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Understanding the Roles of Language and Content | |
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Academic success: Learning the language of school | |
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Key Issues | |
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Cartoon ��� ELLs need to learn much more than just language | |
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The language of school | |
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Social language | |
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Everyday aspects | |
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Example of concept: What's in a name? | |
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Intercultural aspects | |
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Instructional aspects | |
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Academic language | |
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Vocabulary | |
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Grammar/Syntax | |
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Discourse | |
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The BICS/CALP distinction | |
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Connection between BICS/CALP and the language of school | |
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Extensions | |
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For Reflection | |
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For Action | |
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the role of language proficiency in school | |
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Key Issues | |
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Language proficiency | |
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Language domains | |
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Receptive and productive skills | |
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Factors influencing language proficiency | |
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Levels of language proficiency | |
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Starting | |
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Emerging | |
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Developing | |
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Expanding | |
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Bridging | |
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The role of native languages and cultures | |
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Connection between academic language and content | |
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Language functions | |
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Academic achievement | |
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Communicative competence | |
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Keys for developing academic language | |
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Extensions | |
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For Reflection | |
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For Action | |
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Components of Effective Lesson Design | |
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Assessing student strengths and needs | |
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Key Issues | |
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Background | |
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Understanding Needs | |
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Collecting General Information | |
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Language Background and Needs | |
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Educational/Academic Background | |
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Content Background and Knowledge | |
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Cultural Background | |
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Guidelines for Understanding Student Needs | |
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Conclusion | |
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Extensions | |
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For Reflection | |
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For Action | |
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Writing and teaching to language objectives | |
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Key Issues | |
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Background | |
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Understanding Objectives | |
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Content objectives | |
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Language objectives | |
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Teaching to language objectives | |
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Conclusion | |
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Extensions | |
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For Reflection | |
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For Action | |
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Connecting to students' lives | |
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Key Issues | |
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Background | |
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Understanding Connections | |
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Making personal connections | |
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Making academic connections | |
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Building Background Knowledge | |
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Integrating Connections | |
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Guidelines for Making Connections | |
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Conclusion | |
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Extensions | |
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For Reflection | |
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For Action | |
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Designing Engaging Tasks | |
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Key Issues | |
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Background | |
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Understanding Engaging Tasks | |
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Elements of Tasks | |
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Elements of Task Process | |
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Instructional groupings | |
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Modes | |
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Task structure | |
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Time and pacing | |
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Scaffolding | |
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Resources/Texts | |
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Teacher/Student roles | |
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Procedural tools | |
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Elements of Task Product | |
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Pedagogical Connections | |
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Guidelines for Task Design | |
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Conclusion | |
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Extensions | |
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For Reflection | |
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For Action | |
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Assessing Lessons and Students | |
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Key Issues | |
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Background | |
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Understanding Assessment | |
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Assessing Student Process and Product | |
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Homework and Parents | |
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Assessing Lessons | |
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Guidelines for Assessment | |
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Conclusion | |
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Extensions | |
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For Reflection | |
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For Action | |
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Designing Lessons for Academic Success | |
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Unlocking the language of Ssience | |
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Key Issues | |
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National and state standards | |
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Emphasis on inquiry and discovery learning | |
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The role of students' languages, cultures and communities | |
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The specialized language of science | |
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Vocabulary | |
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Grammar/Syntax | |
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Discourse | |
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Language functions | |
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Teaching strategies for learning and talking science | |
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Talking science: An example from the classroom | |
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Extensions | |
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For Reflection | |
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For Action | |
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Unlocking the language of mathematics | |
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Key Issues | |
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National and state standards | |
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Emphasis on problem solving | |
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The role of students' languages, cultures and communities | |
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The specialized language of mathematics | |
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Vocabulary | |
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Grammar/Syntax | |
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Discourse | |
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Language functions | |
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Teaching strategies for learning and talking mathematics | |
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Talking math: An example from the classroom | |
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Extensions | |
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For Reflection | |
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For Action | |
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Unlocking the language of English language arts | |
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Key Issues | |
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National and state standards | |
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Preparing students for the literacy demands of today and tomorrow | |
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The role of students' languages, cultures and communities | |
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Literacy and language learning: An integrated model | |
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Texts | |
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Processes and strategies | |
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Systems of structure of language | |
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Audiences | |
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Contexts | |
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Teaching strategies for learning language skills and literacies | |
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Placing the learner at the center: An example from the classroom | |
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Extensions | |
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For Reflection | |
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For Action | |
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Unlocking the language of social studies | |
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Key Issues | |
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About the field of social studies | |
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The specialized language of social studies | |
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Grammatical features | |
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Discourse | |
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Strategies for teaching and learning social studies | |
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Extensions | |
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For Reflection | |
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For Action | |
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Putting it all together | |
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Key Issues | |
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Background | |
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Understanding the whole | |
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Lesson examples | |
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Adapting lessons | |
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Guidelines for creating and adapting lessons | |
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Extensions | |
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For Reflection | |
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For Action | |
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References | |
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Index (to be decided) | |