Show, Tell, Build
Twenty Key Instructional Tools and Techniques for Educating English Learners
Will be published approx. on 30. September 2018
Book
Hardback
256 pages
978-1-68253-223-2 (ISBN)
Description
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.
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.
More details
Language
English
Place of publication
Cambridge
United States
Target group
Professional and scholarly
Dimensions
Height: 254 mm
Width: 187 mm
Thickness: 20 mm
Weight
648 gr
ISBN-13
978-1-68253-223-2 (9781682532232)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Joyce W. Nutta is professor of English for Speakers of Other Languages (ESOL) and the ESOL coordinator of the College of Education at the University of Central Florida.
Carine Strebel is assistant professor and ESOL coordinator in the Department of Education at Stetson University.
Florin M. Mihai is associate professor of Teaching English to Speakers of Other Languages (TESOL) at the University of Central Florida.
Edwidge Crevecoeur-Bryant is ESOL coordinator in the School of Education at Jacksonville University.
Kouider Mokhtari is the Anderson-Vukelja-Wright Endowed Professor of Education at the School of Education at the University of Texas at Tyler.
Carine Strebel is assistant professor and ESOL coordinator in the Department of Education at Stetson University.
Florin M. Mihai is associate professor of Teaching English to Speakers of Other Languages (TESOL) at the University of Central Florida.
Edwidge Crevecoeur-Bryant is ESOL coordinator in the School of Education at Jacksonville University.
Kouider Mokhtari is the Anderson-Vukelja-Wright Endowed Professor of Education at the School of Education at the University of Texas at Tyler.
Content
Introduction
Part I
The Academic Subjects Protocol
CHAPTER 1
Graphic Organizers for Academic Subjects
CHAPTER 2
Infographics, Diagrams, and Animations
CHAPTER 3
Models, Manipulatives, and Realia
CHAPTER 4
Gestures, Dramatization, and Total Physical Response
CHAPTER 5
Teacher Talk
CHAPTER 6
Leveled Questioning
CHAPTER 7
Cooperative Learning and Academic Discussions
CHAPTER 8
Leveled Text
CHAPTER 9
Modified Text
Chapter 10
Sentence Starters, Sentence Frames, and Word Banks
Part II
The Language Arts Protocol
CHAPTER 11
Building Comprehension at Word, Sentence, and Discourse Levels
CHAPTER 12
Instructional Conversations
CHAPTER 13
Learning New Language through Songs and Poems
CHAPTER 14
EL Spoken Error Treatment
CHAPTER 15
Exploring the Meaning, Form, and Relationships of Words
CHAPTER 16
Grammatically Unpacking Sentences
CHAPTER 17
Understanding Text Structures with Graphic Organizers
CHAPTER 18
Grammar, Spelling, and Vocabulary Mini-Lessons
CHAPTER 19
Responding to Sentence-Level Writing Errors
CHAPTER 20
Planning Writing with Graphic Organizers
CONCLUSION
Tools and Techniques in Practice
APPENDIX A
The Language Demands Posed by Academic Standards
APPENDIX B
Assessment of English Proficiency
Notes
Acknowledgments
About the Authors
Index
Part I
The Academic Subjects Protocol
CHAPTER 1
Graphic Organizers for Academic Subjects
CHAPTER 2
Infographics, Diagrams, and Animations
CHAPTER 3
Models, Manipulatives, and Realia
CHAPTER 4
Gestures, Dramatization, and Total Physical Response
CHAPTER 5
Teacher Talk
CHAPTER 6
Leveled Questioning
CHAPTER 7
Cooperative Learning and Academic Discussions
CHAPTER 8
Leveled Text
CHAPTER 9
Modified Text
Chapter 10
Sentence Starters, Sentence Frames, and Word Banks
Part II
The Language Arts Protocol
CHAPTER 11
Building Comprehension at Word, Sentence, and Discourse Levels
CHAPTER 12
Instructional Conversations
CHAPTER 13
Learning New Language through Songs and Poems
CHAPTER 14
EL Spoken Error Treatment
CHAPTER 15
Exploring the Meaning, Form, and Relationships of Words
CHAPTER 16
Grammatically Unpacking Sentences
CHAPTER 17
Understanding Text Structures with Graphic Organizers
CHAPTER 18
Grammar, Spelling, and Vocabulary Mini-Lessons
CHAPTER 19
Responding to Sentence-Level Writing Errors
CHAPTER 20
Planning Writing with Graphic Organizers
CONCLUSION
Tools and Techniques in Practice
APPENDIX A
The Language Demands Posed by Academic Standards
APPENDIX B
Assessment of English Proficiency
Notes
Acknowledgments
About the Authors
Index