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Plain and simple: until our English learners have equitable access
to the curriculum, they'll continue to struggle with subject area
content. And if you're relying on add-on's to fit in from your
language arts basal or a supplementary program, Mary Soto, David
Freeman, and Yvonne Freeman are here to equip you with much more
effective, efficient, and engaging strategies for helping your
English learners read and write at grade level. One assurance right
from the start: Mary, David, and Yvonne are not suggesting you
reinvent your curriculum. Instead, Equitable Access for English
Learners, Grades K-6, focuses on how to fortify foundational
practices already in place. First, you'll learn more about the
Equitable Access Approach, then it's time to dive into the book's
four units of study. Drawing on each unit's many strategies, you'll
discover how to apply them to any unit in your own language arts
curriculum and start differentiating: How to draft and implement
language objectives to help English learners meet academic content
standards How to make instructional input comprehensible, including
translanguaging strategies that draw on your students' first
languages when you don't know how to speak them How to utilize the
characteristics of text to support readers, along with a rubric for
determining a text's cultural relevance How to build students'
academic content knowledge and develop academic language
proficiency Each unit addresses a commonly taught topic in today's
language arts programs and comes with ready-to-go review and
preview activities, key strategies, grade-level adaptations,
reflection exercises, and printable online resources. Taken as a
whole, they constitute an all-new approach for providing that
equitable and excellent access our English learners so rightfully
deserve. "When you adopt our Equitable Access Approach, your
students will not only thrive, they'll also find your language arts
curriculum much more meaningful and engaging." -Mary Soto, David E.
Freeman, and Yvonne S. Freeman
Con al auge de las nuevas tecnologias se ha revitalizado y
multiplicado la utilizacion del lenguaje visual en la comunicacion.
En algunas ciencias como la Matematica el grado de abstraccion de
algunos conceptos hace necesario el uso de imagenes para lograr su
comprension a traves del acercamiento entre los lenguajes verbal e
iconico. Las imagenes externas ayudan a la formacion de las
representaciones mentales o modifican las ya existentes. En general
los profesores, suelen emplear en sus clases libros de texto que
contienen una gran cantidad de imagenes, pero no todas tendran el
mismo peso en el aprendizaje, a veces suelen tener efectos
negativos, generando representaciones mentales inadecuadas. Este
libro pretende mostrar la influencia de las imagenes, utilizadas en
libros de texto para el aprendizaje de Relaciones y Funciones, en
los modelos mentales que generan a partir de ellas, alumnos cuyas
edades oscilan entre 13 y 18 anos. El analisis aqui presentado
pretende proporcionar, a los docentes del nivel secundario,
criterios necesarios para seleccionar los libros que mejor se
adecuen a los aprendizajes esperados."
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