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

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==performance assessment==
 
==performance assessment==
* Often used as a synonym for [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative]] or [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment|authentic assessment]], a form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] that requires students to perform a task rather than take a teacher-made or statewide test. In performance assessment, teachers rate an actual student performance according to previously established criteria. Students may either perform a task or create a product and are assessed on both the process and the end result of their work (see [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative assessment]]; [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment)|authentic assessment)]].  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
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* Often used as a synonym for [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative]] or [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment|authentic assessment]], a form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] that requires students to perform a task rather than take a teacher-made or statewide test. In performance assessment, teachers rate an actual student performance according to previously established criteria. Students may either perform a task or create a product and are assessed on both the process and the end result of their work (see [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative assessment]]; [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment)|authentic assessment)]].  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
  
 
* Original student work and performance that are interpreted with scoring guides or rubrics. [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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
 
* Original student work and performance that are interpreted with scoring guides or rubrics. [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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
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==performance indicator==
 
==performance indicator==
* A written statement that describes what students must be able to do to indicate their learning of content according to their level of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]. In [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA Consortium]] states, a performance indicator consists of a description of the linguistic complexity (amount and quality of speech or writing) for a given situation, the level of vocabulary (specificity of words or phrases for a given context), and the language control a student must exhibit (the comprehensibility of the communication based on the number and type of errors).[http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
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* A written statement that describes what students must be able to do to indicate their learning of content according to their level of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]. In [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA Consortium]] states, a performance indicator consists of a description of the linguistic complexity (amount and quality of speech or writing) for a given situation, the level of vocabulary (specificity of words or phrases for a given context), and the language control a student must exhibit (the comprehensibility of the communication based on the number and type of errors).[http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
  
 
==personal word book==
 
==personal word book==
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==portfolio assessment==
 
==portfolio assessment==
* A portfolio is a purposeful collection of a student’s work that documents his or her efforts, progress, and achievements over time in given areas of learning, either language or subject matter, or both. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
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* A portfolio is a purposeful collection of a student’s work that documents his or her efforts, progress, and achievements over time in given areas of learning, either language or subject matter, or both. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
  
 
* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessment]] of a student’s learning through the longitudinal collection and analysis of student work related to specific learning objectives. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
 
* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessment]] of a student’s learning through the longitudinal collection and analysis of student work related to specific learning objectives. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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==proficiency (level/stage of)==
 
==proficiency (level/stage of)==
* The ability to use language for both basic communicative tasks and academic purposes. Proficiency definitions usually include aspects pertaining to the amount of language used, the grammatical control or number of errors, and the range of vocabulary the individual is able to use.  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
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* The ability to use language for both basic communicative tasks and academic purposes. Proficiency definitions usually include aspects pertaining to the amount of language used, the grammatical control or number of errors, and the range of vocabulary the individual is able to use.  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
  
 
==proficient English learners==
 
==proficient English learners==
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==pull-out ESL==
 
==pull-out ESL==
* In this [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instructional model, [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] are enrolled in mainstream classes, but at different points throughout the day are pulled out of those classes for specific [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instruction.  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
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* In this [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instructional model, [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] are enrolled in mainstream classes, but at different points throughout the day are pulled out of those classes for specific [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instruction.  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
  
 
* Classes taught by specialist [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] teachers who take students out of the standard curriculum classroom for a portion of the day. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
 
* Classes taught by specialist [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] teachers who take students out of the standard curriculum classroom for a portion of the day. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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==push-in ESL==
 
==push-in ESL==
* In this [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instructional model, the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] are enrolled in mainstream classes, but an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher is in class with them providing support, much as inclusion special educators do. In this situation the [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher and the classroom teacher usually work together to support the students and often share common planning time.  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
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* In this [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instructional model, the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] are enrolled in mainstream classes, but an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher is in class with them providing support, much as inclusion special educators do. In this situation the [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher and the classroom teacher usually work together to support the students and often share common planning time.  [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
  
 
* ESL programs where teachers work collaboratively with classroom teachers to support [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] in the [[Caslon_Language_Education_Wikimedia_(E)#English-medium program|English-medium]] mainstream classroom. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]
 
* ESL programs where teachers work collaboratively with classroom teachers to support [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] in the [[Caslon_Language_Education_Wikimedia_(E)#English-medium program|English-medium]] mainstream classroom. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]

Revision as of 19:04, 3 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

paired literacy instruction

parental involvement

partner reading

Partnership for Assessment of Readiness for College and Career (PARCC)

  • Most states voluntarily adopted new, more rigorous academic standards and teachers have been using them in their daily instruction. As a result, states needed high-quality assessments aligned to those standards that would test students of all achievement levels on what they are learning. www.parcconline.org

peer assessment

percentile

performance assessment

  • A form of assessment in which students are evaluated on their ability to perform a specific academic task or set of related tasks (e.g., use oral language to role play interactions at the market, write an essay, conduct a science experiment, measure and compare a set of objects using a scale). Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

performance indicator

  • A written statement that describes what students must be able to do to indicate their learning of content according to their level of proficiency. In WIDA Consortium states, a performance indicator consists of a description of the linguistic complexity (amount and quality of speech or writing) for a given situation, the level of vocabulary (specificity of words or phrases for a given context), and the language control a student must exhibit (the comprehensibility of the communication based on the number and type of errors).Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

personal word book

  • A book provided for each student that contains a list of high-frequency words and other words students commonly ask for when they write, with space under each letter section for students to record their own words as they progress through the school year. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

phonics

phonological awareness

  • Understanding of how words sound, apart from what words mean. For example, understanding that the word “kitchen” has two spoken parts (syllables), that the word “bed” rhymes with “bread,” and that the words “cat” and “king” begin with the same sound (Burns, Griffin, & Snow, 1999). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

phonology

picture walk

pluralist discourses

portfolio assessment

pragmatics

preview-view-review strategy

primary language

  • The language that is determined to be stronger or used more frequently by the student; also called the “dominant language.” In certain federal and state government documents, the term primary home language other than English (PHLOTE) is used. In some contexts, however, this term is used simply to indicate the language the child started to learn first. It is important to be clear about the meaning of this term when using it in documents or conversations. See also Dominant language. Young Dual Language Learners by Karen N. Nemeth

primary language instruction

primary language support (PLS)

primary trait scoring

principle of affirming identities

principle of educational equity

principle of promoting additive bi/multilingualism

principle of structuring for integration

process writing

professional learning communities (PLCs)

  • A term that describes a group of collaborative teams that work and learn interdependently to achieve a common goal. (Du-Four et al., 1998, 2006). As its name implies, successful PLCs are a community of learners as well as collaborators. PLCs have five attributes: supportive and shared leadership, collective creativity, shared values and visions, supportive conditions, shared practices (Hord, 1997). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

proficiency (level/stage of)

proficient English learners

Proposition 203

Proposition 227

pull factors

pull-in ESL

pull-out ESL

  • A format for ESL or ELD services in which the teacher pulls the child out of the classroom and works with one or more DLLs. In some cases, this support is conducted by providing activities that are unrelated to what is happening in the child’s main classroom and cannot be observed or repeated by the general education teacher. Pull-out strategies are more effective when there is ample time and support for collaboration between the ESL and classroom teacher so they can plan activities that will be relevant to the child for that class and will feed effectively into what the child would have learned by remaining in class. Compare to Consultation method and Push-in supports/instructions/methods. Young Dual Language Learners by Karen N. Nemeth

push factors

push-in ESL

  • A format for ESL or ELD services in which the ESL teacher goes into the DLL child’s regular classroom to provide services, ideally blending with and capitalizing on the curricular activities in the classroom. In this model, the child does not lose learning time leaving the classroom and returning, and the teacher can observe the types of supports provided by the ESL teacher so they can be repeated at other times. Although there are advantages to this model, it necessitates that language support services are provided in the midst of a busy classroom where the ESL and classroom teachers must find ways to collaborate. Push-in is a form of co-teaching, with widely varying levels of actual teacher-to-teacher planning and collaboration. Compare to Consultation method and Pull-out supports/instructions/methods. Young Dual Language Learners by Karen N. Nemeth


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