skip to content
Unlocking English learners' potential : strategies for making content accessible Preview this item
ClosePreview this item
Checking...

Unlocking English learners' potential : strategies for making content accessible

Author: Diane Staehr Fenner; Sydney Snyder; Lydia Breiseth
Publisher: Thousand Oaks, California : Corwin, a SAGE Company, [2017]
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
This rich ELL resource helps content and ESOL teachers collaboratively help struggling ELs meet today's rigorous content standards using research-based scaffolding techniques, advocacy and more!
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Document Type: Book
All Authors / Contributors: Diane Staehr Fenner; Sydney Snyder; Lydia Breiseth
ISBN: 9781506352770 1506352774
OCLC Number: 984898540
Description: xvii, 264 pages : illustration ; 29 cm
Contents: ForewordAcknowledgmentsAbout the AuthorsIntroductionChapter 1: Why You Need This Book to Support ELs What Is the Framework for Equitable and Excellent EL Education? What Is the Sense of Urgency Around ELs' Equitable and Excellent Learning? How Are ELs' Demographics Changing? What Are ELs' Opportunity and Achievement Gaps? What Shifts Have Occurred in Content Standards, and How Do These Affect ELs? What Are the Guiding Principles That We Use to Frame Our Work With ELs and This Book? How Do I Get Started Using All Five Guiding Principles? Conclusion Reflection Questions ReferencesChapter 2: Using a Culturally Responsive Framework to Meet the Needs of ELs What Is Culture? Why Does Culture Matter for ELs' Teaching and Learning? How Can I Begin to Understand How My Cultural Expectations May Differ From Those of My ELs and the Impact This Will Have in the Classroom? What Is Culturally Responsive Pedagogy? What Are the Guidelines of Culturally Responsive Teaching? What Is the Role of Collaboration in Developing a Culturally Responsive Classroom? What Is the Role of Equity, Advocacy, and Leadership in Developing a Culturally Responsive Classroom? Next Steps Conclusion Reflection Questions References Additional ResourcesChapter 3: Scaffolding Instruction for ELs What Is a Scaffold? What Are Different Types of Scaffolds? What Types of Materials and Resources Can I Use to Scaffold Instruction? What Instructional Practices Can I Use as Scaffolding? How Can I Use Student Grouping to Scaffold Instruction? What Steps Should I Take to Scaffold a Lesson? Steps for Developing Scaffolded Lessons Plans How Do I Select the Most Appropriate Scaffold for a Task for Each Modality of Language? What Is the Role of Collaboration in Scaffolding Instruction for ELs? What Is the Role of Equity, Advocacy, and Leadership in Developing Scaffolded Materials? Conclusion Application Activity Responses Reflection Questions References Additional ResourcesChapter 4: Academic Conversations: A Tool for Fostering ELs' Oral Language Development Why Is It Important to Focus on ELs' Oral Language Development? How Do I Develop Effective Oral Language Activities for ELs? What Practices Can ELs Engage in to Support Their Participation and Engagement in Oral Language Activities? What Are Some Activities for Supporting ELs' Oral Language Development? How Can I Collaborate Around ELs' Academic Conversations? What Is the Role of Equity, Advocacy, and Leadership in Supporting ELs' Oral Language Development? Next Steps Conclusion Reflection Questions ReferencesChapter 5: Teaching Academic Language to ELs What Is Academic Language? How Is Academic Language Different From Social Language? How Is Academic Language Structured? What Is the Interplay Between Scaffolds, Errors, and Academic Language? What Is the Word Level? What Is the Sentence Level? What Is the Discourse Level? Why Is Academic Language Important? Why Don't ELs Just Need Assistance With Vocabulary? What Does It Mean That Acquisition of Academic Language Takes Place Within a Sociocultural Context? How Do I Increase My Awareness of the Academic Language ELs Need to Access Challenging Content? How Can I Figure Out What Academic Language Might Be Challenging for My ELs? How Do I Teach Sentence-Level Academic Language to ELs? How Do I Teach Discourse-Level Academic Language to ELs? What Steps Should I Follow When Planning Instruction That Integrates Instruction of Academic Language Simultaneously With Content? How Can I Coplan Instruction of Academic Language When My Time Is Limited? How Can I Infuse Equity, Advocacy, and Leadership to Promote Academic Language? Next Steps Conclusion Reflection Questions ReferencesChapter 6: Vocabulary Instruction and ELs What Is Academic Vocabulary? Why Teach Academic Vocabulary to ELs? How Should I Select Vocabulary for In-Depth Instruction? How Can I Assess Students' Initial Understanding of These New Words? What Strategies Should I Use for Teaching Academic Vocabulary? What Activities Can I Use to Help My ELs Practice New Vocabulary? How Can I Help My ELs Become Independent Learners of New Vocabulary? How Do I Put All of the EL Vocabulary Strategies Together? What Is the Role of Collaboration in Teaching Academic Vocabulary to ELs? What Is the Role of Equity, Advocacy, and Leadership in Teaching Academic Vocabulary to ELs? Next Steps Conclusion Reflection Questions References Additional Tools and ResourcesChapter 7: Teaching ELs Background Knowledge Reflection: How Do I Feel About Teaching Background Knowledge to ELs? How Can I Raise My Awareness About the Importance of ELs' Background Knowledge? What Does the Research Say About Background Knowledge? What Is the Close Reading of Texts? What Is the Role of Background Knowledge in ELs' Close Reading of Texts? How Do I Match ELs to Texts? What Is a Framework I Can Use for Building ELs' Background Knowledge? Step 1: How Do I Find out My ELs' Prior Knowledge on a Particular Topic or Text? Step 2: How Do I Decide How Much Background Knowledge to Provide to ELs? Step 3: How Do I Activate ELs' Background Knowledge That They Already Possess? Step 4: What Are Some Strategies for Concisely Teaching ELs Background Knowledge? What Are Some Examples of Teaching Background Knowledge? How Can I Apply the Four-Step Framework When Teaching Background Knowledge to ELs? How Do I Build or Activate ELs' Background Knowledge in Mathematics? How Do I Construct Less Biased Mathematics Problems for ELs? What Is the Role of Collaboration in Teaching Background Knowledge? What Is the Role of Equity, Advocacy, and Leadership in Teaching Background Knowledge? Conclusion Reflection Questions Application Activity Responses ReferencesChapter 8: Supporting ELs' Reading for Multiple Purposes Through Using Scaffolded Text-Dependent Questions What Does It Mean to Read for Multiple Purposes? How Can I Specifically Scaffold My Instruction of ELs to Support Their Reading for Multiple Purposes? What Are TDQs? What Type of Questions Should I Ask to Create TDQs for ELs? How Do I Scaffold My ELs' Responses to TDQs? What Steps Should I Take to Create TDQs for ELs? How Do I Apply What I Have Learned About Creating TDQs for ELs? How Do I Collaborate to Create Effective Scaffolded TDQs for ELs? What is the Role of Equity, Advocacy, and Leadership in Creating TDQs? Conclusion Reflection Questions Application Activity Responses ReferencesChapter 9: Formative Assessment for ELs What Is Assessment as, of, and for Learning? What Is Formative Assessment? What Does the Research Say on Assessment for ELs in General? What Is the Role of Formative Assessment With ELs? How Do I Structure the Formative-Assessment Process for ELs? How Can I Interpret Formative-Assessment Evidence to Inform Instruction of ELs? What Is Assessment Validity for ELs, and How Can I Ensure My Formative Assessments Are Valid? How Can I Ensure That Formative Assessments Are Valid for ELs of Varying Proficiency Levels? How Do I Scaffold Formative Assessments for ELs? How Does the Formative-Assessment Process for ELs Unfold in a Classroom? How Can I Support My ELs on Computer-Based Formative Assessments? What Is the Role of Collaboration in Creating and Using Formative Assessments for ELs? What Is the Role of Equity, Advocacy, and Leadership in Creating and Using Formative Assessments for ELs? What Are the Next Steps to Design Formative Assessments Specific to My Context? Conclusion Reflection Questions ReferencesIndex
Responsibility: Diane Staehr Fenner, Sydney Snyder ; foreword by Lydia Breiseth.

Abstract:

This rich ELL resource helps content and ESOL teachers collaboratively help struggling ELs meet today's rigorous content standards using research-based scaffolding techniques, advocacy and more!  Read more...

Reviews

Editorial reviews

Publisher Synopsis

"Drs. Staehr Fenner and Snyder compile an impressive number of instructional strategies that work for emerging bilingual students. With clarity and relevant examples, strategies are brought to life Read more...

 
User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.
Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


Primary Entity

<http://www.worldcat.org/oclc/984898540> # Unlocking English learners' potential : strategies for making content accessible
    a schema:CreativeWork, schema:Book ;
    library:oclcnum "984898540" ;
    library:placeOfPublication <http://id.loc.gov/vocabulary/countries/cau> ;
    schema:about <http://dewey.info/class/428.0071/e23/> ;
    schema:about <http://experiment.worldcat.org/entity/work/data/4189920731#Topic/english_teachers_training_of> ; # English teachers--Training of
    schema:about <http://experiment.worldcat.org/entity/work/data/4189920731#Topic/english_language_study_and_teaching_foreign_speakers> ; # English language--Study and teaching--Foreign speakers
    schema:about <http://experiment.worldcat.org/entity/work/data/4189920731#Topic/education_curricula> ; # Education--Curricula
    schema:about <http://experiment.worldcat.org/entity/work/data/4189920731#Topic/classroom_environment> ; # Classroom environment
    schema:about <http://experiment.worldcat.org/entity/work/data/4189920731#Topic/second_language_acquisition> ; # Second language acquisition
    schema:about <http://experiment.worldcat.org/entity/work/data/4189920731#Topic/language_arts_correlation_with_content_subjects> ; # Language arts--Correlation with content subjects
    schema:author <http://experiment.worldcat.org/entity/work/data/4189920731#Person/snyder_sydney> ; # Sydney Snyder
    schema:author <http://experiment.worldcat.org/entity/work/data/4189920731#Person/fenner_diane_staehr> ; # Diane Staehr Fenner
    schema:bookFormat bgn:PrintBook ;
    schema:contributor <http://experiment.worldcat.org/entity/work/data/4189920731#Person/breiseth_lydia> ; # Lydia Breiseth
    schema:datePublished "2017" ;
    schema:description "This rich ELL resource helps content and ESOL teachers collaboratively help struggling ELs meet today's rigorous content standards using research-based scaffolding techniques, advocacy and more!"@en ;
    schema:exampleOfWork <http://worldcat.org/entity/work/id/4189920731> ;
    schema:inLanguage "en" ;
    schema:name "Unlocking English learners' potential : strategies for making content accessible"@en ;
    schema:productID "984898540" ;
    schema:workExample <http://worldcat.org/isbn/9781506352770> ;
    wdrs:describedby <http://www.worldcat.org/title/-/oclc/984898540> ;
    .


Related Entities

<http://experiment.worldcat.org/entity/work/data/4189920731#Person/breiseth_lydia> # Lydia Breiseth
    a schema:Person ;
    schema:familyName "Breiseth" ;
    schema:givenName "Lydia" ;
    schema:name "Lydia Breiseth" ;
    .

<http://experiment.worldcat.org/entity/work/data/4189920731#Person/fenner_diane_staehr> # Diane Staehr Fenner
    a schema:Person ;
    schema:familyName "Fenner" ;
    schema:givenName "Diane Staehr" ;
    schema:name "Diane Staehr Fenner" ;
    .

<http://experiment.worldcat.org/entity/work/data/4189920731#Person/snyder_sydney> # Sydney Snyder
    a schema:Person ;
    schema:familyName "Snyder" ;
    schema:givenName "Sydney" ;
    schema:name "Sydney Snyder" ;
    .

<http://experiment.worldcat.org/entity/work/data/4189920731#Topic/classroom_environment> # Classroom environment
    a schema:Intangible ;
    schema:name "Classroom environment"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/4189920731#Topic/education_curricula> # Education--Curricula
    a schema:Intangible ;
    schema:name "Education--Curricula"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/4189920731#Topic/english_language_study_and_teaching_foreign_speakers> # English language--Study and teaching--Foreign speakers
    a schema:Intangible ;
    schema:name "English language--Study and teaching--Foreign speakers"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/4189920731#Topic/english_teachers_training_of> # English teachers--Training of
    a schema:Intangible ;
    schema:name "English teachers--Training of"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/4189920731#Topic/language_arts_correlation_with_content_subjects> # Language arts--Correlation with content subjects
    a schema:Intangible ;
    schema:name "Language arts--Correlation with content subjects"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/4189920731#Topic/second_language_acquisition> # Second language acquisition
    a schema:Intangible ;
    schema:name "Second language acquisition"@en ;
    .

<http://worldcat.org/isbn/9781506352770>
    a schema:ProductModel ;
    schema:isbn "1506352774" ;
    schema:isbn "9781506352770" ;
    .

<http://www.worldcat.org/title/-/oclc/984898540>
    a genont:InformationResource, genont:ContentTypeGenericResource ;
    schema:about <http://www.worldcat.org/oclc/984898540> ; # Unlocking English learners' potential : strategies for making content accessible
    schema:dateModified "2018-04-16" ;
    void:inDataset <http://purl.oclc.org/dataset/WorldCat> ;
    .


Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.