Common Core for the Not-So-Common Learner, Grades K-5 English Language Arts Strategies

ISBN-10: 1452257825
ISBN-13: 9781452257822
Edition: 2013
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Description: Make the Common Core accessible to ELLs and other at-risk learners!Grounded in the four ELA strands of reading, writing, speaking, and listening, this book offers clear explanations of the CCSS and strategies for working with English language  More...

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Book details

List price: $29.95
Copyright year: 2013
Publisher: Corwin Press
Publication date: 3/13/2013
Binding: Paperback
Pages: 232
Size: 7.00" wide x 10.50" long x 0.50" tall
Weight: 1.298
Language: English

Make the Common Core accessible to ELLs and other at-risk learners!Grounded in the four ELA strands of reading, writing, speaking, and listening, this book offers clear explanations of the CCSS and strategies for working with English language learners, standard English learners, and other struggling students. The authors provide: Detailed examples of how to implement strategies across elementary grade levelsAnchor Performances-skill sets that all students need to be able to do to meet each anchor standard-and suggested strategies to help build these skills Tools and templates to support implementation Guidance on collaboration and co-teaching to promote literacy

<p><span style="COLOR: #111111">Dr. Andrea Honigsfeld is Associate Dean in the division of education at Molloy College, Rockville Centre, NY. She teaches graduate education courses related to cultural and linguistic diversity, linguistics, ESL methodology and action research. Before entering the field of teacher education, she was an English as a Foreign Language teacher in Hungary (Grades 5-8 and adult), an English as a Second Language teacher in New York City (Grades K-3 and adult), and taught Hungarian at New York University.</span></p><p></p><p><span style="COLOR: #111111">She was the recipient of a Doctoral Fellowship at St. John’s University, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English Language Learners and/or providing individualized instruction based on learning-style preferences. She received a Fulbright </span>Award to lecture in Iceland in the Fall of 2002. In the past eight years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines and the United Arab Emirates. She frequently offers staff development primarily focusing on effective differentiated strategies and collaborative practices for English as a second Language and general education teachers. Her co-authored book <i>Differentiated Instruction for At-Risk Students </i>(2009)<i> </i>and co-edited book <i>Breaking the Mold of School Instruction and Organization </i>(2010) are published by Rowman and Littlefield.</p>

Learn more about Maria Dove's PD offerings Maria G. Dove , Ed.D. is Assistant Professor and Coordinator of the MS TESOL Program in the Division of Education at Molloy College, Rockville Centre, New York, where she teaches courses to preservice and inservice teachers on the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked over thirty years as an English-as-a second language teacher in public school settings (Grades K-12) and in adult English language programs in Nassau County, New York. In 2010, she received the Outstanding ESL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development throughout the United States for educators on the teaching of diverse students. She also serves as a mentor for new ESL teachers as well as an instructional coach for general-education teachers and literacy specialists. She has published several articles and book chapters on collaborative teaching practices, instructional leadership, and collaborative coaching. Her best-selling co-authored book, Collaboration and Co-Teaching: Strategies for English Learners (2010) is published by Corwin Press, and her co-edited book, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) is published by Information Age Publishing.

Preface
Acknowledgments
About the Authors
Introduction
Who Are Our Not-So-Common Learners?
The Standards Movement
Common Core Advances
What Is Not Covered in the Common Core Document
Application of the Common Core to Address Individual Differences
Student Diversity and Teacher Challenges
Focus on Research-Based Strategies to Address Learning Needs
Concluding Thoughts
Strategies for Academic Language Development
Overview
Why Diverse Learners Need Explicit Instruction in Academic Language
Core Language and Vocabulary Strategies
Conventions of Standard English
Knowledge and Application of Language
Vocabulary Acquisition and Use
Anticipated Outcomes
Instructional Challenges
Promising Classroom Practices
Common Core Language Standards-(Un)Common Reflection Questions
Key Resources
Reading Strategies for Literature
Overview
Why Teaching Diverse Learners Reading Strategies Promotes Comprehension of Literary Texts
Core Reading Strategies
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Anticipated Outcomes
Instructional Challenges
Promising Classroom Practices
Common Core Reading Standards-(Un)Common Reflection Questions
Key Resources
Reading Strategies for Informational Texts
Overview
Why Diverse Learners Need Reading Strategies Focusing on Informational Texts
Core Informational Reading Strategies
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Anticipated Outcomes
Instructional Challenges
Promising Classroom Practices
Common Core Reading Standards-(Un)Common Reflection Questions
Key Resources
Reading Foundational Skills
Overview
Why Explicit Instruction in Basic Literacy Skills Is Necessary
Core Reading Strategies
Print Concepts
Phonological Awareness
Phonics and Word Recognition
Fluency
Anticipated Outcomes
Instructional Challenges
Promising Classroom Practices
Common Core Reading Standards-(Un)Common Reflection Questions
Key Resources
Writing Strategies
Overview
Why Scaffolding and Explicit Strategy Instruction Improve the Writing of Diverse Learners
Core Writing Strategies
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Anticipated Outcomes
Instructional Challenges
Promising Classroom Practices
Common Core Writing Standards-(Un)Common Reflection Questions
Key Resources
Speaking and Listening Strategies
Overview
Why Speaking and Listening Skills Improve the Overall Academic Performance of Diverse Learners
Core Speaking and Listening Strategies
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Anticipated Outcomes
Instructional Challenges
Promising Classroom Practices
Common Core Speaking and Listening
Standards-(Un)Common Reflection Questions
Key Resources
Key to Successful Implementation: Collaborative Strategies
Overview
Why Collaborative Practices Help Meet the Common Core
Core Collaborative Practices
Instructional Activities
Noninstructional Activities
Anticipated Outcomes
Challenges
Common Core Collaborations-(Un)Common Reflection Questions
Key Resources
References and Further Reading
Strategy Index

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