Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development.
Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Contents Preface Chapter 1. Effective Professional Development: A Three-Prong Approach Introduction Content: Academic Language Matters ·Conventions of Standard English ·Features of Academic Language ·So what is Academic Language? Context: Creating Chief Education Officers (CEOs) ·Am I a CEO or do I need to work on this? Process: Job Embedded Coaching and Collaboration ·Phase One: Preparation and Planning ·Phase Two: Implementation and Reflection ·Phase Three: Capacity Building Summary Chapter 2. Content: What Comprises Academic Language Literacy (ALL)? Introduction Components of Academic Language ·Process/Function Words ·Morphology ·Content Specific Vocabulary Who needs Academic Language Literacy? ·Group #1. Native Speakers of English or Standard English Learners (SELs) ·Group #2. English Language Learners (ELLs) How do we deliver Academic language Instruction? An Overview of SIOP, CHATS and Six-Steps Connecting the Dots: How do these three models overlap? Summary Chapter 3. Content: Specific Strategies for Academic Language Literacy Introduction Strategies for a Linguistically Diverse Classroom Academic Language Learning Strategies ·Vocabulary building oFour square oPersonal dictionaries oModified word walls oShades of meaning oRest in Peace (RIP) oUsing Morphology ·Reading and Writing Strategies oSentence Frames oParagraph Frame oHOTS Strategy oBricks and Mortar oHierarchical Tree Map oSplit page note taking oGraphic organizers for note-taking or Deciphering text oGraphic Organizer for Concept Definition oError Correction Manual Summary Chapter 4. Context: Creating Chief Educational Officers (CEOs) Introduction Planning Professional Development that Impacts Instruction and Learning Professional Development and Levels of Implementation Professional Development and Sustainability Booking Agent vs. CEO CEO and School Change Principal as CEO School University Partnerships ·Partnering for School Change ·Characteristics of Effective School University Partnerships oCommon Goal oStakeholders oBuy in oCreating a Learning Community oLong term Commitment to Professional Development Summary Chapter 5. Implementation of Sustainable Professional Development Introduction Phase 1: Preparation and Planning ·Collaborate with experts of ALL and professional development ·Select CEO team participants ·Clarify professional development outcomes ·Organizing monthly expectations Phase 2: Implementation and Reflection Phase 3: Capacity Building Note from the authors Summary Chapter 6. Visualizing Change Introduction Project CEO Summary Participants and Professional Development: Tyrrell County Professional Development Flexibility Accomplishments and Outcomes Teachers' voices Students' voices Principals' voices Summary Author's note
Contents Preface Chapter 1. Effective Professional Development: A Three-Prong Approach Introduction Content: Academic Language Matters ·Conventions of Standard English ·Features of Academic Language ·So what is Academic Language? Context: Creating Chief Education Officers (CEOs) ·Am I a CEO or do I need to work on this? Process: Job Embedded Coaching and Collaboration ·Phase One: Preparation and Planning ·Phase Two: Implementation and Reflection ·Phase Three: Capacity Building Summary Chapter 2. Content: What Comprises Academic Language Literacy (ALL)? Introduction Components of Academic Language ·Process/Function Words ·Morphology ·Content Specific Vocabulary Who needs Academic Language Literacy? ·Group #1. Native Speakers of English or Standard English Learners (SELs) ·Group #2. English Language Learners (ELLs) How do we deliver Academic language Instruction? An Overview of SIOP, CHATS and Six-Steps Connecting the Dots: How do these three models overlap? Summary Chapter 3. Content: Specific Strategies for Academic Language Literacy Introduction Strategies for a Linguistically Diverse Classroom Academic Language Learning Strategies ·Vocabulary building oFour square oPersonal dictionaries oModified word walls oShades of meaning oRest in Peace (RIP) oUsing Morphology ·Reading and Writing Strategies oSentence Frames oParagraph Frame oHOTS Strategy oBricks and Mortar oHierarchical Tree Map oSplit page note taking oGraphic organizers for note-taking or Deciphering text oGraphic Organizer for Concept Definition oError Correction Manual Summary Chapter 4. Context: Creating Chief Educational Officers (CEOs) Introduction Planning Professional Development that Impacts Instruction and Learning Professional Development and Levels of Implementation Professional Development and Sustainability Booking Agent vs. CEO CEO and School Change Principal as CEO School University Partnerships ·Partnering for School Change ·Characteristics of Effective School University Partnerships oCommon Goal oStakeholders oBuy in oCreating a Learning Community oLong term Commitment to Professional Development Summary Chapter 5. Implementation of Sustainable Professional Development Introduction Phase 1: Preparation and Planning ·Collaborate with experts of ALL and professional development ·Select CEO team participants ·Clarify professional development outcomes ·Organizing monthly expectations Phase 2: Implementation and Reflection Phase 3: Capacity Building Note from the authors Summary Chapter 6. Visualizing Change Introduction Project CEO Summary Participants and Professional Development: Tyrrell County Professional Development Flexibility Accomplishments and Outcomes Teachers' voices Students' voices Principals' voices Summary Author's note
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