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| content vs language objectives: The Fundamental 5 Mike Laird, Sean Cain, 2011-05-08 The Fundamental Five: The Formula for Quality Instruction, shares with teachers and school leaders the five practices that every teacher can, and should, use to dramatically improve instuctional rigor and relevance, and student performance. |
| content vs language objectives: Making Content Comprehensible for English Learners Jana Echevarría, MaryEllen Vogt, Deborah Short, 2017 This book introduces and explains the SIOP® (Sheltered Instruction Observation Protocol) Model, a comprehensive, coherent, research-validated model of sheltered instruction, no implemented in districts throughout all 50 states and in multiple countries and territories. The SIOP Model improves teaching effectiveness and results in academic gains for students.--From the back cover. |
| content vs language objectives: Academic Conversations Jeff Zwiers, Marie Crawford, 2023-10-10 Conversing with others has given insights to different perspectives, helped build ideas, and solve problems. Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. In Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings authors Jeff Zwiers and Marie Crawford address the challenges teachers face when trying to bring thoughtful, respectful, and focused conversations into the classroom. They identify five core communications skills needed to help students hold productive academic conversation across content areas: Elaborating and Clarifying Supporting Ideas with Evidence Building On and/or Challenging Ideas Paraphrasing Synthesizing This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual support The ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world. |
| content vs language objectives: Teaching English Language Learners Across the Content Areas Judie Haynes, Debbie Zacarian, 2010 Strategies, tools, tips, and examples that teachers can use to help English language learners at all levels flourish in mainstream classrooms. |
| content vs language objectives: Academic Language in Diverse Classrooms: Mathematics, Grades K2 Margo Gottlieb, Gisela Ernst-Slavit, 2013-03-12 Help your students unlock important mathematical concepts If youve ever watched a student struggle with learning math concepts, you know that academic English can sometimes create stumbling blocks to understanding. To grasp complicated concepts, build skills, and demonstrate achievement, students need to master academic language in math. But how do you teach academic language when youre so busy teaching math? With this guide, youll build a curricular framework that integrates language and cultural supports with math content during lesson planning, implementation, and reflection. Youll learn to Understand the role of language within the math principles of the Common Core Identify potential obstacles to understanding Incorporate academic language into standards-referenced unit targets and lesson objectives Collaborate with ELL specialists to help students access the curriculum Each grade-specific chapter models the types of interactions and learning experiences that help students master both math content and academic language. This essential book shows you why mastery of academic language is the key to students academic success. |
| content vs language objectives: Classroom Instruction That Works with English Language Learners Jane Hill, Kirsten B. Miller, 2013 This all-new edition strengthens your instructional planning and makes it easier to know when to use research-based instructional strategies with ELL students in every grade level. |
| content vs language objectives: Reading and Writing with English Learners Valentina Gonzalez, Dr. Melinda Miller, 2020-09-15 Reading & Writing with English Learners offers kindergarten through fifth grade reading and writing educators a user-friendly guide and framework for supporting English learners in balanced literacy classrooms. Authors Valentina Gonzalez and Melinda Miller lead readers in exploring the components of Reading & Writing with English Learners with a special eye for increasing the effectiveness of instructional methods and quality of instruction to serve English learners. This book shares practical and effective techniques for accommodating reading and writing instruction to design learning that simultaneously increases literacy and language development. Reading & Writing with English Learners was written for: • K-5 Classroom Teachers • ESL Teachers • Reading and Writing Instructional Coaches • District Leaders Reading & Writing with English Learners includes: • the components of Reading & Writing Workshop • accommodations that support English Learners • high yield practices for Reading & Writing Workshop during remote teaching • the role of phonics • a culturally inclusive booklist • activities that support Reading & Writing Workshop And more! |
| content vs language objectives: The SIOP Model for Teaching Science to English Learners Deborah Short, MaryEllen Vogt, Jana Echevarria, 2011 Based on the SIOP model (Sheltered Intervention Observation Protocol), this book presents techniques of teaching science to learners of English and includes sample learning activities and lessons for kindergarten through 12th grade. |
| content vs language objectives: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| content vs language objectives: 7 Steps to a Language-Rich, Interactive Classroom John Seidlitz, Bill Perryman, 2021-11 7 Steps to Building a Language-Rich Interactive Classroom provides a seven step process that creates a language-rich interactive classroom environment in which all students can thrive. Topics include differentiating instruction for students at a variety of language proficiencies, keeping all students absolutely engaged, and creating powerful learning supports. |
| content vs language objectives: Teaching Health Education in Language Diverse Classrooms Robert Wandberg, John Rohwer, 2009-06 With its user-friendly question and answer format, Teaching Health Education in Language Diverse Classrooms guides prospective and current health education teachers in elementary and secondary school settings in designing, implementing, assessing, and evaluating active, achievement focused activities for diverse learners. The activities in this text are designed to increase all student learning, achievement, and success in the learner diverse regular education classroom. Each chapter provides best practices and models for replication and suggestions for instructional success. The variety of instructional strategies in Teaching Health Education in Language Diverse Classrooms helps facilitate the student’s development in critical thinking, problem solving, and performance skills. |
| content vs language objectives: The Distance Learning Playbook, Grades K-12 Douglas Fisher, Nancy Frey, John Hattie, 2020-06-15 Effective teaching is effective teaching, no matter where it occurs The pandemic teaching of mid-2020 was not really distance learning, but rather crisis teaching. But starting now, teachers have the opportunity to prepare for distance learning with purpose and intent—using what works best to accelerate students’ learning all the while maintaining an indelible focus on equity. Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook applies the wisdom and evidence of VISIBLE LEARNING® research to understand what works best with distance learning. Spanning topics from teacher-student relationships, teacher credibility and clarity, instructional design, assessments, and grading, this comprehensive playbook details the research- and evidence-based strategies teachers can mobilize to deliver high- impact learning in an online, virtual, and distributed environment. This powerful guide includes: Learning Intentions and Success Criteria for each module to track your own learning and model evidence-based teacher practices for meaningful learning A diversity of instructional approaches, including direct instruction, peer learning, and independent work that foster student self-regulation and move learning to deep and transfer levels Discussion of equity challenges associated with distance learning, along with examples of how teachers can work to ensure that equity gains that have been realized are not lost. Special guidance for teachers of young children who are learning from a distance Videos of the authors and teachers discussing a wide variety of distance learning topics Space to write and reflect on current practices and plan future instruction The Distance Learning Playbook is the essential hands-on guide to preparing and delivering distance learning experiences that are truly effective and impactful. To purchase from an Authorized Corwin Distributor click here. A Spanish translation of the Distance Learning Playbook, Grades K-12, Aprendizaje a Distancia Guia, Guia de Preescolar a Bachillerator, can be purchased by contacting Irene Yepez from Editorial Trillas at vigaexporta@trillas.mx. |
| content vs language objectives: Fifty Strategies for Teaching English Language Learners Adrienne L. Herrell, Michael Jordan, 2008 Presents teaching strategies and procedures to help English language students build vocabulary and fluency. |
| content vs language objectives: Connecting Content and Academic Language for English Learners and Struggling Students, Grades 2–6 Ruth Swinney, Patricia Velasco, 2011-05-11 Create unit plans that will empower your EL students In this supremely practical book, award-winning principal Ruth Swinney and college professor Patricia Velasco focus on the careful planning needed to develop the academic language of all students. For English learners especially, it is critically important to integrate language development with the content that the curriculum demands. What makes this book unlike any other is the detailed guidance it provides to: • Help students advance from social to academic language • Encourage verbal expression in the classroom • Plan language arts, social studies, and science lessons that connect language and content • Use shared reading and writing, read alouds, and conversation to teach language skills Hands-on tools include graphic organizers, sample lesson plans, concept maps, semantic webbing, word walls, and worksheets—everything teachers need to help emergent bilingual and struggling students master the academic language they need to excel in school. |
| content vs language objectives: Explicit Direct Instruction for English Learners John R. Hollingsworth, Silvia E. Ybarra, 2012-12-20 Boost achievement for English learners in all subject areas! Building ELLs' language skills while teaching content is about to get easier. Hollingsworth and Ybarra combine the best of educational theory, brain research, and data analysis to bring you explicit direct instruction (EDI): a proven method for creating and delivering lessons that help students learn more and learn faster. Through classroom examples and detailed sample lessons, you'll learn how to: Craft lessons that ELs can learn the first time they're taught Check for understanding throughout each lesson Embed vocabulary development across the curriculum Address listening, speaking, reading, and writing in all lessons |
| content vs language objectives: Visual Tools for Transforming Information Into Knowledge David Hyerle, 2008-09-05 Helps teachers think about what they are doing in the classroom with graphic organizers and how they can use them more effectively. —Mark Johnson, Principal Glenwood Elementary School, Kearney, NE With an emphasis on transforming information into knowledge, everyone who considers themselves a learner or a facilitator of someone else′s learning would benefit from the author′s message and ideas. —Judith A. Rogers, Professional Learning Specialist Tucson Unified School District, AZ Develop students′ thinking, note-taking, and study skills with powerful visual tools! Visual tools have the unique capacity to communicate rich patterns of thinking and help students take control of their own learning. This second edition of A Field Guide to Using Visual Tools shows teachers of all grades and disciplines how to use these tools to improve instruction and generate significant positive changes in students′ cognitive development and classroom performance. Expert David Hyerle describes three basic types of visual tools: brainstorming webs that nurture creativity, graphic organizers that build analytical skills and help process specific content, and concept maps that promote cognitive development and critical thinking. Updated with new research and applications for three kinds of Thinking Maps®, this essential resource: Expands teacher skills with practical guides for using each type of tool Presents recent research on effective instructional strategies, reading comprehension, and how the brain works Includes templates, examples, and more than 70 figures that show classroom applications By utilizing these powerful, brain-compatible learning aids, teachers can help students strengthen higher-order thinking skills, master content and conceptual knowledge, and become independent learners! |
| content vs language objectives: Differentiating Instruction and Assessment for English Language Learners Shelley Fairbairn, Stephaney Jones-Vo, 2019 Explains why and shows how to differentiate assessments, assignments, and instruction for English language learners according to English language proficiency level and other background factors-- |
| content vs language objectives: Working Inside the Black Box Paul Black, Christine Harrison, Clare Lee, 2004 Offers practical advice on using and improving assessment for learning in the classroom. |
| content vs language objectives: Making Content Comprehensible for Elementary English Learners Jana J. Echevarria, MaryEllen J. Vogt, Deborah J. Short, 2017-01-25 NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText and the bound book. In this comprehensive guide, elementary educators get a user-friendly approach for planning and implementing lessons that provide students access to grade-level content, develop students' academic English skills, and prepare students to be college- and career-ready. Proven successful in improving teaching effectiveness and realizing academic gains for students, the SIOP Model presented in this book can be implemented in all content areas, and across grade levels and English proficiency levels. Highlights of the 3rd Edition include specific applications of SIOP to Common Core and other state standards, as well as new educational reforms such as ESSA. To help teachers implement the SIOP model, new learning aids have been added, including Reflect and Apply exercises, Teaching with Technology vignettes, a new SIOP lesson plan template and sample lesson plan, and a new user-friendly approach to identifying and writing language objectives. The Enhanced Pearson eText version provides embedded video links that enable students to see the SIOP model in action, along with interviews featuring SIOP educators. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad� and Android� tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7 or 10 tablet, or iPad iOS 5.0 or later. 0134550129 / 9780134550121 Making Content Comprehensible for Elementary English Learners: The SIOP� Model, with Enhanced Pearson eText-Access Card Package, 3rd Edition Package consists of: 0134550196 / 9780134550190 Making Content Comprehensible for Elementary English Learners: The SIOP� Model , Enhanced Pearson eText -- Access Card, 3rd Edition 013455020X / 9780134550206 Making Content Comprehensible for Elementary English Learners: The SIOP� Model , 3rd Edition |
| content vs language objectives: Unlocking English Learners' Potential Diane Staehr Fenner, Sydney Snyder, 2017-05-16 Schools are not intentionally equitable places for English learners to achieve, but they could be if the right system of support were put in place. Diane Staehr Fenner and Sydney Snyder recommend just such a system. Not only does it have significant potential for providing fuller access to the core curriculum, it also provides a path for teachers to travel as they navigate the individual needs of students and support their learning journeys. --Douglas Fisher, Coauthor of Visible Learning for Literacy A once-in-a-generation text for assisting a new generation of students Content teachers and ESOL teachers, take special note: if you're looking for a single resource to help your English learners meet the same challenging content standards as their English-proficient peers, your search is complete. Just dip into this toolbox of strategies, examples, templates, and activities from EL authorities Diane Staehr Fenner and Sydney Snyder. The best part? Unlocking English Learners' Potential supports teachers across all levels of experience. The question is not if English learners can succeed in today's more rigorous classrooms, but how. Unlocking English Learners' Potential is all about the how: How to scaffold ELs' instruction across content and grade levels How to promote ELs' oral language development and academic language How to help ELs analyze text through close reading and text-dependent questions How to build ELs' background knowledge How to design and use formative assessment with ELs Along the way, you'll build the collaboration, advocacy, and leadership skills that we all need if we're to fully support our English learners. After all, any one of us with at least one student acquiring English is now a teacher of ELs. |
| content vs language objectives: ADKAR Jeff Hiatt, 2006 In his first complete text on the ADKAR model, Jeff Hiatt explains the origin of the model and explores what drives each building block of ADKAR. Learn how to build awareness, create desire, develop knowledge, foster ability and reinforce changes in your organization. The ADKAR Model is changing how we think about managing the people side of change, and provides a powerful foundation to help you succeed at change. |
| content vs language objectives: Making Content Comprehensible for English Learners Jana Echevarria, MaryEllen Vogt, Deborah J. Short, 2012-05 The aim of this series is to bring together important recent writings in major areas of philosophical inquiry, selected from a variety of sources, mostly periodicals, which may not be conveniently available to the university student or the general reader. The editor of each volume contributes an introductory essay on the items chosen and on the questions with which they deal. A selective bibliography is appended as a guide to further reading. The newest addition to the successful Oxford Readings in Philosophy series, The Philosophy of Science contains the most important contributions to the recent philosophical debate on the authority of scientific theory. The contributors ask whether we are justified in believing scientific theories and what attitude we should take to them if we are not. Although few philosophers seriously question the existence of everyday objects like trees and tables, many have real doubts about viruses, electrons, and gravitational waves. Thelast two decades have seen important new work in the philosophy of science, stimulated by sceptical attitudes towards scientific theories. Scientific realist have in turn countered with arguments of their own, resulting in a wide-ranging debate drawing from many different philosophical disciplines. The Philosophy of Science bridges the gap between both sides of the argument, including articles on different species of realism and anti-realism, the underdetermination of theory by evidence,the lessons of the history of science, naturalized epistemology of science, and Bayesian methodology. |
| content vs language objectives: Teaching Social Studies to English Language Learners Bárbara C. Cruz, Stephen J. Thornton, 2013-03-12 Teaching Social Studies to English Language Learners provides readers with a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the social studies classroom. The authors offer context-specific strategies for the full range of the social studies curriculum, including geography, U.S. history, world history, economics, and government. These practical instructional strategies will effectively engage learners and can be incorporated as a regular part of instruction in any classroom. An annotated list of web and print resources completes the volume, making this a valuable reference to help social studies teachers meet the challenges of including all learners in effective instruction. Features and updates to this new edition include: • An updated and streamlined Part 1 provides an essential overview of ELL theory in a social studies specific-context. • Teaching Tips offer helpful suggestions and ideas for creating and modifying lesson plans to be inclusive of ELLs. • Additional practical examples and new pedagogical elements in Part 3 include more visuals, suggestions for harnessing new technologies, discussion questions, and reflection points. • New material that takes into account the demands of the Common Core State Standards, as well as updates to the web and print resources in Part 4. |
| content vs language objectives: The Knowledge Gap Natalie Wexler, 2020-08-04 The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| content vs language objectives: Access to Academics Joy Egbert, Gisela Ernst-Slavit, 2010 Access to Academics: Planning Instruction for K-12 Classrooms with ELLs takes a different look at language than most other books - it addresses it as something students must use constantly, in a variety of school venues and in different ways depending on the context. The book shows language as vital to content access and thereby academic achievement, but, more importantly, it also provides step-by-step instructions explaining how to help students acquire the language they need. Although the main emphasis is on English language learners (ELLs), the term diverse learners used throughout also encompasses the great variety in any classroom of student backgrounds, abilities, needs, and interests. |
| content vs language objectives: Form-Function Mapping in Content-Based Language Teaching Magdalena Walenta, 2019-01-22 This book presents a form-function mapping (FFM) model for balancing language and content gains within content-based language teaching (CBLT). It includes a theoretical part, which outlines the FFM model and, drawing on the analysis of eclectic teaching methods and interlanguage restructuring, proposes pedagogical tools for its implementation. These tools, which encourage mapping of language forms onto content knowledge, are hypothesized to facilitate interlanguage restructuring, thus helping CBLT learners in their struggle with L2 morpho-syntax. The empirical section presents the results of a quantitative–qualitative study conducted among adult L1 Polish learners of English in a CBLT context. It then goes on to translate the findings, which reveal that the FFM model has a positive and significant influence on interlanguage restructuring as well as a favorable reception among CBLT learners, into a set of pedagogical guidelines for practitioners. |
| content vs language objectives: Responsive Teaching Harry Fletcher-Wood, 2018-05-30 This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need – and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students Effective practical strategies to address each of these problems across a range of subjects Useful examples of each strategy in practice and accounts from teachers already using these approaches Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes. |
| content vs language objectives: Educating English Language Learners Fred Genesee, Kathryn Lindholm-Leary, Bill Saunders, Donna Christian, 2006-01-16 The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research. |
| content vs language objectives: Designing & Teaching Learning Goals & Objectives Robert J. Marzano, 2010-08-10 Design and teach effective learning goals and objectives by following strategies based on the strongest research available. This book includes a summary of key research behind these classroom practices and shows how to implement them using step-by-step hands-on strategies. Short quizzes help readers assess their understanding of the instructional best practices explained in each section. |
| content vs language objectives: How to Differentiate Instruction in Academically Diverse Classrooms Carol Ann Tomlinson, 2017-03-22 First published in 1995 as How to Differentiate Instruction in Mixed-Ability Classrooms, this new edition reflects evolving best practices, practitioners' experience, and Tomlinson's ongoing thinking about how to help all students access high-quality curriculum; engage in meaningful learning experiences; and feel safe and valued in their school. Written as a practical guide for teachers, this expanded 3rd edition of Carol Ann Tomlinson's groundbreaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it. You'll learn What differentiation is and why it's essential How to set up the flexible and supportive learning environment that promotes success How to manage a differentiated classroom How to plan lessons differentiated by readiness, interest, and learning profile How to differentiate content, process, and products How to prepare students, parents, and yourself for the challenge of differentiation We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and kids in the middle and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms. |
| content vs language objectives: Anatomy and Physiology J. Gordon Betts, Peter DeSaix, Jody E. Johnson, Oksana Korol, Dean H. Kruse, Brandon Poe, James A. Wise, Mark Womble, Kelly A. Young, 2013-04-25 |
| content vs language objectives: Integrating Language and Content Fred Genesee, 1994 |
| content vs language objectives: CLIL Do Coyle, Philip Hood, David Marsh, 2010-04-01 CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all. |
| content vs language objectives: English Language Learners in Literacy Workshops Marsha Riddle Buly, 2011 Many mainstream classroom teachers haven't had the opportunity to develop strategies to effectively teach the growing number of language learners in our schools. And language specialists aren't always familiar with the instructional and management frameworks that work well for mainstream teachers. Marsha Riddle Buly, a mainstream classroom teacher who became a reading specialist and then a specialist in bilingual/ELL education, shows how reading, writing, and language workshops can be used to help language learners in mainstream K-8 classrooms. Riddle Buly outlines literacy workshop formats and offers clear explanations of how workshops align with the research on effective instruction of language learners, including the Sheltered Instruction Observation Protocol (SIOP). English Language Learners in Literacy Workshops supports both K-8 mainstream classroom teachers and ELL specialists as they plan differentiated and powerful lessons to meet the needs of all students in a manageable, effective way. |
| content vs language objectives: Boosting Achievement Carol Salva, Anna Matis, 2017-05-17 |
| content vs language objectives: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice. |
| content vs language objectives: Book Fiesta! Pat Mora, 2009-03-10 Take a ride in a long submarine or fly away in a hot air balloon. Whatever you do, just be sure to bring your favorite book! Rafael López's colorful illustrations perfectly complement Pat Mora's lilting text in this delightful celebration of El día de los niños/El día de los libros; Children's Day/Book Day. Toon! Toon! Includes a letter from the author and suggestions for celebrating El día de los niños/El día de los libros; Children's Day/Book Day. Pasea por el mar en un largo submarino o viaja lejos en un globo aerostático. No importa lo que hagas, ¡no olvides traer tu libro preferido! Las coloridas ilustraciones de Rafael López complementan perfectamente el texto rítmico de Pat Mora en esta encantadora celebración de El día de los niños/El día de los libros. ¡Tun! ¡Tun! Incluye una carta de la autora y sugerencias para celebrar El día de los niños/El día de los libros. The author will donate a portion of the proceeds from this book to literacy initiatives related to Children's Day/Book Day. La autora donará una porción de las ganancias de este libro a programas para fomentar la alfabetización relacionados con El día de los niños/El día de los libros. |
| content vs language objectives: 12 Ways to Get to 11 Eve Merriam, 1996 For use in schools and libraries only. Uses ordinary experiences to present twelve combinations of numbers that add up to eleven. |
| content vs language objectives: Introduction to Sociology 2e Nathan J. Keirns, Heather Griffiths, Eric Strayer, Susan Cody-Rydzewski, Gail Scaramuzzo, Sally Vyain, Tommy Sadler, Jeff D. Bry, Faye Jones, 2015-03-17 This text is intended for a one-semester introductory course.--Page 1. |
| content vs language objectives: Teaching Strategies GOLD Cate Heroman, 2010 |
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immersive是什么意思_immersive的翻译_音标_读音_用法_例句_爱 …
Immersive experiences with Flash video, content and applications with full - screen mode. 与Flash视频, 内容和全屏模式应用沉浸经验. 互联网
specific是什么意思_specific的翻译_音标_读音_用法_例句_爱词霸 …
金山词霸致力于为用户提供高效、精准的在线翻译服务，支持中、英、日、韩、德、法等177种语言在线翻译，涵盖即时免费的AI智能翻译、英语翻译、俄语翻译、日语翻译、韩语翻译、图片翻译、文档翻 …
morphology是什么意思_morphology的翻译_音标_读音_用法_例句_ …
No longer can biologists be content simply to study morphology. 生物学家不再满足于简单地研究形态学. 辞典例句
fall是什么意思_fall的翻译_音标_读音_用法_例句_爱词霸在线词典
金山词霸致力于为用户提供高效、精准的在线翻译服务，支持中、英、日、韩、德、法等177种语言在线翻译，涵盖即时免费的AI智能翻译、英语翻译、俄语翻译、日语翻译、韩语翻译、图片翻译、文档翻 …
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爱词霸权威在线词典,为您提供content的中文意思,content的用法讲解,content的读音,content的同义词,content的反义词,content的例句等英语服务。
the content of是什么意思_the content of的翻译_音标_读音_用法_ …
The content of a book or document exclusive of prefatory matter, codicils, indexes, or appendices. 正文除去序言、补遗 、 索引和附录的书或文献的主要部分. 《简明英汉词典》
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金山词霸致力于为用户提供高效、精准的在线翻译服务，支持中、英、日、韩、德、法等177种语言在线翻译，涵盖即时免费的AI智能翻译、英语翻译、俄语翻译、日语翻译、韩语翻译、图片 …
金山词霸-文本、图片、文档在线翻译词典
金山词霸致力于为用户提供高效、精准的在线翻译服务，支持中、英、日、韩、德、法等177种语言在线翻译，涵盖即时免费的AI智能翻译、英语翻译、俄语翻译、日语翻译、韩语翻译、图片 …
immersive是什么意思_immersive的翻译_音标_读音_用法_例句_爱 …
Immersive experiences with Flash video, content and applications with full - screen mode. 与Flash视频, 内容和全屏模式应用沉浸经验. 互联网
specific是什么意思_specific的翻译_音标_读音_用法_例句_爱词霸在 …
金山词霸致力于为用户提供高效、精准的在线翻译服务，支持中、英、日、韩、德、法等177种语言在线翻译，涵盖即时免费的AI智能翻译、英语翻译、俄语翻译、日语翻译、韩语翻译、图片 …
morphology是什么意思_morphology的翻译_音标_读音_用法_例句_ …
No longer can biologists be content simply to study morphology. 生物学家不再满足于简单地研究形态学. 辞典例句
fall是什么意思_fall的翻译_音标_读音_用法_例句_爱词霸在线词典
金山词霸致力于为用户提供高效、精准的在线翻译服务，支持中、英、日、韩、德、法等177种语言在线翻译，涵盖即时免费的AI智能翻译、英语翻译、俄语翻译、日语翻译、韩语翻译、图片 …
