MARC Record from Library of Congress

LEADER: 05353cam a22003498a 4500
001 2011006847
003 DLC
005 20110222112930.0
008 110217s2011 cau b 001 0 eng
010 $a 2011006847
020 $a9781412988438 (pbk.)
040 $aDLC$cDLC$dDLC
042 $apcc
050 00 $aLB1050.455$b.S95 2011
082 00 $a372.6$222
084 $aEDU005000$2bisacsh
100 1 $aSwinney, Ruth.
245 10 $aConnecting content and academic language for English learners and struggling students, grades 2-6 /$cRuth Swinney, Patricia Velasco ; foreword by Ofelia Garcia.
260 $aThousand Oaks, Calif. :$bCorwin Press,$c2011.
263 $a1109
300 $ap. cm.
520 $a"This book focuses on increasing teachers' expertise in developing all students' academic language. Included are graphic organizers, sample lesson plans, and reproducibles"-- Provided by publisher.
520 $a"For English Learners and other struggling students, understanding and using academic language is absolutely critical to literacy development and school achievement, but it takes careful planning to help these students develop mastery. Ruth Swinney and Patricia Velasco's teacher-friendly guide explains how to weave together content and language goals when planning lesson units, as well as offering strategies for moving students from social to academic language and creating a curriculum of talk in the classroom. In addition, Swinney and Velasco provide detailed sample unit plans in all content areas to demonstrate how these strategies can be employed while simultaneously meeting curriculum demands. Using specific structures of balanced literacy including read along, shared reading, and shared writing, these unit plans also include a self-assessment guide for teachers to use as they scaffold the content to increase comprehension and student achievement"-- Provided by publisher.
504 $aIncludes bibliographical references and index.
505 8 $aMachine generated contents note: Foreword by Ofelia Garc©ƯaList of IllustrationsPreface: Finding Cats and Dogs in the Zoo by Ofelia GarciaAcknowledgmentsAbout the AuthorsIntroduction: Making Content Accessible to English Learners and Struggling StudentsPart I: The Language Component: From Social to Academic Language1. Building Language: How and Why Background Knowledge and Its Relationship with Vocabulary The Role that Background Knowledge Plays in Our Learning Morphology and Syntax Language Acquisition Versus Language Learning Figurative Language Conclusion Questions and Reflection2. Creating a Curriculum of Talk Developing Oral Language The Social and Academic Language Continuum What is a Curriculum of Talk? Goals of a Curriculum of Talk: The Role of Conversation Different Types of Classroom Conversations that Support Listening and Speaking in the Classroom3. Using Literacy Practices that Support Language Development What is Balanced Literacy? Literacy Practices that Support Language Growth Adapting Balanced Literacy Components Interactive Real Aloud Shared Reading Shared Writing Focus on the Development of Academic Language ConclusionPart II: The Lesson Component: Sample Units to Integrate Content and Language Goals4. Language Arts Unit: Memoir (Grades 3-6) Introduction The English Language Learner and Memoir Planning Template for the Unit Breaking the Plan into Doable Parts Immersion in Concepts and Language through Read Aloud and Shared Reading Assessing and Developing Background Knowledge Addressing Language Needs Elements of Cohesion Figurative Language Conclusion Teaching Self-Assessment for the Unit5. Social Studies Unit: Colonial Times and the American Revolution (Grade 4) The English Language Learner and the Social Studies Curriculum Planning Template for the Unit Concepts and Teaching Tools Breaking the Plan into Doable Parts Assessing and Developing Background Knowledge Anchoring the Unit in a Read Aloud Thinking Skills Used Throughout the Unit: Language Prompts Vocabulary Development Developing Strategies for Nonfiction Syntax and Elements of Cohesion Shared Writing Conclusion Teacher Self-Assessment for the Unit6. Science Unit: Plant and Animal Adaptations (Grades 5-6) The English Language Learner and Science Planning the Unit Template: Planning Concepts and Teaching Tools, Content and Language Objectives Breaking the Plan inito Doable Parts Assessing and Developing Background Knowledge Shared Reading Developing Critical Thinking Skills through Read Aloud Experiment: Plant Adaptations Individual Book Reports Conclusion Teacher Self-Assessment for the Unit7. Thematic Unit: The Rainforest (Grades 2-3) The English Language Learner and Thematic Units Planning the Unit Breaking the Plan into Doable Parts Assessing and Developing Background Knowledge Social Studies and Math Concepts Science Language Arts The Rainforest is Our Home: The Play Conclusion Teacher Self-Assessment for the UnitConclusion: Maintaining High Standards AND a Rich CurriculumAppendixBibliography.
650 0 $aContent area reading.
650 0 $aLanguage arts (Elementary)
650 0 $aReading$xRemedial teaching.
650 0 $aEnglish language$xStudy and teaching (Elementary)$xForeign speakers.
650 7 $aEDUCATION / Bilingual Education$2bisacsh.
700 1 $aVelasco, Patricia,$d1973-
700 1 $aGarcia, Ofelia.