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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