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Six Principles for Teaching English Language Learners in All Classrooms [Hardback]

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  • Formāts: Hardback, 168 pages, height x width: 254x177 mm, weight: 510 g
  • Izdošanas datums: 04-Sep-2008
  • Izdevniecība: Corwin Press Inc
  • ISBN-10: 1412958334
  • ISBN-13: 9781412958332
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  • Hardback
  • Cena: 83,33 €
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Six Principles for Teaching English Language Learners in All ClassroomsPalielināt
  • Formāts: Hardback, 168 pages, height x width: 254x177 mm, weight: 510 g
  • Izdošanas datums: 04-Sep-2008
  • Izdevniecība: Corwin Press Inc
  • ISBN-10: 1412958334
  • ISBN-13: 9781412958332
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781412958332.html
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"A highly accessible and practical resource for applying sociocultural theory to both pedagogy and parent involvement. It begins with theory, but then provides excellent examples of how the principles might be meaningfully applied in real classrooms." Robert Rueda, Professor University of Southern California

Ensure high student achievement in diverse classrooms with this proven instructional model!

This vital resource presents educators with an instructional approach that is flexible and practical enough for mainstream classroom useyet also academically rigorous and grounded in research on teaching English language learners (ELLs).

Ideal for elementary and middle school teachers as well as ELL specialists, this book offers six key principles to help educators address language development in a regular classroom while supporting ELL students in learning academic content. This field-tested model is based on five standards for pedagogy from the Center for Research on Education, Diversity, and Excellence (CREDE) as well as the authors sixth principle for family involvement. Focusing on one principle per chapter, this book includes:





Lessons, tips, and in-depth vignettes from teachers who have been trained in the model Advice on working successfully with ELL families Guiding questions and self-assessments based on CREDEs indicators for achievement of standards to help teachers monitor their own development

Six Principles for Teaching English Language Learners in All Classrooms will not only assist ELLs, but will ultimately benefit all learners in the inclusive classroom.

Recenzijas

"A highly accessible and practical resource for applying sociocultural theory to both pedagogy and parent involvement. It begins with theory, but then provides excellent examples of how the principles might be meaningfully applied in real classrooms." -- Robert Rueda, Professor

Preface ix
Acknowledgments xii
About the Authors xiv
Introduction
1(12)
English Language Learners of All Kinds
2(1)
Language Learning: How Does It Happen?
3(4)
BICS and CALP
6(1)
All Teachers as Teachers of English Language Learners
7(1)
A Look Back Is a Look Forward
8(2)
Overview of the Book
10(1)
Cast of Characters
11(1)
A Note for Readers
12(1)
Six Principles for Teaching English Language Learners: The Instructional Model
13(14)
The CREDE Five Pedagogy Standards
15(7)
The Model Enacted in Seventh Grade
15(4)
Reflection on Cori's Teaching
19(1)
Cori and the CREDE Standards
19(1)
Joint Productive Activity
20(1)
Contextualization
20(1)
Language and Literacy
21(1)
Rigorous Curriculum
21(1)
Instructional Conversation
21(1)
Scaffolding the Five Standards
22(5)
This Seems Overwhelming. Can I Do It?
25(2)
Joint Productive Activity (JPA) and English Language Learners
27(18)
Show or Tell?
28(1)
Reflection on Vickie's Teaching
29(1)
Rationale and Definition of JPA
29(1)
Is This JPA? Indicators of Joint Productive Activity
30(1)
Classroom Culture
31(3)
The Juggling Act: Grouping and Scheduling of JPA
34(2)
Example of JPA in a Study of Race and Racism
36(4)
Reflection on Justin's Teaching
40(1)
JPA in Middle School ESL: Learning From Our Mistakes
40(2)
Reflection on Jayne's Teaching
42(1)
Teaching Tips for JPA
42(1)
Assessing JPA in Your Teaching
43(2)
Contextualization and English Language Learners: Making Learning Meaningful
45(14)
Reflection on Johanna's Teaching
47(1)
Meaning of Contextualization
47(3)
Are We Connecting? Contexualization is Making Meaning
50(1)
Indicators of Contextualization
50(1)
Examples of Contextualization
51(4)
Contextualization in Middle School Language Arts
51(2)
Contextualization in Kindergarten
53(1)
Contextualization in Fourth-Grade Science and Mathematics
54(1)
Reflection on Examples
55(2)
Teaching Tips for Contextualizing Instruction
56(1)
Assessing Contextualization of Your Teaching
57(2)
Language and Literacy Development for English Language Learners
59(21)
Rationale and Definition of Developing Language and Literacy
60(2)
Indicators of Language and Literacy Teaching
61(1)
The Case for Home Language Development
62(2)
Reading Instruction and ELLs
64(11)
Georgia's Second Grade
64(7)
Mary's Third Grade
71(4)
Writing in Middle School
75(2)
Writing Across the Curriculum
77(1)
Tips for Language and Literacy Teaching
78(1)
Assessing Your Teaching of Language and Literacy
78(2)
Engaging Students with Rigorous Curriculum: High Expectations for English Language Learners
80(16)
Adapting Instruction to Maintain Rigor and Provide Support
81(4)
Meaning of Rigorous Curriculum
85(1)
Still Important: Levels of Questioning
86(1)
Indicators of Rigorous Curriculum
87(1)
Examples of Rigorous Curriculum
87(6)
Rigorous Curriculum Enacted in Kindergarten
88(2)
Rigorous Curriculum Enacted in Middle Grades Language Arts
90(3)
Reflection on Examples
93(1)
Teaching Tips for Rigorous Curriculum
94(1)
Assessing Whether Your Curriculum Is Rigorous
95(1)
Instructional Conversation (IC)
96(17)
Rationale and Definition of Instructional Conversation
97(1)
How Does IC Differ From Traditional Teaching?
98(1)
Beyond ``Discussion'': Indicators of Instructional Conversation (IC)
98(1)
Assistance Through Good Questioning
99(2)
Think-Pair-Share Strategy
101(1)
Examples of IC
102(7)
Instructional Conversation in Middle School
102(4)
Instructional Conversation With Young Children
106(3)
Tips for Instructional Conversation
109(2)
Assessing Your IC
111(2)
Engaging Families of English Language Learners
113(20)
The Importance of Involving Families
114(1)
Successful Ways to Involve Families of English Language Learners
115(14)
Communicating With Families
115(3)
Involving Families in Classrooms
118(4)
Increasing Help at Home
122(3)
Engaging Families in Workshops and Other School Events
125(2)
Visiting in Students' Homes
127(2)
Challenges in Involving Families
129(1)
Tips for Engaging Families
130(1)
Assessing Your Family Involvement
131(2)
Teaching English Language Learners in All Classrooms
133(8)
Beyond a ``Model'' Approach
133(5)
Compatible Views
135(1)
Development of CREDE Standards
135(2)
Barriers and Challenges
137(1)
Preparation of Teachers and Teacher Educators
138(1)
Concluding Remarks
139(2)
References 141(6)
Index 147
Ellen McIntyre is a literacy professor in the Department of Teaching and Learning at the University of Louisville, where she teaches courses on lit­eracy research and instruction and studies childrens development in light of instructional contexts. She has published extensively, having coau­thored Reaching Out: A K8 Resource for Connecting Schools and Families, coedited Classroom Diversity: Connecting School Curricula to Students Lives, Balanced Instruction: Strategies and Skills in Whole Language, and Creating Nongraded Primary Programs, and published in such journals as Language Arts, Research in the Teaching of English, Journal of Literacy Research, and American Educational Research Journal. Her most recent project, codirected with Diane Kyle, is Sheltered Instruction and Family Involvement: An Approach to Raising Achievement of LEP Students, funded by the US Department of Education. She also codirected with Diane Kyle a research project, Childrens Academic Development in Nongraded Primary Programs, funded by the Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California at Santa Cruz. Diane W. Kyle is a professor in the Department of Teaching and Learning at the University of Louisville. She has coauthored Reaching Out: A K8 Resource for Connecting Schools and Families and Reflective Teaching for Student Empowerment: Elementary Curriculum and Methods, coedited Creating Nongraded Primary Classrooms: Teachers Stories and Lessons Learned, and pub­lished in such journals as Language Arts, Peabody Journal of Education, Journal of Education for Students Placed at Risk, Education & Equity, Teaching Children Mathematics, and Elementary School Journal. Her most recent project, co­directed with Ellen McIntyre, is Sheltered Instruction and Family Involvement: An Approach to Raising Achievement of LEP Students, funded by the US Department of Education. She also codirected with Ellen McIntyre a research project, Childrens Academic Development in Nongraded Primary Programs, funded by the Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California at Santa Cruz.