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

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(resistant to instruction/intervention)
(resistant to instruction/intervention)
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==resistant to instruction/intervention==
 
==resistant to instruction/intervention==
 
* Designation, according to [[#response to intervention (RTI)|RtI]], for students who do not respond to instruction in the form of either a universal intervention or to individualized interventions. These students’ response to intervention is assessed, and new interventions within the [[Caslon_Language_Education_Wikimedia_(C)#continuum of services framework|continuum of services framework]] are identified by the [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] and implemented in practice. [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]
 
* Designation, according to [[#response to intervention (RTI)|RtI]], for students who do not respond to instruction in the form of either a universal intervention or to individualized interventions. These students’ response to intervention is assessed, and new interventions within the [[Caslon_Language_Education_Wikimedia_(C)#continuum of services framework|continuum of services framework]] are identified by the [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] and implemented in practice. [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]
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==Response to Instruction and Intervention (RtI<sup>2</sup>)==
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* This is a Tier 2 targeted or supplemental intervention. It consists of small groups of students (usually 3–5) who do not respond sufficiently to the most effective Tier 1 instruction and criteria
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(Gottlieb, 2013). [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]
  
 
==response to intervention (RTI)==
 
==response to intervention (RTI)==

Revision as of 20:27, 14 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

Race to the Top (RTTT)

read-alouds

reader’s interview

Reader’s Workshop

reading self-assessments

realia

recitation script

reclassification

redesignation

refugee

regional minority languages

register

  • Characterized by specific features of discourse (talk or text) and associated with specific social contexts. Registers vary depending on the setting, their speaker’s relationship to the person to whom they are speaking, and the function of the interaction. Academic registers include the unique terms and expressions, meanings, and sentence structures that occur in talking or writing about a particular discipline (math, science, social studies). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

reliability

reluctant bilingual discourse

resistant to instruction/intervention

Response to Instruction and Intervention (RtI2)

  • This is a Tier 2 targeted or supplemental intervention. It consists of small groups of students (usually 3–5) who do not respond sufficiently to the most effective Tier 1 instruction and criteria

(Gottlieb, 2013). The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

response to intervention (RTI)

rubric(s)

running record

Top