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This handbook is for elementary staff who work with English Language Learners, but who don't have specialized training in English language acquisition.It provides a thorough picture of English Language Learners, and offers practical strategies for teaching.
This handbook is for elementary staff who work with English Language Learners, but who don't have specialized training in English language acquisition.It provides a thorough picture of English Language Learners, and offers practical strategies for teaching.
Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 124
- Erscheinungstermin: 20. November 2018
- Englisch
- Abmessung: 280mm x 216mm x 7mm
- Gewicht: 334g
- ISBN-13: 9781475843873
- ISBN-10: 1475843879
- Artikelnr.: 53924874
- Verlag: Rowman & Littlefield Publishers
- Seitenzahl: 124
- Erscheinungstermin: 20. November 2018
- Englisch
- Abmessung: 280mm x 216mm x 7mm
- Gewicht: 334g
- ISBN-13: 9781475843873
- ISBN-10: 1475843879
- Artikelnr.: 53924874
By Ann Morgan
Acknowledgments Introduction Acronym Soup and Other Terms Chapter 1: Who
are These Kids? Countries and Backgrounds Period of Adjustment Grade
Placement The Silent Stage An Adjustment Problem Not an Adjustment Problem
Clothes Realistic Expectations Chapter 2: Home Comes to School The Cultural
Divide General Information Gender and Expectations Socializing Holidays
Resources Chapter 3: Domains and Levels of English Language Learning
Language Domains Listening Speaking Reading Writing Testing English
Language Proficiency Levels of English Language Proficiency Level 1-2
Beginner Level 3-4 Intermediate Level 5-6 Advanced/Exited Beginning Level
Proficiency Goals Intermediate Level Proficiency Goals Advanced Level
Proficiency Goals Chapter 4: How to Talk to Your ELLs Pace Yourself
Receptive Language Productive Language This is Tense. Keep it Simple. Be an
Active Active Speaker More than Words I Don't Get It Chapter 5: Classroom
Accommodations What are Accommodations? Typical Accommodations Who is Part
of the Accommodations Process? When and Where do ESOL Students Use
Accommodations? Why Use Accommodations? Chapter 6: Making the Everyday
Puzzle Pieces Fit The Basics First Steps Technology for the Unemployed
Let's Do Lunch-Book Talk Overview Before-Setting Up During-Let's Eat
After-Clean Up The Book Talk Ripple Effect Chapter 7: Project Based
Learning Why PBL? Collect Something Write to Someone Make Something Play
Something Chapter 8: Strategies for Teaching Writing Summaries Fiction
Non-Fiction General Organization Dots Write Point of View The Kid Piece of
the Writing Puzzle Six Word Memoirs OWL Purdue Online Writing Lab Maryland
Public Television Chapter 9: What's the Problem? ESOL and Special Needs
ESOL Common Errors (Don't Worry) Uncommon Errors (It's Time to Worry)
Chapter 10: What Teachers and Kids Say Teachers Input from Kids (with some
grammar corrections) Appendix A: Basic Skills Chart for Gardner's Multiple
Intelligences Appendix B: Suggested Readings for Book Talk Appendix C:
Project Based Learning (PBL) Activities Appendix D: The Great Graph
Appendix E: Comparing Proficiency Levels over Time Appendix F: Comparing
Proficiency Scores within a Group About the Author Index
are These Kids? Countries and Backgrounds Period of Adjustment Grade
Placement The Silent Stage An Adjustment Problem Not an Adjustment Problem
Clothes Realistic Expectations Chapter 2: Home Comes to School The Cultural
Divide General Information Gender and Expectations Socializing Holidays
Resources Chapter 3: Domains and Levels of English Language Learning
Language Domains Listening Speaking Reading Writing Testing English
Language Proficiency Levels of English Language Proficiency Level 1-2
Beginner Level 3-4 Intermediate Level 5-6 Advanced/Exited Beginning Level
Proficiency Goals Intermediate Level Proficiency Goals Advanced Level
Proficiency Goals Chapter 4: How to Talk to Your ELLs Pace Yourself
Receptive Language Productive Language This is Tense. Keep it Simple. Be an
Active Active Speaker More than Words I Don't Get It Chapter 5: Classroom
Accommodations What are Accommodations? Typical Accommodations Who is Part
of the Accommodations Process? When and Where do ESOL Students Use
Accommodations? Why Use Accommodations? Chapter 6: Making the Everyday
Puzzle Pieces Fit The Basics First Steps Technology for the Unemployed
Let's Do Lunch-Book Talk Overview Before-Setting Up During-Let's Eat
After-Clean Up The Book Talk Ripple Effect Chapter 7: Project Based
Learning Why PBL? Collect Something Write to Someone Make Something Play
Something Chapter 8: Strategies for Teaching Writing Summaries Fiction
Non-Fiction General Organization Dots Write Point of View The Kid Piece of
the Writing Puzzle Six Word Memoirs OWL Purdue Online Writing Lab Maryland
Public Television Chapter 9: What's the Problem? ESOL and Special Needs
ESOL Common Errors (Don't Worry) Uncommon Errors (It's Time to Worry)
Chapter 10: What Teachers and Kids Say Teachers Input from Kids (with some
grammar corrections) Appendix A: Basic Skills Chart for Gardner's Multiple
Intelligences Appendix B: Suggested Readings for Book Talk Appendix C:
Project Based Learning (PBL) Activities Appendix D: The Great Graph
Appendix E: Comparing Proficiency Levels over Time Appendix F: Comparing
Proficiency Scores within a Group About the Author Index
Acknowledgments Introduction Acronym Soup and Other Terms Chapter 1: Who
are These Kids? Countries and Backgrounds Period of Adjustment Grade
Placement The Silent Stage An Adjustment Problem Not an Adjustment Problem
Clothes Realistic Expectations Chapter 2: Home Comes to School The Cultural
Divide General Information Gender and Expectations Socializing Holidays
Resources Chapter 3: Domains and Levels of English Language Learning
Language Domains Listening Speaking Reading Writing Testing English
Language Proficiency Levels of English Language Proficiency Level 1-2
Beginner Level 3-4 Intermediate Level 5-6 Advanced/Exited Beginning Level
Proficiency Goals Intermediate Level Proficiency Goals Advanced Level
Proficiency Goals Chapter 4: How to Talk to Your ELLs Pace Yourself
Receptive Language Productive Language This is Tense. Keep it Simple. Be an
Active Active Speaker More than Words I Don't Get It Chapter 5: Classroom
Accommodations What are Accommodations? Typical Accommodations Who is Part
of the Accommodations Process? When and Where do ESOL Students Use
Accommodations? Why Use Accommodations? Chapter 6: Making the Everyday
Puzzle Pieces Fit The Basics First Steps Technology for the Unemployed
Let's Do Lunch-Book Talk Overview Before-Setting Up During-Let's Eat
After-Clean Up The Book Talk Ripple Effect Chapter 7: Project Based
Learning Why PBL? Collect Something Write to Someone Make Something Play
Something Chapter 8: Strategies for Teaching Writing Summaries Fiction
Non-Fiction General Organization Dots Write Point of View The Kid Piece of
the Writing Puzzle Six Word Memoirs OWL Purdue Online Writing Lab Maryland
Public Television Chapter 9: What's the Problem? ESOL and Special Needs
ESOL Common Errors (Don't Worry) Uncommon Errors (It's Time to Worry)
Chapter 10: What Teachers and Kids Say Teachers Input from Kids (with some
grammar corrections) Appendix A: Basic Skills Chart for Gardner's Multiple
Intelligences Appendix B: Suggested Readings for Book Talk Appendix C:
Project Based Learning (PBL) Activities Appendix D: The Great Graph
Appendix E: Comparing Proficiency Levels over Time Appendix F: Comparing
Proficiency Scores within a Group About the Author Index
are These Kids? Countries and Backgrounds Period of Adjustment Grade
Placement The Silent Stage An Adjustment Problem Not an Adjustment Problem
Clothes Realistic Expectations Chapter 2: Home Comes to School The Cultural
Divide General Information Gender and Expectations Socializing Holidays
Resources Chapter 3: Domains and Levels of English Language Learning
Language Domains Listening Speaking Reading Writing Testing English
Language Proficiency Levels of English Language Proficiency Level 1-2
Beginner Level 3-4 Intermediate Level 5-6 Advanced/Exited Beginning Level
Proficiency Goals Intermediate Level Proficiency Goals Advanced Level
Proficiency Goals Chapter 4: How to Talk to Your ELLs Pace Yourself
Receptive Language Productive Language This is Tense. Keep it Simple. Be an
Active Active Speaker More than Words I Don't Get It Chapter 5: Classroom
Accommodations What are Accommodations? Typical Accommodations Who is Part
of the Accommodations Process? When and Where do ESOL Students Use
Accommodations? Why Use Accommodations? Chapter 6: Making the Everyday
Puzzle Pieces Fit The Basics First Steps Technology for the Unemployed
Let's Do Lunch-Book Talk Overview Before-Setting Up During-Let's Eat
After-Clean Up The Book Talk Ripple Effect Chapter 7: Project Based
Learning Why PBL? Collect Something Write to Someone Make Something Play
Something Chapter 8: Strategies for Teaching Writing Summaries Fiction
Non-Fiction General Organization Dots Write Point of View The Kid Piece of
the Writing Puzzle Six Word Memoirs OWL Purdue Online Writing Lab Maryland
Public Television Chapter 9: What's the Problem? ESOL and Special Needs
ESOL Common Errors (Don't Worry) Uncommon Errors (It's Time to Worry)
Chapter 10: What Teachers and Kids Say Teachers Input from Kids (with some
grammar corrections) Appendix A: Basic Skills Chart for Gardner's Multiple
Intelligences Appendix B: Suggested Readings for Book Talk Appendix C:
Project Based Learning (PBL) Activities Appendix D: The Great Graph
Appendix E: Comparing Proficiency Levels over Time Appendix F: Comparing
Proficiency Scores within a Group About the Author Index