Caslon Language Education Wikimedia (G) - Revision history

Caslon: /* guided reading */

2019-07-16T18:37:33Z

‎guided reading

Caslon: /* gradual release of responsibility model */

2019-07-16T18:35:53Z

‎gradual release of responsibility model

Caslon at 19:42, 27 June 2019

2019-06-27T19:42:46Z

Caslon at 18:15, 7 June 2019

2019-06-07T18:15:42Z

Caslon at 19:38, 11 November 2016

2016-11-11T19:38:54Z

Caslon at 19:38, 11 November 2016

2016-11-11T19:38:26Z

Caslon: /* general linguistic performance(s) */

2016-11-11T19:36:47Z

‎general linguistic performance(s)

Caslon at 14:29, 8 November 2016

2016-11-08T14:29:49Z

Caslon at 19:51, 4 November 2016

2016-11-04T19:51:17Z

Caslon: /* guided reading */

2016-11-03T15:22:10Z

‎guided reading

@@ Line 50: / Line 50: @@
 * A method of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction currently popular in U.S. schools. Small groups of students with similar levels of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development are provided targeted instruction in areas of need with appropriately leveled texts. [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]
-* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction in which small, homogenous groups of students are matched to texts at their appropriate instructional level, and the teacher provides support as students attempt to read the texts on their own. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction in which small, homogenous groups of students who read at about the same level are matched to texts at their appropriate instructional level, and the teacher provides support as the students attempt to read the texts on their own. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==guided writing==

@@ Line 43: / Line 43: @@
 ==gradual release of responsibility model==
 * A model of explicit and interactive instruction in which the teacher initially provides extensive [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]], primarily through whole groups and shared [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] and language opportunities. Gradually, the teacher removes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolds]] providing increased opportunities for students to read and write text, to develop [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]], and to apply [[Caslon_Language_Education_Wikimedia_(M)#metalinguistic awareness|metalinguistic]] analyses in collaborative or independent contexts. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [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]
 ==guided reading==

@@ Line 33: / Line 33: @@
 * A categorization of writing or speaking, such as humorous or persuasive. Examples of writing or speaking may reflect several genres. [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]
-* In systemic functional linguistics theory, a goal-directed activity to achieve a particular cultural purpose, such as the creation of a particular kind of text (either spoken or written) through deliberate [[Caslon_Language_Education_Wikimedia_(L)#lexicon|lexical]] and grammatical choices that make it the kind of text that it is (e.g., an e-mail, a speech, a lab report, a short story). [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 systemic functional linguistics theory, a goal-directed activity to achieve a particular cultural purpose, such as the creation of a particular kind of text (either spoken or written) through deliberate [[Caslon_Language_Education_Wikimedia_(L)#lexicon|lexical]] and grammatical choices that make it the kind of text that it is (e.g., an e-mail, a speech, a lab report, a short story). [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==globalization==
@@ Line 47: / Line 47: @@
 * A method of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction currently popular in U.S. schools. Small groups of students with similar levels of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development are provided targeted instruction in areas of need with appropriately leveled texts. [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]
-* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction in which small, homogenous groups of students are matched to texts at their appropriate instructional level, and the teacher provides support as students attempt to read the texts on their own. [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]
+* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction in which small, homogenous groups of students are matched to texts at their appropriate instructional level, and the teacher provides support as students attempt to read the texts on their own. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==guided writing==
-* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction designed to address an area of need within students’ writing development. Typically, guided writing lessons start with a mini-lesson on some aspect of writing; students practice the writing principle or strategy they were just taught, under the teacher’s supervision, and then share their final written projects. [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]
+* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction designed to address an area of need within students’ writing development. Typically, guided writing lessons start with a mini-lesson on some aspect of writing; students practice the writing principle or strategy they were just taught, under the teacher’s supervision, and then share their final written projects. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
   [[#Caslon Language Education Index|Top]]

@@ Line 33: / Line 33: @@
 * A categorization of writing or speaking, such as humorous or persuasive. Examples of writing or speaking may reflect several genres. [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]
-* In systemic functional linguistics theory, a goal-directed activity to achieve a particular cultural purpose, such as the creation of a particular kind of text (either spoken or written) through deliberate [[Caslon_Language_Education_Wikimedia_(L)#lexicon|lexical]] and grammatical choices that make it the kind of text that it is (e.g., an e-mail, a speech, a lab report, a short story). [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]
+* In systemic functional linguistics theory, a goal-directed activity to achieve a particular cultural purpose, such as the creation of a particular kind of text (either spoken or written) through deliberate [[Caslon_Language_Education_Wikimedia_(L)#lexicon|lexical]] and grammatical choices that make it the kind of text that it is (e.g., an e-mail, a speech, a lab report, a short story). [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]
 ==globalization==
@@ Line 47: / Line 47: @@
 * A method of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction currently popular in U.S. schools. Small groups of students with similar levels of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development are provided targeted instruction in areas of need with appropriately leveled texts. [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]
-* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction in which small, homogenous groups of students are matched to texts at their appropriate instructional level, and the teacher provides support as students attempt to read the texts on their own. [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]
+* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction in which small, homogenous groups of students are matched to texts at their appropriate instructional level, and the teacher provides support as students attempt to read the texts on their own. [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]
 ==guided writing==
-* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction designed to address an area of need within students’ writing development. Typically, guided writing lessons start with a mini-lesson on some aspect of writing; students practice the writing principle or strategy they were just taught, under the teacher’s supervision, and then share their final written projects. [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]
+* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction designed to address an area of need within students’ writing development. Typically, guided writing lessons start with a mini-lesson on some aspect of writing; students practice the writing principle or strategy they were just taught, under the teacher’s supervision, and then share their final written projects. [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]
   [[#Caslon Language Education Index|Top]]

@@ Line 42: / Line 42: @@
 ==gradual release of responsibility model==
-* A model of explicit and interactive instruction in which the teacher initially provides extensive [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]], primarily through whole groups and shared [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] and language opportunities. Gradually, the teacher removes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolds]] providing increased opportunities for students to read and write text, to develop [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]], and to apply [[Caslon_Language_Education_Wikimedia_(M)#metalinguistic awareness|metalinguistic]] analyses in collaborative or independent contexts. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]
+* A model of explicit and interactive instruction in which the teacher initially provides extensive [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolding]], primarily through whole groups and shared [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] and language opportunities. Gradually, the teacher removes the [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolds]] providing increased opportunities for students to read and write text, to develop [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]], and to apply [[Caslon_Language_Education_Wikimedia_(M)#metalinguistic awareness|metalinguistic]] analyses in collaborative or independent contexts. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [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]
 ==guided reading==

@@ Line 31: / Line 31: @@
 ==genre==
-* A categorization of writing or speaking, such as humorous or persuasive. Examples of writing or speaking may reflect several genres. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow]
+* A categorization of writing or speaking, such as humorous or persuasive. Examples of writing or speaking may reflect several genres. [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]
-* In systemic functional linguistics theory, a goal-directed activity to achieve a particular cultural purpose, such as the creation of a particular kind of text (either spoken or written) through deliberate [[Caslon_Language_Education_Wikimedia_(L)#lexicon|lexical]] and grammatical choices that make it the kind of text that it is (e.g., an e-mail, a speech, a lab report, a short story). [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/landing//wright.wayne/ Wayne E. Wright]
+* In systemic functional linguistics theory, a goal-directed activity to achieve a particular cultural purpose, such as the creation of a particular kind of text (either spoken or written) through deliberate [[Caslon_Language_Education_Wikimedia_(L)#lexicon|lexical]] and grammatical choices that make it the kind of text that it is (e.g., an e-mail, a speech, a lab report, a short story). [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]
 ==globalization==
-* Process that involves the increasing interconnectedness of economic, political, and cultural economies worldwide. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
+* Process that involves the increasing interconnectedness of economic, political, and cultural economies worldwide. [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]
 ==glocalization==
-* Customization of goods that are sold worldwide to local market conditions and characteristics. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
+* Customization of goods that are sold worldwide to local market conditions and characteristics. [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]
 ==gradual release of responsibility model==
@@ Line 45: / Line 45: @@
 ==guided reading==
-* A method of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction currently popular in U.S. schools. Small groups of students with similar levels of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development are provided targeted instruction in areas of need with appropriately leveled texts. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow]
+* A method of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction currently popular in U.S. schools. Small groups of students with similar levels of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development are provided targeted instruction in areas of need with appropriately leveled texts. [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]
-* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction in which small, homogenous groups of students are matched to texts at their appropriate instructional level, and the teacher provides support as students attempt to read the texts on their own. [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/landing//wright.wayne/ Wayne E. Wright]
+* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction in which small, homogenous groups of students are matched to texts at their appropriate instructional level, and the teacher provides support as students attempt to read the texts on their own. [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]
 ==guided writing==
-* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction designed to address an area of need within students’ writing development. Typically, guided writing lessons start with a mini-lesson on some aspect of writing; students practice the writing principle or strategy they were just taught, under the teacher’s supervision, and then share their final written projects. [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/landing//wright.wayne/ Wayne E. Wright]
+* A form of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction designed to address an area of need within students’ writing development. Typically, guided writing lessons start with a mini-lesson on some aspect of writing; students practice the writing principle or strategy they were just taught, under the teacher’s supervision, and then share their final written projects. [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]
   [[#Caslon Language Education Index|Top]]

@@ Line 28: / Line 28: @@
 ==general linguistic performance(s)==
-* Refers to the ability to use language without focusing on specific conventions associated with one or another national language. This includes, for example, the ability to use language to express complex thoughts, joke, argue, and explain. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]
+* Refers to the ability to use language without focusing on specific conventions associated with one or another national language. This includes, for example, the ability to use language to express complex thoughts, joke, argue, and explain. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 ==genre==