Use this six-part strategy for measurable, cross-curricular EL achievement! How can districts and schools successfully promote academic English language development through teaching content knowledge and standards-based skills and abilities? This thoroughly researched book provides concrete answers. You’ll find practical steps and ideas for developing collaborative, cross-curricular programs that address EL-specific needs. Clear tables and templates, essays, expert research, and real-life teacher and parent stories illuminate best practices for appropriate standards-based instruction that gets results. Using the authors’ six-part ENGAGE Model, you’ll learn to:  • Establish a shared vision for serving ELs  • Name the expertise to utilize within collaborative teams  • Gather and analyze EL-specific data  • Align standards-based assessments and grading to ELs’ linguistic and content development  • Ground standards-based instruction in both content and language development  • Examine results to inform next steps Use this groundbreaking guide to accelerate progress and ensure effective instruction for all ELs! “Learning requires attention, engagement, and quality instruction. This book provides all three necessary components in one place; a model that teachers can use to ensure that their English learners achieve.” -Douglas Fisher San Diego State University “This book should be a mandatory must read for all educators as we continue to serve our diverse student populations and strive to ensure we are honestly reaching academic achievement for each and every student!” -Michele R. Dean Coordinator,Ventura Unified School District

Ground Standards-Based Instruction in Content and Language Development

Ground Standards-Based Instruction in Content and Language Development

Teachers must first be mindful of the fundamental challenge that ELs who receive all-English instruction face as they attempt to learn academic content while becoming increasingly proficient in English. The goal should be to make academic content as accessible as possible for those students and promote oral and written English language development as students learn academic content.

(Coleman & Goldenberg, 2012, p. 48)

In order to afford English learners access to the core content curricula, as is their basic civil right, EL-data-driven instruction must be delivered in accessible ways. This means that while focusing on district-wide content standards, attention must be paid to adjusting the linguistic demands of that instruction based ...

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