Shira Lubliner, Dana L. Grisham

Translanguaging

The Key to Comprehension for Spanish-Speaking Students and Their Peers

• Broschiertes Buch

Produktbeschreibung

Translanguaging is a new approach that incorporates students' languages and cultures with the goal of strengthening academic achievement. This book focuses on Spanish-speaking emergent bilingual learners.

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Produktdetails

• Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
• Seitenzahl: 188
• Erscheinungstermin: 5. Juni 2017
• Englisch
• Abmessung: 280mm x 216mm x 10mm
• Gewicht: 489g
• ISBN-13: 9781475831627
• ISBN-10: 1475831625
• Artikelnr.: 47592345

Autorenporträt

By Shira Lubliner and Dana L. Grisham

Inhaltsangabe

Dedication Foreword Robert Jimenez (Vanderbilt University) Chapter 1.
Introducing Four Big Ideas for this Book First Big Idea: Translanguaging
Second Big Idea: Unlocking - The Key to Comprehension Third Big Idea: A
Focus on Spanish-Speaking Emergent Bilingual Students and Their Peers
Fourth Big Idea: The Importance of Teachers in this Process Layout of the
Book Other Resources Chapter 2. An Overview of Cognates and the
Translanguaging Classroom Part 1: Background Information for Teachers Part
2: Cognate Patterns and Clusters Chapter 3. Translanguaging in Action:
Getting Started with Cognate Strategy Instruction Part 1. Information for
Teachers Are False Cognates Really such a Big Problem? Is it True that
Bilingual Students Do No Know Academic Words in Either Spanish or English?
Can Non-Spanish-Speaking Teachers Teach Cognates? Can Bilingual Students
Who Are Not Literate in Spanish Recognize Cognates? Part 2. General Cognate
Instruction An Overview of Cognate Strategy Instuction (CSI) in the
Classroom The Cognate Lesson Matrix Lesson 1. Introduction to Cognates
Lesson 2. Cognates are Everywhere! Lesson 3. Introducing Cognate
Clusters/Patterns The Cognate Word Wall Cognate Dictionary Home-School
Connection Part 3. Exploring Cognate Clusters and Patterns Lesson 4.
Contrastive Analysis Lesson 5. Cognate Raps Lesson 6. Cognate Strategy
Instruction Chapter 4. Exploring Cognate Clusters and Patterns Part 1.
Information for Teachers Orthographic Transparency Phonological
Transparency Vowel Pronunciation in Spanish and English Structural
Difference between Spanish and English Cognate Pattern Instructional
Guidelines Part 2. Exploring Cognate Patterns The SAME Cluster Lesson 7.
SAME Cluster Cognates: Focus on Pronunciation Lesson 8. SAME Cluster
Pronunciation Continuum Lesson 9. Text-based Lesson with SAME Cluster
Cognates The ADD/Change Cluster Lesson 10. Introducing ADD/CHANGE Cluster
Cognates Lesson 11. Finding and Sorting ADD Vowel Pattern Cognates Lesson
12. Working with ADD/Change Pattern Cognates Lesson 13. ADD/CHANGE Spelling
Continuum Lesson 14. CLOZE Activity with ADD/CHANGE Cluster Cognates Lesson
15. ADD/CHANGE Cluster Review Lesson 16. Writing Immigrant Stories Chapter
5: Exploring Complex Cognate Patterns and Partial and False Cognates Part
1. Information for Teachers Verb Cluster Instruction-Information for
Teachers Verb Cluster Instruction Lesson 16. Introduction to Verbs Lesson
17. Working with Verbs: A Focus on Infinitives Lesson 18. Past Participles
Lesson 19. Past Participles and Infinitives Part 2. Words that Begin with
ES: ES Pattern/Cluster Information for Teachers Lesson 20. Cognates that
Begin with ES. Part 3. OTHER Cluster Cognate Instruction Lesson 21. Working
with OTHER Cluster Cognates Part 4. Teaching Students to Work with Partial
and False Cognates Information for Teachers Partial and False Cognate
Instruction Lesson 22. Partial Cognates and False Friends Chapter 6.
Putting it all Together Part 1. Reviewing Cognates from a Variety of
Clusters Lesson 23. Cognate Review-All Patterns Lesson 24. Cognate Review
with CLOZE Lesson 25. Cognate Review for Reading Comprehension Part 2.
Academic Language Development: Unlocking Instruction Based on the Academic
Word List (AWL) The Academic Word List (AWL) Scope and Sequence of Academic
Language Development Instruction AWL Lessons: Word Parts and Word Families
Lesson 26. Introducting Word Parts and Word Families Lesson 27. Word Family
Cognates Ending in ION Lesson 28. Word Families: Cognates in Textbooks
Lesson 29. Using Cognates to Unlock Texts and to Foster Reading
Comprehension Lesson 30. Using Cognates to Unlock Complex Texts and to
Foster Reading Comprehension Part 3. Games that Reinforce Instruction
Concentration Go Fish! War Around the World (Using Cognate Flash Cards)
Bingo AWL Family Feud V-Tweets VSS+ Additional Electronic Resources Chapter
7: Managing the Translanguaging Classroom Part 1. Meeting the Needs of ALL
Students in the Classroom The Translanguaging Classroom: Melting Pot or
Salad Bowl? Building a Translanguaging Classroom Adapting Cognate Lessons
for Students who Speak only English or Languages Other than Spanish
Translanguaging Activity 1: Map of Our World Translanguaging Activity 2:
Flags of Many Nations Translanguaging Activity 3: Greetings Translanguaging
Activity 4: Name Day Translanguaging Activity 5: E Pluribus Unum Grouping
Students for Instruction Cooperative Groups Translanguaging with a Partner
Scope and Sequence Part 2. Unlocking texts and Translanguaging Across the
Curriculum Translanguaging Methods Across the Curriculum Lesson: Unlocking
Social Studies Texts Lesson: Unlocking Science Texts Lesson: Unlocking Math
Texts Why Unlocking Words in Literature is So Difficult Part 3. Assessments
Cognate Identification Test Cognates in Context Test Multiple Choice
Comprehension Test CLOZE Comprehension Test Vocabulary Test Part 4. A Final
Word to Teachers References Appendix A Appendix B Appendix C