Difference between revisions of "Caslon Language Education Wikimedia (S)"
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==say something; say something/write something== | ==say something; say something/write something== | ||
* Instructional strategy in which student partnerships or small groups read a portion of text and then stop and say and, sometimes, write a reaction, supported by a [[Caslon_Language_Education_Wikimedia_(S)#sentence prompt|sentence prompt]] for summary, prediction, question and answer, or personal or academic connection. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow] | * Instructional strategy in which student partnerships or small groups read a portion of text and then stop and say and, sometimes, write a reaction, supported by a [[Caslon_Language_Education_Wikimedia_(S)#sentence prompt|sentence prompt]] for summary, prediction, question and answer, or personal or academic connection. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow] | ||
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| + | ==semantic extension== | ||
| + | * A characteristic of Spanish in the United States; the expansion of the original meaning of Spanish words to include the meaning of a similar English word (e.g., <I>“groserías”</I>–groceries; <I>“carpeta”</I>–carpet). [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow] | ||
==sequential bilingual learner== | ==sequential bilingual learner== | ||
Revision as of 20:47, 7 October 2015
Contents
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
say something; say something/write something
- Instructional strategy in which student partnerships or small groups read a portion of text and then stop and say and, sometimes, write a reaction, supported by a sentence prompt for summary, prediction, question and answer, or personal or academic connection. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
semantic extension
- A characteristic of Spanish in the United States; the expansion of the original meaning of Spanish words to include the meaning of a similar English word (e.g., “groserías”–groceries; “carpeta”–carpet). Teaching for Biliteracy by Karen Beeman and Cheryl Urow
sequential bilingual learner
- Instructional strategy in which student partnerships or small groups read a portion of text and then stop and say and, sometimes, write a reaction, supported by a sentence prompt for summary, prediction, question and answer, or personal or academic connection. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
simultaneous bilingual learner
- Student who has been exposed to two languages since before age 3. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
subtractive bilingualism
- The outcome of programs that focus on developing English skills, and in which students lose their native language as they learn English. In subtractive bilingual programs, any native language support is provided only until students achieve English proficiency. Contrasts with additive bilingualism. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
syntax
- Refers to word order within phrases and sentences (how phrases and sentences are constructed), and the rules that govern word order. Often paired with “grammar” to encompass the whole system of rules that describe a language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
