9780205493258

Sheltered Content Instruction : Teaching English Language Learners with Diverse Abilities

by ;
  • ISBN13:

    9780205493258

  • ISBN10:

    0205493254

  • Edition: 3rd
  • Format: Paperback
  • Copyright: 2007-01-01
  • Publisher: Allyn & Bacon
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Supplemental Materials

What is included with this book?

Summary

Now in its third edition, Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities defines and examines sheltered instruction and provides strategies for its successful implementation in the K-12 classroom. This unique and popular text focuses on using Specially Designed Academic Instruction in English (SDAIE) with students of varying abilities. Well-known authors Jana Echevarria and Anne Graves address the overlap between sheltered instruction and special education adaptation. Fully revised and updated, Sheltered Content Instruction includes practical case studies and memorable vignettes in every chapter to illustrate application. The authors also discuss a full range of diverse learners, including English Language Learners and special education students, with an emphasis on linking instruction and ongoing assessment. New features to the third edition include: bull; bull;New and expanded research on second language acquisition. bull;Emphasis on standards and its role in instruction for English learners. bull;Discussion of Response to Intervention for at-risk students to provide solutions for students with learning and behavioral challenges.

Table of Contents

Preface xi
Teaching English Language Learners with Diverse Abilities
1(33)
Student Profiles
2(3)
Native-Language Knowledge
5(5)
Assessment
6(1)
Instruction
6(4)
English Language Knowledge
10(10)
Assessment
13(1)
Instruction
14(6)
Academic Background and School Experience
20(1)
Assessment
20(1)
Instruction
21(1)
Learning and Behavior Challenges
21(1)
Search for Interventions: A 3-Tiered Model
22(5)
Tier 1
23(2)
Tier 2
25(1)
Tier 3
26(1)
Instruction
26(1)
Student Profiles Revisited
27(1)
Summary
28(1)
Activities
29(1)
References
30(4)
Theoretical and Historical Foundations
34(21)
History of Education of Students Learning English in School
35(2)
Immigration
35(1)
Rights of English Language Learners
35(1)
Programs for English Language Learners
36(1)
Teaching English Language Learners: Theory to Practice
37(6)
Humanistic Learning Theory
38(1)
Developmental Learning Theory
39(1)
Social Interactionist Learning Theory
40(1)
Cognitive Learning Theory
41(1)
Behavioral Learning Theory
41(2)
Overview
43(1)
Theories of Second-Language Acquisition
43(2)
The Contributions of Cummins
45(2)
Factors That Affect Second-Language Acquisition
47(4)
Motivation
47(1)
Age
48(1)
Access to the Language
48(1)
Personality
48(1)
First-Language Development
49(1)
Quality of Instruction
50(1)
Cognitive Ability
50(1)
Summary
51(1)
Activities
51(1)
References
51(4)
Sheltered Instruction in the Content Areas
55(25)
Definition of Sheltered Instruction
56(9)
The STOP Model
56(9)
Sheltered Instruction and Effective Instruction
65(1)
A Well-Planned Lesson
65(1)
Academic Engaged Time
66(1)
A Comparative Case Study
66(8)
Discussion of the Case Study
74(2)
Specific Considerations for Students with Learning Disabilities
76(1)
Summary
77(1)
Activities
78(1)
References
78(2)
Affective Issues
80(19)
Providing Reading and Writing Activities that Promote Success
81(2)
Providing Ample Practice and Careful Corrections
83(1)
Focusing on Relevant Background Knowledge
84(1)
Actively Involving Learners
85(1)
Using Alternate Grouping Strategies
86(1)
Providing Native-Language Support
87(2)
Focusing on Content and Activities That Are Meaningful to Students
89(1)
Creating Roles in the Classroom for Family and Community Members
89(2)
Family Literacy Nights
90(1)
Holding High Expectations for All Learners
91(1)
Being Responsive to Cultural and Personal Diversity
92(1)
Summary
93(1)
Activities
93(1)
References
93(6)
Learning Strategies
99(24)
Types of Learning Strategies
100(2)
Guidelines for Selecting a Learning Strategy
102(3)
Determine Levels of Knowledge
103(1)
Determine Which Strategies Will Be Most Useful
103(1)
Decide Order of Instruction
104(1)
Use Simple Wording and the Fewest Number of Steps
104(1)
Teaching Learning Strategies
105(4)
Determine Preskills and Teach Them
105(1)
Include an Opening, a Body, and a Closing
106(2)
Plan a Scries of Lessons
108(1)
Presentation Methods Used to Teach Learning Strategies
109(2)
Active Student Involvement with Maximum Student Participation
109(1)
Appropriate Pacing
109(1)
Monitor and Correct Errors
110(1)
Controlled, Grade-Appropriate Practice and Independent Practice
111(1)
Examples of Specific Strategies in Teaching Reading and Writing in the Content Areas
111(2)
Teaching Reading Strategies in Content Area Classes
113(1)
Teaching Writing Strategies in Content Area Classes
114(3)
Summary
117(2)
Activities
119(1)
References
119(4)
Curriculum Adaptations
123(27)
Demonstrating Sensitivity to Cultural and Linguistic Diversity
124(1)
Providing Adequate Background Knowledge
125(1)
Categorizing Materials as Either Content Knowledge or Academic Proficiency
126(2)
Content Knowledge
126(1)
Academic Proficiency Skills
127(1)
Including Both Language Development and Content Vocabulary Development
128(3)
Language Development
128(2)
Vocabulary Development
130(1)
Modifying Plans and Texts
131(7)
Graphic Depiction of the Text
133(2)
Outlining the Text
135(1)
Rewriting the Text
135(2)
Audiotaping Versions of the Text
137(1)
Providing Live Demonstration
137(1)
Using Alternate Books
138(1)
Modifying Assignments
138(3)
Using Simplified Objectives
139(1)
Asking Students to Draw
139(1)
Creating Pairs and Small Groups
140(1)
Modifying the Length and Difficulty of Assignments
141(1)
Assigning Notetaking, Report Writing, Study Sheets and Homework, and Progress Checks
141(3)
Notetaking
141(1)
Report Writing
142(1)
Study Sheets and Homework
143(1)
Progress Checks
143(1)
Using Study Resource Guides
144(1)
Developing Methods to Facilitate Curriculum Adaptations
144(1)
Rewriting by Students
145(1)
Highlighting Main Points
145(1)
Encouraging Cooperative Efforts Among Teachers
145(1)
Summary
145(1)
Activities
146(1)
References
146(4)
Adjusting Discourse to Enhance Learning
150(16)
The Discourse of Sheltered Instruction
151(5)
The Discourse of Instructional Conversations
156(1)
Theoretical Background
157(6)
Summary
163(1)
Activities
164(1)
References
164(2)
Self-Evaluation and Collaborative Implementation
166(11)
Self-Evaluation and Goal Setting
167(6)
Collaboration with School Personnel and Peers
173(2)
Summary
175(1)
Activities
175(1)
References
176(1)
Index 177

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