How does a mainstream elementary classroom
teacher with little or no specialized
ESL training meet the challenge of
teaching linguistically diverse students?
Pauline Gibbons suggests how: integrate
the teaching of English with the content
areas of the regular curriculum. What's
more, she shows how in this practical
resource book.
Presenting an empirically validated
model of sheltered instruction.
This resource includes new research,
findings, and studies on the Sheltered
Instruction Observation Protocol
(SIOP) model, which provides school
administrators, teachers, teacher
candidates, and field experience
supervisors with a tool for observing
and quantifying a teacher's implementation
of quality sheltered instruction.
"Making Content Comprehensible
"presents a coherent, specific,
field-tested model of sheltered
instruction that specifies the
features of a high quality sheltered
lessons that teaches content material
to English language learners.
Struggling older English learners
pose a real challenge for educators.
Some of these students are new
arrivals with limited or interrupted
schooling. Others have been in
and out of ESL and bilingual programs
in this country since kindergarten,
but have never succeeded academically.
How can teachers help older students
who lack academic content knowledge
and English language proficiency
catch up with their classmates?
Yvonne and David Freeman provide
four research-based keys for closing
the achievement gap.
Gary Howard outlines what good
teachers know, what they do, and
how they embrace culturally responsive
teaching. Howard brings his bestselling
book completely up to date with
today's school reform efforts
and includes a new introduction
and a new chapter that speak directly
to current issues such as closing
the achievement gap, and to recent
legislation such as No Child Left
Behind. With our nation's student
population becoming ever more
diverse, and teachers remaining
largely White, this book is now
more important than ever.
At a time when popular solutions
to the educational plight of poor
children of color are imposed
from the outside-national standards,
high-stakes tests, charismatic
individual saviors-the acclaimed
Algebra Project and its founder,
Robert Moses, offer a vision of
school reform based in the power
of communities.
Begun in 1982, the Algebra Project
is transforming math education
in twenty-five cities. Founded
on the belief that math-science
literacy is a prerequisite for
full citizenship in society, the
Project works with entire communities-parents,
teachers, and especially students-to
create a culture of literacy around
algebra, a crucial stepping-stone
to college math and opportunity.
This exciting resource provides
a unique look into the significant
role of classroom discussions
in mathematics teaching in grades
1 through 6. Five discussion strategies
are introduced to help teachers
strengthen students’ thinking
and learning and help them build
connections among mathematical
ideas. A valuable outline is provided
to help teachers get started using
talk in the classroom, plan lessons,
and deal with the challenges.
Two case studies are also included
for further insight into how teachers
can use talk effectively.
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Resources
