Atjaunināt sīkdatņu piekrišanu

E-grāmata: Preventing Long-Term ELs: Transforming Schools to Meet Core Standards

3.69/5 (23 ratings by Goodreads)
,
  • Formāts: PDF+DRM
  • Izdošanas datums: 22-Oct-2010
  • Izdevniecība: Corwin Press Inc
  • Valoda: eng
  • ISBN-13: 9781452230726
Citas grāmatas par šo tēmu:
  • Formāts - PDF+DRM
  • Cena: 28,54 €*
  • * ši ir gala cena, t.i., netiek piemērotas nekādas papildus atlaides
  • Ielikt grozā
  • Pievienot vēlmju sarakstam
  • Šī e-grāmata paredzēta tikai personīgai lietošanai. E-grāmatas nav iespējams atgriezt un nauda par iegādātajām e-grāmatām netiek atmaksāta.
Preventing Long-Term ELs: Transforming Schools to Meet Core StandardsPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 22-Oct-2010
  • Izdevniecība: Corwin Press Inc
  • Valoda: eng
  • ISBN-13: 9781452230726
Citas grāmatas par šo tēmu:

DRM restrictions

  • Kopēšana (kopēt/ievietot):

    nav atļauts

  • Drukāšana:

    nav atļauts

  • Lietošana:

    Digitālo tiesību pārvaldība (Digital Rights Management (DRM))
    Izdevējs ir piegādājis šo grāmatu šifrētā veidā, kas nozīmē, ka jums ir jāinstalē bezmaksas programmatūra, lai to atbloķētu un lasītu. Lai lasītu šo e-grāmatu, jums ir jāizveido Adobe ID. Vairāk informācijas šeit. E-grāmatu var lasīt un lejupielādēt līdz 6 ierīcēm (vienam lietotājam ar vienu un to pašu Adobe ID).

    Nepieciešamā programmatūra
    Lai lasītu šo e-grāmatu mobilajā ierīcē (tālrunī vai planšetdatorā), jums būs jāinstalē šī bezmaksas lietotne: PocketBook Reader (iOS / Android)

    Lai lejupielādētu un lasītu šo e-grāmatu datorā vai Mac datorā, jums ir nepieciešamid Adobe Digital Editions (šī ir bezmaksas lietotne, kas īpaši izstrādāta e-grāmatām. Tā nav tas pats, kas Adobe Reader, kas, iespējams, jau ir jūsu datorā.)

    Jūs nevarat lasīt šo e-grāmatu, izmantojot Amazon Kindle.

"Offers invaluable resources for teachers and administrators taking a proactive approach to eliminating the subgroup of long-term English learners." Yee Wan, Multilingual Programs Coordinator Santa Clara County Office of Education, San Jose, CA

"This book encapsulates a serious call to action: challenging leaders and educators to forge bold yet eminently practical pathways toward high-quality, evidence-based systematic instruction." Virginia R. Champion, Senior Education Specialist Region One Education Service Center, Edinburg, TX

10 keys to keeping English learners from falling through the cracks

Students who struggle with academic English are likely to struggle with academic content throughout their school years. This practical guidebooks 10 components for success will help educators at all levels close this achievement gap. Best-selling authors Margarita Espino Calderón and Liliana Minaya-Rowe provide step-by-step instructions for integrating vocabulary and writing across the curriculum to improve students learning. Key features include:





A clearly articulated, evidence-based professional development program for teaching diverse English language learners effectively Coverage of a variety of program types Research-based tools for improving instruction and measuring learning progressions Methods for implementing an EL program while meeting core standards and content objectives

Inside are studies from a principal and superintendent and an array of assessment tools, checklists, and resources to guide you through the improvement process and establish a meaningful accountability system for the benefit of teachers, administrators, parents, and students.

Recenzijas

"This book offers invaluable resources for teachers and administrators taking a proactive approach in transforming the academic success of long-term English learners." -- Yee Wan, Multilingual Programs Coordinator "This book encapsulates a serious call to action: challenging leaders and educators through bold, yet eminently practical pathways toward high-quality, evidence-based systematic instruction." -- Virginia R. Champion, Senior Education Specialist "From classroom to boardroom and teacher to superintendent, this book provides the framework to ensure the academic success of ELs and the renewal of the educational organization itself in its mission to meet the academic needs of all students." -- Pedro Mendia-Landa, English Language Learner Programs, Director

Prologue vi
Acknowledgments xi
About the Authors xii
1 U.S. Schools Failing ELs: A Call for Change
1(14)
The Urgency for Change
1(2)
The Road We've Traveled Attempting to Teach ELs
3(1)
Changing Now
4(2)
Addressing the Gap and Helping More ELs Graduate
6(1)
A Theory of Change Based on Current Research
6(6)
The Theory of Change Assumptions
12(1)
Questions and Topics for Discussion
13(2)
2 The ELs
15(10)
The Diversity of ELs
15(4)
So Many LT-ELs
19(1)
Repairing or Avoiding Damage to ELs
20(3)
Your Turn!
23(1)
Questions and Topics for Discussion
24(1)
3 Tools for Schools: The Framework for Preventing LT-ELs
25(16)
Ten Key Factors Leading to Student Success
25(1)
Ten Features of School Success and Effective Implementation
26(7)
Overview of the Evidence-Based Professional Development Components
33(5)
Questions and Topics for Discussion
38(3)
4 Instructional Program Options for ELs
41(10)
The Best Program Options to Help ELs
42(7)
Questions and Topics for Discussion
49(2)
5 Selecting and Teaching Academic Vocabulary / Discourse
51(16)
Selecting Important Words for Each Content Area
52(2)
Using Word Categories
54(2)
Teaching Vocabulary Before Reading
56(5)
Teaching Specificity and Sophisticated Words
61(1)
Teaching Cognates and False Cognates
61(2)
Teaching Vocabulary During Reading
63(1)
Teaching and Assessing Vocabulary On-the-Run
63(1)
Vocabulary Learning After Reading
64(1)
Debriefing or Metalinguistic and Metacognitive Processing
65(1)
Questions and Topics for Discussion
66(1)
6 Reading in the Content Areas
67(10)
Obstacles to Overcome in Helping ELs
67(1)
Helping Students
68(8)
Questions and Topics for Discussion
76(1)
7 Writing Strategies for ELs and Struggling Writers
77(14)
Teaching ELs to Read and Write
77(13)
Questions and Topics for Discussion
90(1)
8 Engaging ELs via Cooperative Learning and Classroom Management
91(16)
Using Cooperative Learning to Help Engage ELs and All Students
93(1)
Conditions for Productive Cooperative Learning
94(2)
Cooperative Learning and Classroom Management
96(1)
Using Cooperative Learning in Content Classes
97(1)
A Myriad of Cooperative Learning Strategies
98(8)
Questions and Topics for Discussion
106(1)
9 Race to the Top: What Administrators Need to do
107(12)
Creating Change in School With LT-ELs
107(3)
Integrating ELs into Your Plans
110(7)
Questions and Topics for Discussion
117(2)
10 How a Middle School Went From Reconstituted to Highest Performing in Two Years: A Principal's Perspective
119(12)
Understanding ExC-ELL From the Administrative Point of View
122(1)
Value-Added Results Through the ExC-ELL Program
123(1)
Cooperative Learning
124(1)
Content Area Teachers Teaching Vocabulary
125(1)
A Culture of a School Utilizing ExC-ELL
126(2)
Creating an ExC-ELL Middle School Atmosphere
128(2)
Questions and Topics for Discussion
130(1)
11 Systemic School Reform: Partnering to Ensure EL Success
131(10)
Educating ELs
132(1)
In Search of Best Practices for ELs
133(2)
Changing Inflexible Bureaucracies
135(3)
A Matter of Choice and Commitment
138(1)
Systemic Partnerships
139(1)
Questions and Topics for Discussion
140(1)
12 LT-ELs and Core Standards
141(7)
For Elementary Schools: Classroom Instruction
142(1)
For Elementary Schools: Structures, Support, and Services
143(1)
For Middle and High Schools: Classroom Instruction
144(1)
For Middle and High Schools: Structures, Support, and Services
145(1)
For Assessing Students on the Standards
146(1)
Questions and Topics for Discussion
147(1)
References 148(5)
Index 153
Dr. Margarita Espino Calderón, born and raised in Juįrez, is a Professor Emerita/Senior Research Scientist at Johns Hopkins University. Her research and development projects have been funded by the US Department of Education, National Institutes of Health, the US Department of Labor, The Carnegie Corporation of New York, and various State Offices of Education.

One of her empirical studies The Bilingual Cooperative Integrated Reading and Composition (BCIRC) is featured in the What Works Clearinghouse. The Carnegie Corporation of New York funded her five-year study to develop Expediting Comprehension for English Language Learners (ExC-ELL) to train math, science, social studies, language arts, and ESL teachers on integrating language, reading, and content in core content middle and high school classrooms. With a Title III National Professional Development grant, she implemented A Whole-School Approach to Professional Development with ExC-ELL in Loudoun County, VA. She replicated this approach in 29 schools in TX and NC. She served on the National Literacy Panel for Language Minority Children and Youth, the Carnegie Corporation of New York Panel on English Language Adolescent Literacy Panel, among other panels and national committees. She has over 100 publications on language, literacy, and professional development. In 2025, Margarita was inducted into the Multilingual Education Hall of Fame.  Liliana Minaya-Rowe is bilingual training coordinator at the Hartford Public Schools, where she works in professional development plans and practices for two-way immersion, bilingual, and ESL programs; effective first and second language instruction; teachers learning communities; and parent/family involvement practices. Minaya-Rowe is also professor emeritus of the Neag School of Education at the University of Connecticut. Her research interests, publications, and teaching include teacher education, literacy, bilingual program development and implementation, and discourse analysis of bilinguals. She holds a masters degree in Applied Linguistics and a Ph.D. in Education. Minaya-Rowes 80+ publications include journal articles, books, chapters, teachers manuals, and guidebooks.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97814522307262e.html
Keywords: