Access to academics: planning instruction for k-12 classrooms with ELLs
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2010
|
| Schriftenreihe: | Allyn & Bacon resources for teaching English learners
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIII, 210 S. Ill. |
| ISBN: | 9780138156763 013815676X |
Internformat
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| 245 | 1 | 0 | |a Access to academics |b planning instruction for k-12 classrooms with ELLs |c Joy Egbert and Gisela Ernst-Slavit |
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2010 | |
| 300 | |a XIII, 210 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Allyn & Bacon resources for teaching English learners | |
| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a English language |x Study and teaching |x Foreign speakers | |
| 650 | 4 | |a Language arts |x Correlation with content subjects | |
| 650 | 4 | |a Language acquisition | |
| 650 | 4 | |a Education, Bilingual | |
| 650 | 4 | |a Mainstreaming in education | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
CONTENTS
*...............................................................................................................
PREFAEE X
PART ONE
UNDERSTANDING THE ROLES 0/ LANGUAGE
AND CONTENT 1
EH A PT E R 1 ACADEMIC SUCCESS: LEARNING THE LANGUAGE 0/ SCHOOL 2 ISSUES
2
THE LANGUAGE OF SEHOOL 4 SOCIA! LANGUAGE 6 EVERYDAY ASPECTS 0/ SOCIAL
LANGUAGE 6 * INTERCULTURAL ASPECTS O/SOCIAL LANGUAGE 7 *
INSTRUCTIONALASPECTS 0/
SOCIAL LANGUAGE 8 ACADEMIC LANGUAGE 8
VOCABULARY 9 * GRAMMARISYNTAX 9 * DISCOURSE 9
A COMPARISON OF SOCIA! AND AEADEMIC LANGUAGES 11
THE BICS AND CALP DISTINETION 12 CRITIQUES OF THE BICS AND CALP
DISTINCTION 15 * CONNECTIONS BETWEEN THE BICS/CALP DISTINCTION AND THE
LANGUAGE OF SCHOO! 16
CONCLUSION 17
EXTENSIONS 17
FOR REFLECTION 17 * FORACTION 18
EH A PT ER 2 LANGUAGE PROFICIENCY AND COMMUNICATIVE
COMPETENCE 19
ISSUES 19
LANGUAGE PROFICIENEY 20 LANGUAGE DOMAINS 21
III
IMAGE 2
.
IV
ENGLISH LANGUAGE PROFICIENCY 22 * ENGLISH LANGUAGE PROFICIENCY LEVELS 23
* CAN DO DESCRIPTORS 28
COMMUNICATIVE COMPETENCE 28 ELEMENTS OF COMMUNICATIVE COMPETENCE 30 *
THE ROLE OF
NATIVE LANGUAGES AND CULTURES 32
APPROACHES FOR USING THE NATIVE LANGUAGE IN THE CLASSROOM 33
CONCLUSION 35
EXTENSIONS 35
FOR REFLECTION 35 * FOR ACTION 35
PART TWO
COMPONENTS 0/ EFFEETIVE LESSON DESIGN 37
EH A PT E R 3 ASSESSING STUDENT STRENGTHS AND NEEDS 38 KEY ISSUES 38
BACKGROUND 39
UNDERSTANDING STRENGTHS AND NEEDS 41
COLLECTING GENERAL INFORMATION 41 * GATHERING INFORMATION ON LEAMERS
LANGUAGE BACKGROUNDS 43 * UNDERSTANDING
EDUCATIONAVACADEMIC BACKGROUND 45 * DISCOVERING CONTENT
BACKGROUND AND KNOWLEDGE 46 * EXPLORING CULTURAL BACKGROUND 48
GUIDELINES FOR UNDERSTANDING STUDENT STRENGTHS AND NEEDS 51
GUIDELINE 1: MODEL THE TECHNIQUES 51 * GUIDELINE 2: TRY NOT
TO ASSURNE 51 * GUIDELINE 3: EMBRACE VARIETY 51
CONCLUSION 52
EXTENSIONS 53
FOR REFLECTION 53 * FOR ACTION 53
C H A P T ER 4 WRITING AND TEACHING TO
LANGUAGE OBJECTIVES 54
KEY ISSUES 54
BACKGROUND 55
CONTENTS
IMAGE 3
68
69 * MAKING ACADEMIC
...............................................................................................................*
V
UNDERSTANDING OBJECTIVES 56 CONTENT OBJECTIVES 56 * LANGUAGE OBJECTIVES
57 CONSTRUCTING LANGUAGE OBJECTIVES 58
TEACHING TO THE LANGUAGE OBJECTIVES 62 GUIDELINE 1:INTEGRATE LANGUAGE
AND CONTENT 62 * GUIDELINE 2:
USE PEDAGOGICALLYSOUND TECHNIQUES 63 * GUIDELINE 3: BREAK DOWN THE
LANGUAGE 63
CONCLUSION 64
EXTENSIONS 65
FOR REFLECTION 65 * FORACTION 65
C H A PT E R 5 CONNECTING TO STUDENTS LIVES 66 ,11: ~
~SK~ ISSUES 66
, ,G BACKGROUND 68
UNDERSTANDING CONNECTIONS MAKING PERSONAL CONNECTIONS CONNECTIONS 71
BUILDING BACKGROUND KNOWLEDGE 72 INTEGRATING CONNECTIONS 74
GUIDELINES FOR MAKING CONNECTIONS 76 GUIDELINE 1: BE DELIBERATE 76 *
GUIDELINE 2: HELP STUDENTS TRANSFER CONNECTIONS BACK TO THEIR LIVES 76 *
GUIDE1INE3: CONSIDER CULTURE 76
CONCLUSION 76
EXTENSIONS 78
FOR REFLECTION 78 * FORACTION 78
EH A PT ER 6 DESIGNING ENGAGING TASKS 79
* ~ ISSUES 79 , ,,!,:III BACKGROUND 80
UNDERSTANDING ENGAGEMENT AND TASKS 80 ENGAGEMENT 80 * ELEMENTS OFTASKS
81 ELEMENTS OFTASK PROCESS 82 * ELEMENTS OFTASK PRODUCT 84
PEDAGOGICAL CONNECTIONS 85 TECHNIQUESFOR MAKING PEDAGOGICALCONNECTIONS
85
CONTENTS
IMAGE 4
*...............................................................................................................
VI
GUIDELINES FOR TASK DESIGN 85 GUIDELINE I: GIVE STUDENTS A REASON TO
LISTEN 87 * GUIDELINE 2: DO NOT DO WHAT STUDENTS CAN DO 87
CONCLUSION 88
EXTENSIONS 88
FOR REFLECTION 88 * FOR ACTION 89
C H A PT ER 7 ASSESSING TASKS, LESSONS, AND STUDENTS 90
ISSUES 90
BACKGROUND 91
UNDERSTANDING ASSESSMENT 91 PURPOSES OF ASSESSMENT 92
ASSESSING STUDENT PROCESS AND PRODUCT 94 ADAPTING
TRADITIONALCLASSROOMASSESSMENTS 94 * STUDENT ROLES IN
ALTERNATIVEASSESSMENTS 95
LESSON EXAMPLES 96
HOMEWORK 96
ADDITIONAL GUIDELINES FOR ASSESSMENT 99 GUIDELINE I: BE TRANSPARENT 99 *
GUIDELINE 2: RECONSIDER GRADES 99
ASSESSING THE LESSON 100
CONCLUSION 102
EXTENSIONS 102 FOR REFLECTION 102 * FORACTION 103
PART THREE
DESIGNING LESSONS FOR ACADEMIC SUCCESS 105
EH A P T ER 8 UNLOCKING THE LANGUAGE OF SCIENCE 106 ISSUES 106
SCIENCE EDUCATION: A FOCUS ON INQUIRY 107
THE SPECIALIZED LANGUAGE OF SCIENCE 108 VOCABULARY 110 * GRAMMATICAL
FEATURES 113 * DISCOURSE 113
CONTENTS
IMAGE 5
...............................................................................................................*
VII
STRATEGIES FOR LEAMING AND TALKING SCIENCE 114 LEARNING THE LANGUAGE OF
SCIENTIFIC INQUIRY 114 * COMPARE AND CONTRAST 114 * CAUSE AND EFFECT 116
*
TEACHING GREEK AND LATIN ROOTS 117
CONCLUSION 119
EXTENSIONS 120
FOR REFLECTION 120 * FOR ACTION 120
EH A PT E R 9 UNLOCKING THE LANGUAGE 0/
MATHEMATICS 121 ISSUES 121
MATHEMATICS REFORM: THE NEW MATH 123
THE SPECIALIZED LANGUAGE OFMATHEMATICS 124
VOCABULARY 125 * GRAMMATICAL FEATURES 128 *
MATHEMATICAL DISCOURSE 128
TEACHING STRATEGIES FOR LEAMING AND TALKING MATHEMATICS 130
USE A VARIETY OFINSTRUCTIONAL FORMATS AND SUPPORTS 130 * INTRODUCE NEW
VOCABULARY IN A THOUGHTFUL AND INTEGRATED MANNER 131 * IDENTIFY AND
HIGHLIGHT KEY WORDS WITH MULTIPLE
MEANINGS 131 * MODIFY YOUR SPEECH 131 * USE PREVIEW
AND REVIEW 132 * SEARCH FOR COGNATES: VALIDATING STUDENTS LANGUAGES AND
CULTURES 133 * USE COOPERATIVE LEAMING AND PROMOTE OPPORTUNITIES FOR
INTERACTION 134 * TEACH
ORGANIZATIONAL AND STUDY SKILLS 134 * CREATE AN ATRNOSPHERE FOR RISK
TAKING AND MAKING MISTAKES 135
CONCLUSION 136
EXTENSIONS 136
FOR REFLECTION 136 * FOR ACTION 136
EH A PT E R 10 UNLOCKING THE LANGUAGE 0/ ENGLISH
LANGUAGE ARTS 137
ISSUES 137
ENGLISH LANGUAGE ARTS: PREPARING STUDENTS FOR THE LITERACY DEMANDS
OFTODAY AND TOMORROW 139 CLARIFICATION: SIX LANGUAGE ARTS OR FOUR
LANGUAGE
DOMAINS? 139 * MULTIPLE LITERACIES 140
CONTENTS
IMAGE 6
*...............................................................................................................
VIII
EFFECTIVE LITERACY PRACTICES FOR ELLS IN THE ELEMENTARY GRADES 141
KEY ELEMENTS FOR IMPROVING LITERACY FOR ELEMENTARY ENGLISH LANGUAGE
LEAMERS 141 THEORETICAL ORIENTATION 141 * LANGUAGE-RICH
ENVIRONMENT 141 * MEANINGFUL LITERACY 141 * CULTURALLY RELEVANT LITERACY
PRACTICES 141 * ADDITIVE
PERSPECTIVE ON LANGUAGE 142 * EMPHASIS ON ACADEMIC LANGUAGE 142
PREREADING STRATEGIES 142 * READING STRATEGIES FOR BEGINNING READERS 143
* READING STRATEGIES FOR
INTERMEDIATE READERS 143 * KEY ELEMENTS FOR IMPROVING
ADOLESCENT LITERACY 145 * EFFECTIVE READING INSTRUCTION FOR ELLS 146 *
EFFECTIVE WRITING INSTRUCTION FOR ELLS 147
THE LANGUAGE OF ENGLISH LANGUAGE ARTS 149
VOCABULARY 150 VOCABULARY TEACHING STRATEGIES 150 GRAMMATICAL FEATURES
152 * LANGUAGE FUNCTIONS 154 *
DISCOURSE 156
CONCLUSION 157
EXTENSIONS 157 FOR REFLECTION 157 * FOR ACTION 158
EH A PT ER 11 UNLOCKING THE LANGUAGE 0/
SOCIAL STUDIES 159 ISSUES 159
ABOUT THE FIELD OF SOCIAL STUDIES 161
THE SPECIALIZED LANGUAGE OF SOCIAL STUDIES 163 VOCABULARY 165 *
GRAMMATICAL FEATURES 167 * DISCOURSE 169
1. DIFFICULTIES PRESENTED BY SOCIAL STUDIES TEXTBOOKS AND MATERIALS 169
* 2. STUDENTS NEED TO ACCESS AND PRODUCE
DIFFIRENT KINDS O/WRITTEN GENRES 170
STRATEGIES FOR TEACHING AND LEAMING SOCIAL STUDIES 171 1. DEVELOPING
SOCIALLY SUPPORTIVE CLASSROOMS 171 * 2. EXPLICIT TEACHING 0/ ACADEMIC
SKILLS 173 * 3. REDUCING COGNITIVE LOAD AND INCREASING ACCESSIBILITY 0/
COMPLEX CONTENT
KNOWLEDGE 175
CONTENTS
IMAGE 7
...............................................................................................................*
IX
CONCLUSION 176 EXTENSIONS 177 FOR REFLECTION 177 * FOR ACTION 178
CHAPTER 12 PUTTING IT ALL TOGETHER 179
I KEY ISSUES 179
BACKGROUND 180
UNDERSTANDING THE WHOLE 180
LESSON EXAMPLES 180 CREATING A NEW LESSON 180 STEP 1: FIND AND CREATE
THE LEARNING TARGETS 180 *
STEP 2: MAKE INITIAL CONNECTIONS 181 * STEP 3: CREATE ENGAGING TASKS 182
* STEP 4: ASSESSMENT 182 ADAPTING LESSONS 182 ADAPTATION 1 184 *
ADAPTATION 2 186 *
ADAPTATION 3 188
GUIDELINES FOR CREATING AND ADAPTING LESSONS 190
GUIDELINE 1: DO NOT REINVENT THE WHEEL 190 * GUIDELINE 2: SHARE 191
CONCIUSION 191
EXTENSIONS 191 FOR REFLECTION 191 * FOR ACTION 192
APPENDIX 193
REFERENCES 199
INDEX 205
CONTENTS
|
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| bvnumber | BV036588380 |
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| dewey-sort | 3428.2 14 |
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| id | DE-604.BV036588380 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:43:33Z |
| institution | BVB |
| isbn | 9780138156763 013815676X |
| language | English |
| lccn | 2010008861 |
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| physical | XIII, 210 S. Ill. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
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| publisher | Pearson |
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| series2 | Allyn & Bacon resources for teaching English learners |
| spelling | Egbert, Joy Verfasser aut Access to academics planning instruction for k-12 classrooms with ELLs Joy Egbert and Gisela Ernst-Slavit Boston ; Munich [u.a.] Pearson 2010 XIII, 210 S. Ill. txt rdacontent n rdamedia nc rdacarrier Allyn & Bacon resources for teaching English learners Includes bibliographical references and index Englisch English language Study and teaching Foreign speakers Language arts Correlation with content subjects Language acquisition Education, Bilingual Mainstreaming in education Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 s DE-604 Ernst-Slavit, Gisela Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020509131&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Egbert, Joy Ernst-Slavit, Gisela Access to academics planning instruction for k-12 classrooms with ELLs Englisch English language Study and teaching Foreign speakers Language arts Correlation with content subjects Language acquisition Education, Bilingual Mainstreaming in education Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4018428-6 |
| title | Access to academics planning instruction for k-12 classrooms with ELLs |
| title_auth | Access to academics planning instruction for k-12 classrooms with ELLs |
| title_exact_search | Access to academics planning instruction for k-12 classrooms with ELLs |
| title_full | Access to academics planning instruction for k-12 classrooms with ELLs Joy Egbert and Gisela Ernst-Slavit |
| title_fullStr | Access to academics planning instruction for k-12 classrooms with ELLs Joy Egbert and Gisela Ernst-Slavit |
| title_full_unstemmed | Access to academics planning instruction for k-12 classrooms with ELLs Joy Egbert and Gisela Ernst-Slavit |
| title_short | Access to academics |
| title_sort | access to academics planning instruction for k 12 classrooms with ells |
| title_sub | planning instruction for k-12 classrooms with ELLs |
| topic | Englisch English language Study and teaching Foreign speakers Language arts Correlation with content subjects Language acquisition Education, Bilingual Mainstreaming in education Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Englisch English language Study and teaching Foreign speakers Language arts Correlation with content subjects Language acquisition Education, Bilingual Mainstreaming in education Fremdsprachenunterricht |
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