Caslon Language Education Wikimedia (B) - Revision history

Caslon: /* balanced approach */

2019-07-19T19:14:14Z

‎balanced approach

Caslon: /* balanced approach */

2019-07-19T19:13:54Z

‎balanced approach

Caslon: /* big idea(s) */

2019-07-19T18:58:19Z

‎big idea(s)

Caslon: /* bilingual strategies */

2019-06-27T15:57:50Z

‎bilingual strategies

Caslon: /* bilingual immersion */

2019-06-27T15:57:26Z

‎bilingual immersion

Caslon: /* Bilingual Education Act */

2019-06-27T15:57:09Z

‎Bilingual Education Act

Caslon: /* bias */

2019-06-27T15:56:45Z

‎bias

Caslon: /* before, during, after (BDA) */

2019-06-27T15:56:26Z

‎before, during, after (BDA)

Caslon: /* balanced approach */

2019-06-27T15:55:57Z

‎balanced approach

Caslon: /* bilingual strategies */

2019-06-07T19:09:47Z

‎bilingual strategies

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 * An approach to literacy instruction that recognizes the need for some direct instruction in reading skills but emphasizes the importance of providing such instruction in meaningful contexts to ensure that students are able to comprehend and use what they read for authentic purposes. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
-*An approach to literacy instruction that balances attention to reading and writing and includes modeled, shared, and guided reading and writing instruction prior to expectations of independent
+*An approach to literacy instruction that balances attention to reading and writing and includes modeled, shared, and guided reading and writing instruction prior to expectations of independent reading and writing. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
 reading and writing. [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/ <i>Differentiating Instruction and Assessment: A Guide for K–12 Teachers</i>], second edition by [https://www.caslonpublishing.com/titles/26/differentiating-instruction-and-assessment/authors/ Shelley Fairbairn and Stephaney Jones-Vo]
 ==balanced assessment==

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 ==balanced approach==
 * An approach to literacy instruction that recognizes the need for some direct instruction in reading skills but emphasizes the importance of providing such instruction in meaningful contexts to ensure that students are able to comprehend and use what they read for authentic purposes. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 ==balanced assessment==

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 * Statement, also referred to as an essential or enduring understanding, grounded in learning standards and a theme. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
-* Broad generalizing statements, either principles (always true) or generalizations (usually true) that are developed from the concepts embedded in [[Caslon_Language_Education_Wikimedia_(C)#Common Core State Standards (CCSS)|core state standards]]. These statements of essential learning, also known as enduring understandings ([https://www.authenticeducation.org/whoweare/grant.lasso Wiggins] & [http://www.ascd.org/professional-development/oscb/faculty/McTighe-J.aspx McTighe],1998), become the focus of curriculum planning, theme development, instruction, and assessment ([http://www.thecenterweb.org/irc/pages/f_staff2.html Gordon], 2007). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
+* Broad generalizing statements, either principles (always true) or generalizations (usually true) that are developed from the concepts embedded in [[Caslon_Language_Education_Wikimedia_(C)#Common Core State Standards (CCSS)|core state standards]]. These statements of essential learning, also known as enduring understandings ([https://www.authenticeducation.org/whoweare/grant.lasso Wiggins] & [http://www.ascd.org/professional-development/oscb/faculty/McTighe-J.aspx McTighe],1998), become the focus of curriculum planning, theme development, instruction, and assessment ([https://www.casloncommunity.com/resources/208/ Gordon], 2007). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
 ==bi-level analysis paradigm==

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 ==bilingual strategies==
 * Observable [[Caslon_Language_Education_Wikimedia_(C)#cross-language connections|cross-linguistic]] strategies that [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emerging bilingual]] writers demonstrate as they transfer knowledge and abilities from one language to the other. [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
-* Refers to the use of [[Caslon_Language_Education_Wikimedia_(T)#translanguaging|translanguaging]] and other strategies for providing support for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] in their [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]] during language and academic content-area instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Refers to the use of [[Caslon_Language_Education_Wikimedia_(T)#translanguaging|translanguaging]] and other strategies for providing support for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] in their [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]] during language and academic content-area instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 ==biliteracy/biliterate==

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 ==bilingual immersion==
-* Describes programs that target [[Caslon_Language_Education_Wikimedia_(L)#language minority|language minority]] students who are English dominant and [[Caslon_Language_Education_Wikimedia_(N)#native English speakers|native English speakers]] who desire to become bilingual. Students are initially instructed 90%–100% in the non-English target language for the first 2 years of the program. Instruction evens out gradually to 50% instruction in English and 50% in the non-English language as students move up in grade level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Describes programs that target [[Caslon_Language_Education_Wikimedia_(L)#language minority|language minority]] students who are English dominant and [[Caslon_Language_Education_Wikimedia_(N)#native English speakers|native English speakers]] who desire to become bilingual. Students are initially instructed 90%–100% in the non-English target language for the first 2 years of the program. Instruction evens out gradually to 50% instruction in English and 50% in the non-English language as students move up in grade level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 ==bilingual learner(s) (BLs)==

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 * [[Caslon_Language_Education_Wikimedia_(T)#Title VII of the Elementary and Secondary Education Act|Title VII of the Elementary and Secondary Education Act]] funding bilingual education at the federal level between 1968 and 2000. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
-* Added in 1968 as [[Caslon_Language_Education_Wikimedia_(T)#Title VII of the Elementary and Secondary Education Act|Title VII of the Elementary and Secondary Education Act (ESEA)]]. Before passage of the [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind (NCLB) Act]], it provided federal support for bilingual and other programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] and their families through competitive grants. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Added in 1968 as [[Caslon_Language_Education_Wikimedia_(T)#Title VII of the Elementary and Secondary Education Act|Title VII of the Elementary and Secondary Education Act (ESEA)]]. Before passage of the [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind (NCLB) Act]], it provided federal support for bilingual and other programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] and their families through competitive grants. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 ==bilingual education teacher==

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 * Tendency toward a particular ideology, result, or preference. When applied to tests, it implies that the test systematically favors or disfavors a particular group of students on a particular criterion not considered relevant for outcomes, such as race or gender. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
-* In testing, refers to the unfair advantages or disadvantages that may be given to certain students that can affect their performance. For example, a test given in English will be biased in favor of proficient English speakers and biased against students who lack proficiency in English. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* In testing, refers to the unfair advantages or disadvantages that may be given to certain students that can affect their performance. For example, a test given in English will be biased in favor of proficient English speakers and biased against students who lack proficiency in English. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 ==bidirectional transfer==

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 ==before, during, after (BDA)==
-* In [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction, refers to strategies used before, during, and after reading a text to maximize students’ comprehension. Also referred to as <i>into, through,</i> and <i>beyond</i>. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* In [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction, refers to strategies used before, during, and after reading a text to maximize students’ comprehension. Also referred to as <i>into, through,</i> and <i>beyond</i>. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 ==bias==