Table of contents for Sheltered content instruction : teaching English language learners with diverse abilities / Jane Echevarria, Anne Graves.


Bibliographic record and links to related information available from the Library of Congress catalog
Note: Electronic data is machine generated. May be incomplete or contain other coding.


Counter
Chapter        Teaching English Language Learners
with Diverse Abilities          1
Stdent Profiles   2
Native-Language Knowledge    5
Assessment    6
Instruction   6
English Language Knowledge    10
Assessment     13
Instruction   14
Academic Background and School Experience   20
Assessment    20
Instruction   21
Learning and Behavior Challenges  21
Search for Interventions: A 3Tiered Model  22
Tier 1   23
Tier 2   25
Tier 3   26
Instruction   26
Student Profiles Revisited  27
Summary      28
Activities   29
References    30
chapter  2   Theoretical and
Historical Foundations            34
H4tory of Education of Students Learning English in School  35
Immigration    35
Rights of English Language Learners 35
Programs for English Language Learners  36
Teaching English Language Learners: Theory to Practice  37
Humanistic Learning Theory  38
Developmental Learning Theory  39
Social Interactionist Learning Theory  40
Cognitive Learning Theory  41
Behavioral Learning Theory  41
Overview    43
Theories of Second-Language Acquisition  43
The Contributions of Cummins  45
Factors That Affect Second-Language Acquisition  47
Motivation   47
Age     48
Access to the Language  48
Personality  48
First-Language Development  49
Quality of Instruction  50
Cognitive Ability  50
Summary     51
Activities  51
References   51
Chapter 3      Sheltered Instruction
in the Content Areas           55
Difinition of Sheltered Instruction  56
The SIOP Model    56
Sheltered Instruction and Effective Instruction  65
A Well-Planned Lesson   65
Academic Engaged Time    66
A Comparative Case Study   66
Discussion of the Case Study  74
Specific Considerations for Students with
Learning Disabilities  76
Summary     77
Activities  78
References   78
Chapter 4    Affective Issues         80
Providing Reading and Writing Activities
that Promote Success  81
Providing Ample Practice and Careful Corrections  83
Focusing on Relevant Background Knowledge  84
Actively Involving Learners  85
Using Alternate Grouping Strategies  86
Providing Native-Language Support  87
Focusing on Content and Activities That
Are Meaningful to Students  89
Creating Roles in the Classroom for Family and Community
Members     89
Family Literacy Nights  90
Holding High Expectations for AII Learners  91
Being Responsive to Cultural and Personal Diversity  92
Summary     93
Activities  93
References   93
Chapter 5 Learning Strategies          99
Types of Learning Strategies  100
Guidelines for Selecting a Learning Strategy  102
Determine Levels of Knowledge   103
Determine Which Strategies Will Be Most Useful  103
Decide Order of Instruction  104
Use Simple Wording and the Fewest Number of Steps  104
Teaching Learning Strategies  105
Determine Preskills and Teach Them  105
Include an Opening, a Body, and a Closing  106
Plan a Series of Lessons  108
Presentation Methods Used to Teach Learning Strategies  109
Active Student Involvement with Maximum Student
Participation  109
Appropriate Pacing   109
Monitor and Correct Errors  110
Controlled, Grade-Appropriate Practice and Independent
Practice   111
Examples of Specific Strategies in Teaching Reading and Writing
in the Content Areas  I 1
Teaching Reading Strategies in Content  Area Classes  113
Teaching Writing Strategies in Content Area Classes  114
Summary      117
Activities 1.19
References    119
chapter 6       Curriclum Adaptations               123
Daonstrating Sensitivity to Cultural and Linguistic
Diversity   124
Providing Adequate Background Knowledge   125
Categorizing Materials as Either Content Knowledge
or Academic Proficiency  126
Content Knowledge    126
Academic Proficiency Skills  127
Including Both Language Development and Content Vocabulary
Development     128
Language Development    128
Vocabulary Development    130
Modifying Plans and Texts  131
Graphic Depiction of the Text  133
Outlining the Text  135
Rewriting the Text  135
Audiotaping Versions of the Text  137
Providing Live Demonstrations  137
Using Alternate Books  138
Modifying Assignments   138
Using Simplified Objectives  139
Asking Students to Draw  139
Creating Pairs and Small Groups  140
Modifying the Length and Difficulty of
Assignments    141
Assigning Notetaking, Report Writing, Study Sheets and
Homework, and Progress Checks   141
Notetaking    141
Report Writing   142
Study Sheets and Homework   143
Progress Checks   143
Using Study Resource Guides  144
Developing Methods to Facilitate Curriculum
Adaptations   144
Rewriting by Students  145
Highlighting Main Points  145
Encouraging Cooperative Efforts Among Teachers  145
Summary      145
Activities  146
References    146
Chapter  7    Adjusting Discourse to Enhance
Learning         150
The Discourse of Sheltered Instruction  151
The Discourse of Instructional Conversations .156
Theoretical Background   157
Summary     163
Activities   164
References    164
Chapter 8   Self-Evaluation and Collaborative
Implementation           166
Sef-Evaluation and Goal Setting  167
Collaboration with School Personnel and Peers  173
Summary      175
Activities   175
References    176



Library of Congress subject headings for this publication: English language Study and teaching Foreign speakers, Language arts Correlation with content subjects, Individualized instruction