|
Showing 1 - 6 of
6 matches in All Departments
Building upon the theoretical and practical foundation outlined in
their previous book, Educating English Learners, the authors show
classroom teachers how to develop a repertoire of instructional
techniques that address K-12 English learners (ELs) at different
English proficiency and grade levels, and across subject areas.
Show, Tell, Build is organized around two decision maps for
planning and implementing differentiated instruction for ELs: the
Academic Subjects Protocol (for teachers of academic subjects) and
the Language Arts Protocol (for teachers of language arts). The
instructional tools and techniques described in each chapter help
teachers provide communication support for ELs through showing and
telling, and develop their language proficiency through building
their skills. The book also discusses the demands that academic
language poses for English learners and ways to assess students'
proficiency in English. Show, Tell, Build provides classroom
teachers, English language development specialists, literacy
coaches, and school leaders with valuable knowledge and skills to
support ELs' academic success.
In Educating English Learners, Joyce W. Nutta and her colleagues
offer practical tools for helping schools and teachers successfully
integrate English learners into mainstream classrooms. Drawing on
the One Plus model presented in the award-winning book, Preparing
Every Teacher to Reach English Learners, the authors now turn their
attention to the needs of K-12 teachers who typically have two or
three English learners in their classrooms. English learners are
not a homogenous group, andthe challenges they face vary
tremendously. Nutta and her colleagues present protocols and case
studies to help preservice and in-service teachers understand the
needs of English learners in their classrooms and differentiate
instruction and assessment accordingly. Woven throughout the book
are the stories of Gero, Edith, Tasir, and Edgar, four case study
students of different ages, backgrounds, and levels of English
proficiency. The authors show how the protocols they provide can be
applied to adaptsample lessons for students like these, across a
range of grade levels, subject areas, and pedagogical approaches.
Finally, the authors show how the system can be applied schoolwide
for a collaborative approach to meeting English learners' needs.
Preparing Every Teacher to Reach English Learners presents a
practical, flexible model for infusing English learner (EL)
instruction into teacher education courses. The authors outline the
key steps involved in this approach-winning faculty support,
assessing needs, and developing capacity-and share strategies for
avoiding pitfalls. The central chapters feature sample courses
illustrating how EL content can be incorporated into standard
courses (human development, learning disabilities, and social
foundations) and across subject areas and topics (math, science,
social science, physical education, classroom management).
The engaging profiles of English Learners at Home and at School
offer access to a deeper and broader understanding of the lived
experiences of English learners and their families. Such knowledge
is essential for all educators in order to anticipate the needs of
and best support English learners. In this highly readable volume,
Joyce W. Nutta helps to build the bridge of knowledge and empathy
between teachers and the English learners they support. In an
inspired approach to the topic, she presents six compelling
portraits of English learners who come from different cultural
backgrounds and who are at different points in their educational
journeys, from preschool to community college. Informed by
real-life observations, extensive interviews, and academic
research, these lively portrayals highlight issues and concerns
that commonly arise in multicultural and multilingual learning and
teaching. Nutta accompanies each profile with details on the
specific cultural, linguistic, and educational factors at play and
offers sound practical guidance for supporting English learner
achievement in classrooms. She suggests educational strategies,
including establishing dual-language classrooms, adapting
instruction, and inviting parent participation, that can scaffold
English learners' academic success. English Learners at Home and at
School will help educators develop a better awareness of all their
students-even those who come from backgrounds vastly different from
their own.
Preparing Every Teacher to Reach English Learners presents a
practical, flexible model for infusing English learner (EL)
instruction into teacher education courses. The authors outline the
key steps involved in this approach-winning faculty support,
assessing needs, and developing capacity-and share strategies for
avoiding pitfalls. The central chapters feature sample courses
illustrating how EL content can be incorporated into standard
courses (human development, learning disabilities, and social
foundations) and across subject areas and topics (math, science,
social science, physical education, classroom management).
Building upon the theoretical and practical foundation outlined in
their previous book, Educating English Learners, the authors show
classroom teachers how to develop a repertoire of instructional
techniques that address K-12 English learners (ELs) at different
English proficiency and grade levels, and across subject areas.
Show, Tell, Build is organized around two decision maps for
planning and implementing differentiated instruction for ELs: the
Academic Subjects Protocol (for teachers of academic subjects) and
the Language Arts Protocol (for teachers of language arts). The
instructional tools and techniques described in each chapter help
teachers provide communication support for ELs through showing and
telling, and develop their language proficiency through building
their skills. The book also discusses the demands that academic
language poses for English learners and ways to assess students'
proficiency in English. Show, Tell, Build provides classroom
teachers, English language development specialists, literacy
coaches, and school leaders with valuable knowledge and skills to
support ELs' academic success.
|
|