Sheltered Content Instruction Teaching English Language Learners with Diverse Abilities

ISBN-10: 0205493254
ISBN-13: 9780205493258
Edition: 3rd 2007 (Revised)
List price: $43.40 Buy it from $1.12 Rent it from $20.90
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Book details

List price: $43.40
Edition: 3rd
Copyright year: 2007
Publisher: Allyn & Bacon, Incorporated
Publication date: 7/6/2006
Binding: Paperback
Pages: 208
Size: 7.50" wide x 9.25" long x 0.50" tall
Weight: 0.946
Language: English

Jana Echevarria, Ph.D.,Professor Emerita at California State University, Long Beach, has taught in special education, English as a Second Language and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. She is an internationally known expert on second language learners and her research and publications focus on effective instruction for English learners, including those with learning disabilities. Selected publications include the books,Making Content Comprehensible for English Learners: The SIOP ModelandSheltered Content Instruction: Teaching Students With Diverse Abilities, both published by Allyn & Bacon. The SIOP Model of instruction is used widely in all 50 states and a number of countries. Currently, she is a Fulbright Specialist and is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education. In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB. nbsp; Anne W. Graves, Ph. D.is a Professor and Chair of the Department of Special Education at San Diego State University. She has teaching and research experience in the schools since 1975. She has conducted numerous research projects on the effects of reading and writing instruction with particular focus on ethnolinguistically diverse students. Her major focus is to develop improved teaching practices for English learners.nbsp;nbsp;

All chapters conclude with Summary, Activities, and References
Preface
Teaching English-Language Learners with Diverse Abilities
Native Language Knowledge
English Language Knowledge
Academic Background and School Experience
Learning and Behavior Challenges
Search for Interventions: A 3-Tiered Model
Student Profiles Revisited
Theoretical and Historical Foundations
History of Education of Students Learning English in School
Teaching English Language Learners: Theory to Practice
Theories of Second-Language Acquisition
The Contributions of Cummins
Factors That Affect Second-Language Acquisition
Sheltered Instruction in the Content Areas
Components of Sheltered Instruction
Sheltered Instruction and Effective Instruction
A Comparative Case Study
Affective Issues
Providing Constructivist Reading and Writing Activities
Providing Ample Practice and Careful Corrections
Focusing on Relevant Background Knowledge
Actively Involving Learners
Using Alternative Grouping Strategies
Providing Native Language Support
Focusing on Content and on Activities That Are Meaningful to Students
Creating Roles in the Classroom for Family and Community Members
Holding High Expectations for All Learners
Being Responsive to Cultural and Personal Diversity
Learning Strategies
Types of Learning Strategies
Guidelines for Selecting a Learning Strategy
Lesson Phases When Teaching Learning Strategies
Presentation Methods Used to Teach Learning Strategies
Examples of Specific Strategies in Teaching Reading and Writing in Content Areas
Teaching Reading Strategies in Content Area Classes
Teaching Writing Strategies in Content Area Classes
Curriculum Adaptations
Demonstrating Sensitivity to Cultural and Linguistic Diversity
Providing Adequate Background Knowledge
Categorizing Materials as Either Content Knowledge or Academic Proficiency
Including Both Language Development and Content Vocabulary Development
Modifying Plans and Texts
Modifying Assignments
Assigning Notetaking, Report Writing, Study Sheets and Homework, and Progress Checks
Using Study Resource Guides
Adjusting Discourse to Enhance Learning
The Discourse of Sheltered Instruction
The Discourse of Instructional Conversations
Theoretical Background
Self Evaluation and Collaborative Implementation
Self Evaluation and Goal Setting
Collaboration with School Personnel or Peers
Index

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