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Sheltered Content Instruction: Teaching English-Language Learners with Diverse Abilities / Edition 2
     

Sheltered Content Instruction: Teaching English-Language Learners with Diverse Abilities / Edition 2

by Jana Echevarria, Anne Graves, Anne Wooding Graves, Anne Wooding Graves
 

ISBN-10: 0205342256

ISBN-13: 9780205342259

Pub. Date: 08/26/2002

Publisher: Pearson

This text clearly defines, "sheltered instruction," or Specially Designed Academic Instruction in English (SDAIE), and provides strategies for its successful implementation in the classroom.

Its focus on using sheltered instruction with students of varying abilities makes it a unique tool for teachers. This text speaks specifically to instruction in the

Overview

This text clearly defines, "sheltered instruction," or Specially Designed Academic Instruction in English (SDAIE), and provides strategies for its successful implementation in the classroom.

Its focus on using sheltered instruction with students of varying abilities makes it a unique tool for teachers. This text speaks specifically to instruction in the content areas, confronting the fact that students learning English might struggle in those subjects. The authors provide practical methods that demonstrate how to implement this type of instruction with a full range of learners.

Focusing on the use of sheltered instruction with students of varying abilities, Echevarria and Graves address the important overlap between sheltered instruction and special education adaptations.

One important function of Sheltered Content Instruction, Second Edition is to provide teachers with the support and direction needed to undertake the sheltered approach. Specific examples of sheltered content instruction and scenarios depicting classroom interaction during this type of instruction provide models for teachers and those preparing to teach. Case studies and vignettes illustrate this interaction for the reader.

Product Details

ISBN-13:
9780205342259
Publisher:
Pearson
Publication date:
08/26/2002
Edition description:
Second Edition
Pages:
191
Product dimensions:
6.10(w) x 9.00(h) x 0.56(d)

Table of Contents

Prefacexiii
1Teaching English-Language Learners with Diverse Abilities1
Native-Language Knowledge4
Assessment5
Instruction7
English-Language Knowledge9
Assessment12
Instruction13
Academic Background and School Experience19
Assessment19
Instruction20
Learning and Behavior Challenges20
Prereferral Interventions21
Assessment22
Instruction23
Summary25
Activities26
References26
2Theoretical and Historical Foundations31
History of Education of Students Learning English in School32
Learning Theories34
Humanistic Learning Theory35
Developmental Learning Theory36
Social Interactionist Learning Theory37
Cognitive Learning Theory38
Behavioral Learning Theory39
Overview40
Theories of Second-Language Acquisition40
The Contributions of Cummins42
Factors That Affect Second-Language Acquisition44
Motivation44
Age45
Access to the Language45
Personality45
First-Language Development46
Quality of Instruction47
Cognitive Ability48
Summary48
Activities48
References49
3Sheltered Instruction in the Content Areas52
Components of Sheltered Instruction53
Sheltered Instruction and Effective Instruction61
A Well-Planned Lesson62
Academic Engaged Time63
A Comparative Case Study64
Discussion of the Case Study71
Specific Considerations for Students with Learning Disabilities73
Summary74
Activities75
References76
4Affective Issues77
Providing Constructivist Reading and Writing Activities79
Providing Ample Practice and Careful Corrections81
Focusing on Relevant Background Knowledge82
Actively Involving Learners83
Using Alternate Grouping Strategies84
Providing Native-Language Support85
Focusing on Content and Activities That Are Meaningful to Students87
Creating Role in the Classroom for Family and Community Members87
Holding High Expectations for All Learners88
Being Responsive to Cultural and Personal Diversity89
Summary90
Activities91
References91
5Learning Strategies96
Types of Learning Strategies98
Guidelines for Selecting a Learning Strategy100
Determine Levels of Knowledge100
Determine Which Strategies Will Be Most Useful101
Decide Order of Instruction101
Use Simple Wording and the Fewest Number of Steps101
Lesson Phases When Teaching Learning Strategies102
Determine Preskills and Teach Them103
Include an Opening, a Body, and a Closing103
Plan a Series of Lessons106
Presentation Methods Used to Teach Learning Strategies107
Active Student Involvement with Maximum Student Participation107
Appropriate Pacing107
Monitor and Correct Errors108
Controlled, Grade-Appropriate Practice and Independent Practice109
Examples of Specific Strategies in Teaching Reading and Writing in the Content Areas110
Teaching Reading Strategies in Content Area Classes111
Teaching Writing Strategies in Content Area Classes113
Summary117
Activities117
References117
6Curriculum Adaptations121
Demonstrating Sensitivity to Cultural and Linguistic Diversity122
Providing Adequate Background Knowledge123
Categorizing Materials as Either Content Knowledge or Academic Proficiency125
Content Knowledge125
Academic Proficiency Skills126
Including Both Language Development and Content Vocabulary Development127
Language Development127
Vocabulary Development129
Modifying Plans and Texts131
Graphic Depiction of the Text131
Outlining the Text133
Rewriting the Text134
Audiotaping Versions of the Text136
Providing Live Demonstrations136
Using Alternate Books137
Modifying Assignments138
Using Simplified Objectives138
Asking Students to Draw139
Creating Pairs and Small Groups139
Modifying the Length and Difficulty of Assignments140
Assigning Notetaking, Report Writing, Study Sheets and Homework, and Progress Checks141
Notetaking141
Report Writing142
Study Sheets and Homework142
Progress Checks143
Using Study Resource Guides144
Developing Methods to Facilitate Curriculum Adaptations144
Rewriting by Students144
Highlighting Main Points145
Encouraging Cooperative Efforts among Teachers145
Summary145
Activities146
References146
7Adjusting Discourse to Enhance Learning150
The Discourse of Sheltered Instruction152
The Discourse of Instructional Conversations157
Theoretical Background158
Summary166
Activities166
References166
8Self-Evaluation and Collaborative Implementation169
Self-Evaluation and Goal Setting171
Collaboration with School Personnel and Peers178
Summary180
Activities181
References181
Index183

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