This practical guide provides research-based instructional strategies to develop English language learners' academic language in language arts. Using these strategies, teachers can encourage students to make academic language connections through listening, speaking, reading, and writing. Digital resources are included with students reproducibles.
In this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K–12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school–home–community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.
"A highly accessible and practical resource for applying sociocultural theory to both pedagogy and parent involvement. It begins with theory, but then provides excellent examples of how the principles might be meaningfully applied in real classrooms." —Robert Rueda, Professor University of Southern California Ensure high student achievement in diverse classrooms with this proven instructional model! This vital resource presents educators with an instructional approach that is flexible and practical enough for mainstream classroom use—yet also academically rigorous and grounded in research on teaching English language learners (ELLs). Ideal for elementary and middle school teachers as well as ELL specialists, this book offers six key principles to help educators address language development in a regular classroom while supporting ELL students in learning academic content. This field-tested model is based on five standards for pedagogy from the Center for Research on Education, Diversity, and Excellence (CREDE) as well as the authors′ sixth principle for family involvement. Focusing on one principle per chapter, this book includes: Lessons, tips, and in-depth vignettes from teachers who have been trained in the model Advice on working successfully with ELL families Guiding questions and self-assessments based on CREDE′s indicators for achievement of standards to help teachers monitor their own development Six Principles for Teaching English Language Learners in All Classrooms will not only assist ELLs, but will ultimately benefit all learners in the inclusive classroom.
Issawi provides the first comprehensive history and economic analysis of the region encompassing Iraq, Syria, Lebanon, Israel, Jordan, and a small part of Turkey.
This fully updated new edition provides readers with a comprehensive understanding of the challenges that English language learners (ELLs), also known as English Learners (ELs), face, as well as the ways in which educators might address them in the social studies classroom. The authors offer context-specific strategies for the full range of the social studies curriculum, including geography, U.S. history, world history, economics, and government. These practical instructional strategies will effectively engage learners and can be incorporated as a regular part of instruction in any classroom. Features of this fully updated new edition include: · An updated and streamlined introduction, which provides an essential overview of ELL theory in a social studies-specific context; · "Teaching Tips" that offer helpful suggestions and ideas for creating and modifying lesson plans to be inclusive of English Learners; · Practical examples and pedagogical elements in Part 3, which include more visuals, suggestions for harnessing new technologies, discussion questions, and reflection points; and · Useful lists of online and print resources for teachers and students. Teaching Social Studies to English Language Learners is a valuable reference to help pre- and in-service social studies educators meet the challenges of including all learners in effective instruction.
The Eastern Fertile Crescent region of western Iran and eastern Iraq hosted major developments in the transition from hunter-forager to farmer-herder lifestyles through the Early Neolithic period, 10,000-7000 BC. Within the scope of the Central Zagros Archaeological Project, excavations have been conducted since 2012 at two Early Neolithic sites in the Kurdistan region of Iraq: Bestansur and Shimshara. Bestansur represents an early stage in the transition to sedentary, farming life, where the inhabitants pursued a mixed strategy of hunting, foraging, herding and cultivating, maximising the new opportunities afforded by the warmer, wetter climate of the Early Holocene. They also constructed substantial buildings of mudbrick, including a major building with a minimum of 65 human individuals, mainly infants, buried under its floor in association with hundreds of beads. These human remains provide new insights into mortuary practices, demography, diet and disease during the early stages of sedentarisation. The material culture of Bestansur and Shimshara is rich in imported items such as obsidian, carnelian and sea-shells, indicating the extent to which Early Neolithic communities were networked across the Eastern Fertile Crescent and beyond. This volume includes final reports by a large-scale interdisciplinary team on all aspects of the results from excavations at Bestansur and Shimshara, through application of state-of-the-art scientific techniques, methods and analyses. The net result is to re-emphasise the enormous significance of the Eastern Fertile Crescent in one of the most important episodes in human history: the Neolithic transition.
This volume brings together the latest results and discussions from research carried out in the eastern Fertile Crescent, the so-called hilly flanks, and adjacent regions, as well as providing key historical perspectives on earlier fieldwork in the region. The emergence of sedentary food producing societies in southwest Asia ca. 10,000 years ago has been a key research focus for archaeologists since the 1930s. This book provides a balance to the weight of work undertaken in the western Fertile Crescent, namely the Levant and southern Anatolia. This preference has led to a heavy emphasis on these regions in discussions about where, when and how the transition from hunting and gathering to plant cultivation and animal domestication occurred. Chapters assess the role of the eastern Fertile Crescent as a key region in the Neolithization process in southwest Asia, highlighting the key and important contributions people in this region made to the emergence of sedentary farming societies. This book is primarily aimed at academics researching the transition from hunting and gathering to agriculture in southwest Asia. It will also be of interest to archaeologists working on this transition in other parts of Eurasia.
