Caslon_Language_Education_Wikimedia_(S)#sequential bilingual learner|sequential bilingual]] who has developed one language and is learning a second 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]
 
* Student new to the United States, usually a [[Caslon_Language_Education_Wikimedia_(S)#sequential bilingual learner|sequential bilingual]] who has developed one language and is learning a second 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]
  
* Students who have just arrived in the United States, typically with limited formal instruction. Most newcomers, as a result of their interrupted or limited schooling, have no or low levels of literacy in their [[#native language|native language]].  [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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* Students who have just arrived in the United States, typically with limited formal instruction. Most newcomers, as a result of their interrupted or limited schooling, have no or low levels of literacy in their [[#native language|native language]].  [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]
  
 
* A student who has just arrived in the United States and most likely speaks no English. Newcomer programs are offered by some schools with specific linguistic, cultural, and personal supports available to aid adjustment. [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]
 
* A student who has just arrived in the United States and most likely speaks no English. Newcomer programs are offered by some schools with specific linguistic, cultural, and personal supports available to aid adjustment. [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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* Programs developed at the secondary level, particularly for students with limited schooling or [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] in their [[Caslon_Language_Education_Wikimedia_(N)#native language|native languages]]. [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]
 
* Programs developed at the secondary level, particularly for students with limited schooling or [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] in their [[Caslon_Language_Education_Wikimedia_(N)#native language|native languages]]. [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]
  
* Specially designed programs for newcomers (recent arrivals to the United States who have no or low English proficiency and often have limited [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] in their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]). The goal is to accelerate their acquisition of language and academic skills and to orient them to the United States and to U.S. schools. Some follow a [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] approach and others focus on [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered 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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* Specially designed programs for newcomers (recent arrivals to the United States who have no or low English proficiency and often have limited [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] in their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]). The goal is to accelerate their acquisition of language and academic skills and to orient them to the United States and to U.S. schools. Some follow a [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] approach and others focus on [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered 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]
  
* For beginning-level [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who have been in the United States for only 1 or 2 years. Programs typically provide intensive English instruction and may include some [[Caslon_Language_Education_Wikimedia_(H)#home language instruction|home language instruction]] and ample [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support (PLS)]]. [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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* For beginning-level [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who have been in the United States for only 1 or 2 years. Programs typically provide intensive English instruction and may include some [[Caslon_Language_Education_Wikimedia_(H)#home language instruction|home language instruction]] and ample [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support (PLS)]]. [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]
  
 
==next generation assessments==
 
==next generation assessments==
* Refers to content and English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] developed in response to federal requirements for [[Caslon_Language_Education_Wikimedia_(E)#ESEA Flexibility|ESEA Flexibility]]. These [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] are designed to measure required college and career readiness standards and corresponding [[Caslon_Language_Education_Wikimedia_(E)#English language proficiency standards|English language proficiency standards]]. Examples include the [[Caslon_Language_Education_Wikimedia_(P)#Partnership for Assessment of Readiness for College and Career (PARCC)|PARCC]] and [[Caslon_Language_Education_Wikimedia_(S)#Smarter Balanced Assessment Consortium|Smarter Balanced]] assessments associated with the [[Caslon_Language_Education_Wikimedia_(C)#Common Core State Standards (CCSS)|Common Core State Standards]], and the[[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)| WIDA (ACCESS 2.0)]] and [[Caslon_Language_Education_Wikimedia_(E)#English Language Proficiency Assessment for the 21st Century (ELPA21)|ELPA21]] assessments. Most of these assessments are delivered by computer or mobile devices and include technology-enhanced questions that go beyond traditional paper-and-pencil multiple-choice tests. Some also use computer-adaptive testing techniques. [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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* Assessments that are designed to measure required college-and-career-readiness standards and corresponding English language proficiency standards. Most of these assessments are delivered by computer or mobile devices and include technology-enhanced questions that go beyond traditional paper-and-pencil multiple-choice tests. Some also use computer-adaptive testing techniques. [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]
  
 
==Next Generation Science Standards (NGSS)==
 
==Next Generation Science Standards (NGSS)==
* New “next generation” science standards developed by national science and science education associations in cooperation with over half of the states. Likely to be adopted by most states in the country. [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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* “Next generation” science standards developed by national science and science education associations in cooperation with over half of the states. [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]
  
 
==No Child Left Behind Act of 2001 (NCLB)==
 
==No Child Left Behind Act of 2001 (NCLB)==
 
* The 2001 reauthorization of the [[Caslon_Language_Education_Wikimedia_(E)#Elementary and Secondary Education Act (ESEA)|Elementary and Secondary Education Act]], with an emphasis on accountability to ensure that all students met grade level expectations by 2014. [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 2001 reauthorization of the [[Caslon_Language_Education_Wikimedia_(E)#Elementary and Secondary Education Act (ESEA)|Elementary and Secondary Education Act]], with an emphasis on accountability to ensure that all students met grade level expectations by 2014. [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]
  
* A reauthorization of the [[Caslon_Language_Education_Wikimedia_(E)#Elementary and Secondary Education Act (ESEA)|Elementary and Secondary Education Act]]. Places heavy emphasis on accountability through standards and high-stakes testing. [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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* A reauthorization of the [[Caslon_Language_Education_Wikimedia_(E)#Elementary and Secondary Education Act (ESEA)|Elementary and Secondary Education Act]] that was in effect until the passage of [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act in 2015]]. Introduced a heavy emphasis on accountability through standards and high-stakes testing. [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]
  
 
==<i>nombres cortos y largos</i>==
 
==<i>nombres cortos y largos</i>==
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* Standardized test designed to measure a particular skill or knowledge-base, wherein student scores are ranked by performance and distributed along a bell curve expressed in percentages, percentiles, or stanines. [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]
 
* Standardized test designed to measure a particular skill or knowledge-base, wherein student scores are ranked by performance and distributed along a bell curve expressed in percentages, percentiles, or stanines. [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]
  
* A test designed to compare a student’s score to those of other students. Test results are usually reported as percentile rankings (e.g., a student at the 71st percentile rank scored higher than 71 percent of the students in the test’s norming population, that is, a group of students who have already taken the test). [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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* A test designed to compare a student’s score to those of other students. Test results are usually reported as percentile rankings (e.g., a student at the 71st percentile rank scored higher than 71 percent of the students in the test’s norming population, that is, a group of students who have already taken the test). [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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==“non-nons”==
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* Nonspeakers of both English and their home languages. This label can stigmatize the bilingualism of a subgroup of students. From 1.10 (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]
  
 
[[#Caslon Language Education Index|Top]]
 
[[#Caslon Language Education Index|Top]]

Latest revision as of 15:43, 17 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

narrow reading

national origin minority group (student)

Native American Languages Act (1990)

native English speakers

native language

  • The first language learned by a child; also called L1. Subsequent languages are called L2, L3, and so forth, according to their position in the sequence of learning. In early childhood education, the presence of any language in the home in the early years should be considered in planning for the child’s educational needs, so the term “home language” is now used more frequently than “native language.” See also home language. Young Dual Language Learners by Karen N. Nemeth

native language arts

nativism

newcomer(s)

  • A student who has just arrived in the United States and most likely speaks no English. Newcomer programs are offered by some schools with specific linguistic, cultural, and personal supports available to aid adjustment. Young Dual Language Learners by Karen N. Nemeth

newcomer program

  • A program model aimed at students who not only have limited proficiency in English, but also have limited literacy skills in their primary language. These students’ lack of basic literacy in their first language can usually be attributed to a lack of formal schooling in their home countries. Although newcomer programs vary in design, they are all set up to address the unique needs of this special population of students. Newcomer programs, in addition to academic English, may focus on acculturation to the U.S. school system, preparing students for their lives in new communities, and developing students' primary languages. Most newcomer programs share some common features, among which are that the programs are distinct from regular language support programs, that they use instructional strategies aimed at initial literacy development, and that they have courses or activities aimed at orienting students to different aspects of American culture and society. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

next generation assessments

  • Assessments that are designed to measure required college-and-career-readiness standards and corresponding English language proficiency standards. Most of these assessments are delivered by computer or mobile devices and include technology-enhanced questions that go beyond traditional paper-and-pencil multiple-choice tests. Some also use computer-adaptive testing techniques. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

Next Generation Science Standards (NGSS)

No Child Left Behind Act of 2001 (NCLB)

nombres cortos y largos

normal curve equivalents (NCEs)

norm-referenced test

  • A test designed to compare a student’s score to those of other students. Test results are usually reported as percentile rankings (e.g., a student at the 71st percentile rank scored higher than 71 percent of the students in the test’s norming population, that is, a group of students who have already taken the test). Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

“non-nons”

Top