PDF-[DOWNLOAD] - Growing Language and Literacy: Strategies for English Learners

With K8 teachers in mind Andrea Honigsfeld offers this userfriendly accessible resource to address the diverse language and literacy proficiencies that exist in so many US classrooms today Andrea unpacks the five levels of language acquisition based on the TESOL framework and introduces practical strategies that can be applied across grade levels and content areas to support EL students academic language and literacy developmentWith an emphasis on culturally and linguistically sustaining pedagogy peer interaction and scaffolding Andrea offers instructional practices organized into five predictable strands at each level of language acquisitionVisual supportsLearning by doingOral language productionReading supportsWriting supportsFilled with student vignettes teacher and student work samples and authentic classroom examples Growing Language and Literacy will become every teachers guide to moving their English learners from one stage of language acquisition to the next. DON’T TALK…only write your responses. . What does ELL mean?. How does our school respond to ELL students?. What do we do to accommodate them?. Answer these questions…. More English Language Learners enter our school each year. . Creating Access and Understanding for . English Learners . Literacy Design Collaborative. Common Core is for . A. ll . S. tudents. How do we prevent English learners from falling even further behind?. . Facilitators:. Jackie Bradley Brown – Education Officer. Janet . Giberson. – Vice Principal YDSB. Jennifer Glass – Student Achievement Officer. Gillian Hall – Education Officer. 1. Welcome to this session!. Barbara Mayor. Chapter 3 . U214B – Communicating in English. Thinking Together. What are the key practices in spoken English?. What are the two key approaches to understanding . written. English?. Diverse Learners Spotlight Presentation. University of New England. By: Erin Dilla. . Challenges for English Language Learners. . Why Should Teachers Be Concerned about English Language Learners. ASSESSMENTS, INTERVENTIONS, and MODELS. Sally Edwards, Joanne Knapp Philo, Patsy Pierce. 2016 National Early Childhood Inclusion Institute. Chapel Hill, NC. 1. Children who learn . two or more . languages . . Demonstrates an understanding of similarities and differences between English literacy development for native English speakers and for English Language Learners, including how literacy development in the primary language influences literacy development in English, and applies strategies for helping English Language Learners transfer literacy skills in the primary language to English. Practical Guidance for Teaching English Learners (K-3). August 10, 2017. Agenda. 2. Introduction to TLIT for All Learners. Eve Carney, Executive Director of CPM. Hillary Knudson, Deputy Chief of Staff. ASSESSMENTS, INTERVENTIONS, and MODELS. Sally Edwards, Joanne Knapp Philo, Patsy Pierce. 2016 National Early Childhood Inclusion Institute. Chapel Hill, NC. 1. Children who learn . two or more . languages . Up. . For Academic Success. EL Strategies for the Regular Classroom. Core Concepts for . Teaching. . English Learners. Don’t assume an EL is fully literate in English . because they sound like a native English speaker in conversation.*. as a complex dynamic phenomenon. Carol Griffiths. carolgriffiths5@gmail.com. www.carolgriffiths.net. 1. Strategies. When the good language learner was first introduced to the language learning literature by Rubin (1975), it was optimistically anticipated that knowledge of strategies would be enough to empower all students to learn language successfully. . 50 Strategies for Teaching English Language Learners CABE VIRTUAL BACK TO SCHOOL SERIESPROMOTING EQUITY FOR ENGLISH LEARNERSDuring Distance, Hybrid, and/or Face-to-Face InstructionJULY-AUGUST, 2020 (Multiple Dates) A number of books and studies have shed light on the value of professionals working together to address the language and literacy needs of ELLs with communication differences and/or disorders. However, few resources have directly and intentionally addressed the merging of the two disciplines - speech-language pathology and English as a second language, in effecting change in language and literacy. Thus, there is a gap in the literature. This book influences how the disciplines of speech-language pathology and English as a second language view and incorporate the roles of professionals in working with ELLs.