By Dorit Sasson
provides an outline designed to aid educators collaborate extra successfully within the parts of content material quarter literacy for the sake in their K-6 ELL scholars. The e-book weaves the sensible and theoretical points of collaboration and indicates methods for lecturers to shape long-term partnerships. every one bankruptcy extends collaboration within the parts of ability and content material dependent studying so ELL scholars can in attaining precious skillability to thrive in content material components school rooms and reduce gaps in tutorial learning.
Read Online or Download Speaking and Writing for English Language Learners: Collaborative Teaching for Greater Success with K-6 PDF
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Additional resources for Speaking and Writing for English Language Learners: Collaborative Teaching for Greater Success with K-6
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Tienda & R. ), The future of immigrant children. Washington, DC Brookings Institute/Princeton University. , & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–16. Curran, M. E. (2003). Linguistic diversity and classroom management. Theory into Practice, 42(4), 334–340. DelliCarpini, M. (2008). Teacher collaboration for ESL/EFL academic success. The Internet TESL Journal, 14(8). html Ellis, R. (2003). Second language acquisition.
2011). Preventing long-term English language learners: Transforming schools to meet core standards. Thousand Oaks, CA: Corwin. Calderon, M. , Slavin, R. , & Sanchez, M. (2011). Effective instruction for English language learners. In M. Tienda & R. ), The future of immigrant children. Washington, DC Brookings Institute/Princeton University. , & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–16. Curran, M. E. (2003). Linguistic diversity and classroom management.
However, before expecting ELL students to talk about academic content, co-teachers may need to ask the following questions: • What are the incoming students’ levels of proficiency and do they have enough understanding of the syntax of the English language to extend their discourse? • What kinds of prior experiences do the students have in reading informational texts and asking and answering discussion questions? • How can teachers use their students’ background knowledge and reading experience when pairing them?