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Academic Language in Diverse Classrooms Mathematics Grades 6 8

Academic Language in Diverse Classrooms  Mathematics  Grades 6   8 Author Margo Gottlieb
ISBN-10 9781452278100
Release 2013-05-08
Pages 184
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Make every student fluent in the language of learning. The Common Core and ELD standards provide pathways to academic success through academic language. Using an integrated Curricular Framework, districts, schools and professional learning communities can: Design and implement thematic units for learning Draw from content and language standards to set targets for all students Examine standards-centered materials for academic language Collaborate in planning instruction and assessment within and across lessons Consider linguistic and cultural resources of the students Create differentiated content and language objectives Delve deeply into instructional strategies involving academic language Reflect on teaching and learning



Academic Language in Diverse Classrooms Mathematics Grades 3 5

Academic Language in Diverse Classrooms  Mathematics  Grades 3  5 Author Margo Gottlieb
ISBN-10 9781452234823
Release 2013-03-12
Pages 176
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Make every student fluent in the language of learning. The Common Core and ELD standards provide pathways to academic success through academic language. Using an integrated Curricular Framework, districts, schools and professional learning communities can: Design and implement thematic units for learning Draw from content and language standards to set targets for all students Examine standards-centered materials for academic language Collaborate in planning instruction and assessment within and across lessons Consider linguistic and cultural resources of the students Create differentiated content and language objectives Delve deeply into instructional strategies involving academic language Reflect on teaching and learning



Academic Language in Diverse Classrooms Mathematics Grades 6 8

Academic Language in Diverse Classrooms  Mathematics  Grades 6  8 Author Margo Gottlieb
ISBN-10 9781452234830
Release 2013-05-07
Pages 160
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Make every student fluent in the language of learning. The Common Core and ELD standards provide pathways to academic success through academic language. Using an integrated Curricular Framework, districts, schools and professional learning communities can: Design and implement thematic units for learning Draw from content and language standards to set targets for all students Examine standards-centered materials for academic language Collaborate in planning instruction and assessment within and across lessons Consider linguistic and cultural resources of the students Create differentiated content and language objectives Delve deeply into instructional strategies involving academic language Reflect on teaching and learning



Academic Language in Diverse Classrooms Definitions and Contexts

Academic Language in Diverse Classrooms  Definitions and Contexts Author Margo Gottlieb
ISBN-10 9781452234786
Release 2014-04-22
Pages 219
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This companion (foundational) book to the six-book series, Academic Language Demands for Language Learners: From Text to Context, encapsulates the broad ideas of the series by presenting the evolving theory behind the construct of academic language, a definition and examples of each of its components, and a template for direct classroom applicability. Each of the six books in the series is a more detailed, comprehensive treatment of text-based academic language at each grade level and describes the process by which teachers can incorporate academic language into their instructional assessment practices. This foundations book is suitable for use with any (or all) of the six volumes or can be used separately.



Academic Language in Diverse Classrooms English Language Arts Grades 6 8

Academic Language in Diverse Classrooms  English Language Arts  Grades 6 8 Author Margo Gottlieb
ISBN-10 9781452278308
Release 2013-10-01
Pages 224
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Make every student fluent in the language of learning. The Common Core and ELD standards provide pathways to academic success through academic language. Using an integrated Curricular Framework, districts, schools and professional learning communities can: Design and implement thematic units for learning Draw from content and language standards to set targets for all students Examine standards-centered materials for academic language Collaborate in planning instruction and assessment within and across lessons Consider linguistic and cultural resources of the students Create differentiated content and language objectives Delve deeply into instructional strategies involving academic language Reflect on teaching and learning



Every Math Learner Grades 6 12

Every Math Learner  Grades 6 12 Author Nanci N. Smith
ISBN-10 9781506390376
Release 2017-02-02
Pages 352
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Differentiation that shifts your instruction and boosts ALL student learning! Nationally recognized math differentiation expert Nanci Smith debunks the myths surrounding differentiated instruction, revealing a practical approach to real learning differences. Theory-lite and practice-heavy, this book provides a concrete and manageable framework for helping all students know, understand, and even enjoy doing mathematics. Busy secondary mathematics educators learn to Provide practical structures for assessing how students learn and process mathematical concepts information Design, implement, manage, and formatively assess and respond to learning in a standards-aligned differentiated classroom Adjust current materials to better meet students' needs Includes classroom videos and a companion website.



Connecting Content and Academic Language for English Learners and Struggling Students Grades 2 6

Connecting Content and Academic Language for English Learners and Struggling Students  Grades 2   6 Author Ruth Swinney
ISBN-10 9781452236216
Release 2011-05-11
Pages 200
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Create unit plans that will empower your EL students Award-winning teacher Ruth Swinney and Harvard graduate Patricia Velasco focus on the careful planning needed to develop the academic language of all students. For English learners especially, it is critically important to integrate language development with content. What makes this book unlike any other is the detailed guidance it provides in: Encouraging verbal expression in the classroom Planning units that link language with content Using shared reading and writing, read alouds, and conversation



Content Area Conversations

Content Area Conversations Author Douglas Fisher
ISBN-10 9781416616559
Release 2008-10-15
Pages 175
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Teachers across the country are seeking ways to make their multicultural classrooms come alive with student talk about content. Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners is a practical, hands-on guide to creating and managing environments that spur sophisticated levels of student communication, both oral and written. Paying special attention to the needs of English language learners, the authors *Detail research-based steps for designing lessons that spark student talk; *Share real-life classroom scenarios and dialogues that bring theory to life; *Describe easy-to-use assessments for all grade levels; *Provide rubrics, worksheets, sentence frames, and other imaginative tools that encourage academic communication; and *Offer guiding questions to help teachers plan instruction. Teachers at any grade level, in any content area, will find a wide variety of strategies in this book to help students simultaneously learn English and learn in English. Drawing both on decades of research data and on the authors' real-life experiences as teachers of English language learners, this book is replete with ideas for fostering real academic discourse in your classroom.



Assessing English Language Learners Bridges to Educational Equity

Assessing English Language Learners  Bridges to Educational Equity Author Margo Gottlieb
ISBN-10 9781506342139
Release 2016-03-03
Pages 296
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Build the bridges for English language learners to reach success! This thoroughly updated edition of Gottlieb’s classic delivers a complete set of tools, techniques, and ideas for planning and implementing instructional assessment of ELLs. The book includes: A focus on academic language use in every discipline, from mathematics to social studies, within and across language domains Emphasis on linguistically and culturally responsive assessment as a key driver for measuring academic achievement A reconceptualization of assessment “as,” “for,” and “of” learning Reflection questions to stimulate discussion around how students, teachers, and administrators can all have a voice in decision making



Academic Conversations

Academic Conversations Author Jeff Zwiers
ISBN-10 9781571108845
Release 2011
Pages 234
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Where would we be without conversation? Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. Conversations, particularly academic conversations ... push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. [The] authors ... have identified five core communication skills to help students hold productive academic conversations across content areas. These skills are: elaborating and clarifying, supporting ideas with evidence, building on and/or challenging ideas, paraphrasing and synthesizing. This books shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches.



Constructivist Strategies for Teaching English Language Learners

Constructivist Strategies for Teaching English Language Learners Author Sharon Adelman Reyes
ISBN-10 9781452293608
Release 2007-12-13
Pages 208
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This book provides guidelines for using constructivist teaching methods with English language learners and includes classroom examples, grade-level connections, and strategies that promote educational equity.



Teaching and Learning Mathematics in Multilingual Classrooms

Teaching and Learning Mathematics in Multilingual Classrooms Author Anjum Halai
ISBN-10 9789463002295
Release 2015-12-17
Pages 275
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Contemporary concerns in mathematics education recognize that in the increasingly technological and globalized world, with concomitant change in population demographics (e.g. immigration, urbanization) and a change in the status of languages (e.g. English as a dominant language of science and technology) multilingualism in classrooms is a norm rather than an exception. Shifts in perspective also view language not simply as an instrument for cognition with all learners equipped with this instrument in service of learning, although clearly in the classroom that remains of importance. Rather, it is now also being acknowledged that language use is inherently political, so that the language that gets official recognition in the classroom is invariably the language of the powerful elite, or the dominant societal language, or in the case of post-colonial contexts the language of the colonisers. From this socio-political role of language in learning quite different issues arise for teaching, learning and curriculum for linguistically marginalized learners than that of cognition (e.g. immigrants, second language learners, other). Policies on language in education are being considered and re-considered with specific reference to mathematics teaching and learning. Given the policy environment, globally the proposed publication is timely. This edited collection draws on recent, emerging insights and understandings about the approaches to improving policy and practice in mathematics education and mathematics teacher education in multilingual settings. It presents, and discusses critically, examples of work from a range of contexts and uses these examples to draw out key issues for research in education in language diverse settings including teaching, learning, curriculum and fit these with appropriate policy and equity approaches. With contributions from all over the world, especially novice researchers in low income countries, this book is a valuable resource for courses in Mathematics Education and related social sciences both at the graduate and undergraduate levels, as well as for students of international development.



Reading Writing and Talk

Reading  Writing  and Talk Author Mariana Souto-Manning
ISBN-10 9780807774717
Release
Pages
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This book introduces a variety of inclusive strategies for teaching language and literacy in kindergarten through 2nd grade. Readers are invited into classrooms where racially, culturally, and linguistically diverse children’s experiences, unique strengths, and expertise are supported and valued. Chapters focus on oral language, reading, and writing development and include diverse possibilities for culturally relevant and inclusive teaching. Featured teaching strategies foster academic success, cultural competence, and critical consciousness—leading students to read their worlds and question educational and societal inequities. Early childhood teachers will find this book invaluable as they consider effective ways to teach diverse children. The hands-on examples and strategies portrayed will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and literacy education curriculum. Unique in its focus on equitable, fully inclusive, and culturally relevant language and literacy teaching, this important book will help K–2 teachers (re)think and (re)conceptualize their own practices. “Offers us a great opportunity to explore pedagogical strategies that are diverse and inclusive.” —From the Foreword by Gloria Ladson-Billings, University of Wisconsin–Madison “Readers will discover a treasure of teacher and student collaborative experiences to engage diverse learners.” —Yetta and Ken Goodman, University of Arizona “The authors offer rich vignettes and pragmatic guidance for learning about, responding to, and respectfully building community among children. We readers are in their debt.” —Anne Haas Dyson, University of Illinois “A beautifully written book filled with powerful examples. . . . I heartily recommend it for all teachers lucky enough to work on a daily basis with our brilliant early elementary students.” —Ernest Morrell, Teachers College, Columbia University



How to Differentiate Instruction in Academically Diverse Classrooms Third Edition

How to Differentiate Instruction in Academically Diverse Classrooms  Third Edition Author Carol Ann Tomlinson
ISBN-10 9781416623335
Release 2017-03-22
Pages 186
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We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and “kids in the middle” and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms. Written as a practical guide for teachers, this expanded third edition of Carol Ann Tomlinson’s groundbreaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it. You’ll learn * What differentiation is and why it’s essential * How to set up the flexible and supportive learning environment that promotes success * How to manage a differentiated classroom * How to plan lessons differentiated by readiness, interest, and learning profile * How to differentiate content, process, and products * How to prepare students, parents, and yourself for the challenge of differentiation First published in 1995 as How to Differentiate Instruction in Mixed-Ability Classrooms, this new edition reflects evolving best practices in education, the experiences of practitioners throughout the United States and around the world, and Tomlinson’s continuing thinking about how to help each and every student access challenging, high-quality curriculum; engage in meaning-rich learning experiences; and feel at home in a school environment that “fits.”



Educating Everybody s Children

Educating Everybody s Children Author Robert W. Cole
ISBN-10 9781416612490
Release 2008-06-15
Pages 295
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Designed to promote reflection, discussion, and action among the entire learning community, Educating Everybody's Children encapsulates what research has revealed about successfully addressing the needs of students from economically, ethnically, culturally, and linguistically diverse groups and identifies a wide range of effective principles and instructional strategies. Although good teaching works well with all students, educators must develop an extensive repertoire of instructional tools to meet the varying needs of students from diverse backgrounds. Those tools and the knowledge base behind them are the foundation of this expanded and revised second edition of Educating Everybody's Children. Each strategy discussed in the book includes classroom examples and a list of the research studies that support it. The most important thing we have learned as a result of the education reform movement is that student achievement stands or falls on the motivation and skills of teachers. We must ensure that all teachers are capable of delivering a standards?based curriculum that describes what students should know and be able to do, and that these standards are delivered by means of a rich and engaging "pedagogy of plenty." By these two acts we can ensure that all schools will be ready and able to educate everybody's children.



Assessing English Language Learners

Assessing English Language Learners Author Margo Gottlieb
ISBN-10 9781452239682
Release 2006-01-06
Pages 224
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Discover how to bridge the gap between equitably assessing linguistic and academic performance! This well-documented text examines the unique needs of the growing population of English language learners (ELLs) and describes strategies for implementing instructional assessment of language and content. With both depth and breadth, the author articulates how to equitably and comprehensively assess the language proficiency and academic achievement of ELLs. Both practicing and aspiring educators will benefit from: Rubrics, charts, checklists, surveys, and other ready-to-use tools Professional development activities An integrated approach to teaching standards, language, and content Guidance on how best to address standardized testing and grading



Access to Academics

Access to Academics Author Joy Egbert
ISBN-10 013815676X
Release 2010
Pages 210
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Access to Academics: Planning Instruction for K-12 Classrooms with ELLs takes a different look at language than most other books – it addresses it as something students must use constantly, in a variety of school venues and in different ways depending on the context. The book shows language as vital to content access and thereby academic achievement, but, more importantly, it also provides step-by-step instructions explaining how to help students acquire the language they need. Although the main emphasis is on English language learners (ELLs), the term “diverse learners” used throughout also encompasses the great variety in any classroom of student backgrounds, abilities, needs, and interests.