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

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(Response to Instruction and Intervention (RtI2))
(response to intervention (RtI))
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* A three-tiered framework that seeks to improve the learning environment for all students within the classroom by supporting both teachers and students and keeping track of the students who resist interventions. RtI stands in contrast to the [[Caslon_Language_Education_Wikimedia_(D)#discrepancy model|discrepancy model]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
 
* A three-tiered framework that seeks to improve the learning environment for all students within the classroom by supporting both teachers and students and keeping track of the students who resist interventions. RtI stands in contrast to the [[Caslon_Language_Education_Wikimedia_(D)#discrepancy model|discrepancy model]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
 
* A model for school improvement and for identifying students in need of [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] involving three tiers of instructional support and interventions. [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]
 
  
 
* This is a multi-tier approach for the early identification and support of students with learning and behavior needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. [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]
 
* This is a multi-tier approach for the early identification and support of students with learning and behavior needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. [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]
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* A model for school improvement and for identifying students in need of [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] involving three tiers of instructional support and interventions. [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]
  
 
==rubric(s)==
 
==rubric(s)==

Revision as of 18:21, 16 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


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