Coverart for item
The Resource Approaches to inclusive English classrooms : a teacher's handbook for content based instruction, Kate Mastruserio Reynolds, (electronic resource)

Approaches to inclusive English classrooms : a teacher's handbook for content based instruction, Kate Mastruserio Reynolds, (electronic resource)

Label
Approaches to inclusive English classrooms : a teacher's handbook for content based instruction
Title
Approaches to inclusive English classrooms
Title remainder
a teacher's handbook for content based instruction
Statement of responsibility
Kate Mastruserio Reynolds
Creator
Subject
Language
eng
Cataloging source
YDXCP
http://library.link/vocab/creatorName
Reynolds, Kate Mastruserio
Dewey number
428.0071
Index
index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
Series statement
Parents' and teachers' guides
http://library.link/vocab/subjectName
  • English language
  • Inclusive education
  • Language arts
  • Interdisciplinary approach in education
Label
Approaches to inclusive English classrooms : a teacher's handbook for content based instruction, Kate Mastruserio Reynolds, (electronic resource)
Instantiates
Publication
Contents
  • Why Prepare General Educators to Include ELs?
  • SDAIE Comprehensibility
  • Comprehensibility through Demonstration and Modelling
  • First Language Literacy and Language Support
  • Differentiated Instruction
  • Interaction in SDAIE
  • SDAIE Lesson Plan Format
  • Assessment in SDAIE
  • SDAIE Effectiveness
  • Strengths of the SDAIE Model
  • Strengths that May Also be Weaknesses
  • General Educators' Concerns about Inclusion of ELs: Inclusion Drawbacks
  • Weaknesses of the SDAIE Model
  • Optimal Context for Implementation and Suggestions
  • Conclusion
  • Activities and Discussions
  • 8.
  • Models: Center for Research on Education, Diversity & Excellence Standards and the Expediting Comprehension for English Language Learners Model
  • Overview
  • CREDE's Standards for Effective Pedagogy
  • ExC-ELL Model
  • Optimal Context for Implementation and Suggestions
  • Challenges to Teacher Preparation for EL Inclusion
  • Conclusion
  • Activities and Discussions
  • 9.
  • Models: Content and Language Integrated Learning and Content-Based Language Learning through Technology
  • Overview
  • Content and Language Integrated Learning Model
  • Description of the Model
  • Content Subjects Taught in CLiL
  • Implementation of CLiL
  • Meaningful Learning
  • Conclusion
  • Active Learning
  • Effectiveness of CLiL
  • Strengths of the CLiL Model
  • Strengths that May Also be Weaknesses
  • Weaknesses of the CLiL Model
  • Description of the CoBaLTT Model
  • Curriculum Development in CoBaLLT
  • Text Analysis in CoBaLLT
  • Objective Writing
  • CoBaLLT Instructional Strategies
  • Activities and Discussions
  • Assessment in CoBaLLT
  • Technology in CoBaLLT
  • Tips for Implementation of CoBaLTT Model
  • Effectiveness of the CoBaLTT Model
  • Strengths of the CoBaLLT Model
  • Weaknesses of the CoBaLLT Model
  • Optimal Context for Implementation and Suggestions
  • Conclusion
  • Activities and Discussions
  • 10.
  • 2.
  • The 'Winner': Which Model Should Be Chosen?
  • Overview
  • ELs' Arrival and Residence: Factors Influencing Schooling
  • K-12 Language Support and Delivery Programmes
  • Differing Variables Result in Differing Models
  • States' Mandates and Federal Law
  • CBI/EL Inclusion Model Comparison
  • Infrastructure Challenges: Issues of Pre-Service and In-Service Teacher Preparedness
  • Overview of Pre-Service Preparation and Challenges
  • 'Essential' Content for Inclusive Education
  • I Just Want to Teach Math! Language is a Foundation for all Content Areas
  • Why In-Service Teacher Preparation in EL Inclusion?
  • Conclusion
  • Activities and Discussions
  • Language is the Centre of All Learning
  • Creating Language Objectives for ELs
  • 'Content is King'?
  • Machine generated contents note:
  • Invisible Language Structures of Disciplines
  • Multiple Discourses Theory
  • Diagramming Sentences is Pass⥠--
  • Understanding Language Systems Helps
  • What Aspects of Language to Teach?
  • Presenting New Linguistic Information
  • Conclusion
  • Activities and Discussions
  • 3.
  • A Framework for General Educator Development in EL Instruction
  • 1.
  • Language Proficiency Levels
  • Getting on the Same Page: Terminology
  • A Theoretical Framework for Evaluation
  • The Qualities of Successful Professional Development Programmes
  • Conclusion
  • Activities and Discussions
  • 4.
  • Models: Sheltered Instruction Observation Protocol Model
  • Introduction
  • Description of the Model
  • Why Must I Do This? The Drawbacks, Benefits and Challenges with EL Inclusion and the Impetus for General Educator Preparation in EL Inclusion
  • Strengths
  • Strengths that May Also be Weaknesses
  • Weaknesses
  • Optimal Context for Implementation and Suggestions
  • Activities and Discussions
  • 5.
  • Models: Cognitive Academic Language Learning Approach
  • Description of the CALLA Model
  • Language Experience Approach
  • Cognitive Theory
  • History and Rationale for General Educator Preparation in EL Inclusion
  • Content, Language and Learning Strategy Objectives
  • Schema Theory
  • Explicit Instruction of Learning Strategies
  • The CALLA Model's Preparation, Teaching Process and Materials
  • Needs Assessment
  • Guidelines for Designing Needs Assessments
  • Needs Assessments: Listening and Reading Comprehension Sections
  • Needs Assessments: Speaking Ability and Pronunciation Intelligibility Section(s)
  • Needs Assessments: Writing Section
  • Needs Assessments: Assessing Grammar and Vocabulary
  • What does EL Inclusion Look Like?
  • Discourse Analysis and Awareness
  • Lesson Procedures and Sequencing
  • Presentation of New Materials
  • Task-Based Instruction and Instructional Strategies
  • Materials Needed
  • Assessment and Accommodations in CALLA
  • Type of Classroom Environment
  • Strengths
  • Strengths that May Also be Weaknesses
  • Weaknesses
  • What Benefits does Inclusion Afford ELs?
  • Optimal Context for Implementation and Suggestions
  • Conclusion
  • Activities and Discussions
  • 6.
  • Models: Response to Intervention
  • Overview
  • Description of the RtI Model
  • Response to Intervention Model, Tier 1
  • Vignette of a Tier 1 General Education Class Session with Modifications for ELs and Learners Special Needs
  • Response to Intervention Model, Tier 2
  • How are these Changes Affecting Teachers' Instruction and Preparation?
  • Vignette of a Tier 2 Small-Group, Pull-Out Session
  • Response to Intervention Model, Tier 3
  • Vignette of a Tier 3 Session
  • Cultural Considerations in RtI
  • Affective Awareness in Second Language Acquisition
  • Assessment Issues of ELs in RtI
  • Guidelines for Implementation
  • Effectiveness of the Model
  • Strengths of the RtI Model
  • Strengths that May Also be Weaknesses
  • How Are Teachers Prepared for EL Inclusion?
  • Weaknesses of the RtI Model for ELs
  • Optimal Context for Implementation and Suggestions
  • Conclusion
  • Activities and Discussions
  • 7.
  • Models: Specially Designed Academic Instruction in English Model
  • Overview
  • Description of the Model
  • SDAIE Content
  • SDAIE Connections
Control code
ocn905066980
Dimensions
unknown
Extent
1 online resource
Form of item
online
Isbn
9781783093342
Isbn Type
(electronic bk.)
Specific material designation
remote
System control number
(OCoLC)905066980
Label
Approaches to inclusive English classrooms : a teacher's handbook for content based instruction, Kate Mastruserio Reynolds, (electronic resource)
Publication
Contents
  • Why Prepare General Educators to Include ELs?
  • SDAIE Comprehensibility
  • Comprehensibility through Demonstration and Modelling
  • First Language Literacy and Language Support
  • Differentiated Instruction
  • Interaction in SDAIE
  • SDAIE Lesson Plan Format
  • Assessment in SDAIE
  • SDAIE Effectiveness
  • Strengths of the SDAIE Model
  • Strengths that May Also be Weaknesses
  • General Educators' Concerns about Inclusion of ELs: Inclusion Drawbacks
  • Weaknesses of the SDAIE Model
  • Optimal Context for Implementation and Suggestions
  • Conclusion
  • Activities and Discussions
  • 8.
  • Models: Center for Research on Education, Diversity & Excellence Standards and the Expediting Comprehension for English Language Learners Model
  • Overview
  • CREDE's Standards for Effective Pedagogy
  • ExC-ELL Model
  • Optimal Context for Implementation and Suggestions
  • Challenges to Teacher Preparation for EL Inclusion
  • Conclusion
  • Activities and Discussions
  • 9.
  • Models: Content and Language Integrated Learning and Content-Based Language Learning through Technology
  • Overview
  • Content and Language Integrated Learning Model
  • Description of the Model
  • Content Subjects Taught in CLiL
  • Implementation of CLiL
  • Meaningful Learning
  • Conclusion
  • Active Learning
  • Effectiveness of CLiL
  • Strengths of the CLiL Model
  • Strengths that May Also be Weaknesses
  • Weaknesses of the CLiL Model
  • Description of the CoBaLTT Model
  • Curriculum Development in CoBaLLT
  • Text Analysis in CoBaLLT
  • Objective Writing
  • CoBaLLT Instructional Strategies
  • Activities and Discussions
  • Assessment in CoBaLLT
  • Technology in CoBaLLT
  • Tips for Implementation of CoBaLTT Model
  • Effectiveness of the CoBaLTT Model
  • Strengths of the CoBaLLT Model
  • Weaknesses of the CoBaLLT Model
  • Optimal Context for Implementation and Suggestions
  • Conclusion
  • Activities and Discussions
  • 10.
  • 2.
  • The 'Winner': Which Model Should Be Chosen?
  • Overview
  • ELs' Arrival and Residence: Factors Influencing Schooling
  • K-12 Language Support and Delivery Programmes
  • Differing Variables Result in Differing Models
  • States' Mandates and Federal Law
  • CBI/EL Inclusion Model Comparison
  • Infrastructure Challenges: Issues of Pre-Service and In-Service Teacher Preparedness
  • Overview of Pre-Service Preparation and Challenges
  • 'Essential' Content for Inclusive Education
  • I Just Want to Teach Math! Language is a Foundation for all Content Areas
  • Why In-Service Teacher Preparation in EL Inclusion?
  • Conclusion
  • Activities and Discussions
  • Language is the Centre of All Learning
  • Creating Language Objectives for ELs
  • 'Content is King'?
  • Machine generated contents note:
  • Invisible Language Structures of Disciplines
  • Multiple Discourses Theory
  • Diagramming Sentences is Pass⥠--
  • Understanding Language Systems Helps
  • What Aspects of Language to Teach?
  • Presenting New Linguistic Information
  • Conclusion
  • Activities and Discussions
  • 3.
  • A Framework for General Educator Development in EL Instruction
  • 1.
  • Language Proficiency Levels
  • Getting on the Same Page: Terminology
  • A Theoretical Framework for Evaluation
  • The Qualities of Successful Professional Development Programmes
  • Conclusion
  • Activities and Discussions
  • 4.
  • Models: Sheltered Instruction Observation Protocol Model
  • Introduction
  • Description of the Model
  • Why Must I Do This? The Drawbacks, Benefits and Challenges with EL Inclusion and the Impetus for General Educator Preparation in EL Inclusion
  • Strengths
  • Strengths that May Also be Weaknesses
  • Weaknesses
  • Optimal Context for Implementation and Suggestions
  • Activities and Discussions
  • 5.
  • Models: Cognitive Academic Language Learning Approach
  • Description of the CALLA Model
  • Language Experience Approach
  • Cognitive Theory
  • History and Rationale for General Educator Preparation in EL Inclusion
  • Content, Language and Learning Strategy Objectives
  • Schema Theory
  • Explicit Instruction of Learning Strategies
  • The CALLA Model's Preparation, Teaching Process and Materials
  • Needs Assessment
  • Guidelines for Designing Needs Assessments
  • Needs Assessments: Listening and Reading Comprehension Sections
  • Needs Assessments: Speaking Ability and Pronunciation Intelligibility Section(s)
  • Needs Assessments: Writing Section
  • Needs Assessments: Assessing Grammar and Vocabulary
  • What does EL Inclusion Look Like?
  • Discourse Analysis and Awareness
  • Lesson Procedures and Sequencing
  • Presentation of New Materials
  • Task-Based Instruction and Instructional Strategies
  • Materials Needed
  • Assessment and Accommodations in CALLA
  • Type of Classroom Environment
  • Strengths
  • Strengths that May Also be Weaknesses
  • Weaknesses
  • What Benefits does Inclusion Afford ELs?
  • Optimal Context for Implementation and Suggestions
  • Conclusion
  • Activities and Discussions
  • 6.
  • Models: Response to Intervention
  • Overview
  • Description of the RtI Model
  • Response to Intervention Model, Tier 1
  • Vignette of a Tier 1 General Education Class Session with Modifications for ELs and Learners Special Needs
  • Response to Intervention Model, Tier 2
  • How are these Changes Affecting Teachers' Instruction and Preparation?
  • Vignette of a Tier 2 Small-Group, Pull-Out Session
  • Response to Intervention Model, Tier 3
  • Vignette of a Tier 3 Session
  • Cultural Considerations in RtI
  • Affective Awareness in Second Language Acquisition
  • Assessment Issues of ELs in RtI
  • Guidelines for Implementation
  • Effectiveness of the Model
  • Strengths of the RtI Model
  • Strengths that May Also be Weaknesses
  • How Are Teachers Prepared for EL Inclusion?
  • Weaknesses of the RtI Model for ELs
  • Optimal Context for Implementation and Suggestions
  • Conclusion
  • Activities and Discussions
  • 7.
  • Models: Specially Designed Academic Instruction in English Model
  • Overview
  • Description of the Model
  • SDAIE Content
  • SDAIE Connections
Control code
ocn905066980
Dimensions
unknown
Extent
1 online resource
Form of item
online
Isbn
9781783093342
Isbn Type
(electronic bk.)
Specific material designation
remote
System control number
(OCoLC)905066980

Library Locations

    • InternetBorrow it
      Albany, Auckland, 0632, NZ
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