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

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==pull-out ESL==
 
==pull-out ESL==
 
* In this ESL instructional model, English language learners are enrolled in mainstream classes, but at different points throughout the day are pulled out of those classes for specific 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]
 
* In this ESL instructional model, English language learners are enrolled in mainstream classes, but at different points throughout the day are pulled out of those classes for specific 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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* A program model for ELLs in which students are placed in mainstream or sheltered English immersion classrooms but are regularly pulled out of class for English as a second language (ESL) lessons taught by an ESL teacher. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
  
 
==pull-out second language classes==
 
==pull-out second language classes==

Revision as of 16:30, 11 December 2015

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

peer assessment

percentile

performance assessment

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 (World Class Instructional Design and Assessment) 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, and 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, and 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 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

proficiency (level of, stage of)

proficient English learners

Proposition 203

Proposition 227

pull factors

pull-in ESL

pull-out ESL

pull-out second language classes

push factors

  • Negative factors in their home community or country that drive people to migrate push-in second language model. Monolingual model in which a specialist second language teacher works in the classroom with the standard curriculum teacher, keeping ELLs with their fl uent English-speaking peers. Foundations for Multilingualism in Education by Ester de Jong

push-in ESL

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