Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers

Author: Fairbairn Shelley

Brand: Caslon

Edition: 2

Number Of Pages: 292

Details: About the Author

Shelley Fairbairn, Ph.D., is a professor at the Drake University School of Education and a national teacher professional development consultant. Fairbairn specializes in the instruction, assessment, and grading of K–12 English language learners; issues of cultural and linguistic diversity; and teacher education.

Stephaney Jones-Vo, M.A., is a consultant and professional developer focusing on linguistic differentiation, literacy, and equity. She has extensive experience as a K–12 ESOL teacher, Title III grants director, refugee sponsor and resettlement volunteer, and teacher of adult refugees. As a private consultant for Starfish Education, her passion continues to be English learners, from early childhood age to adult.

Shelley Fairbairn, Ph.D., is a professor at the Drake University School of Education and a national teacher professional development consultant. Fairbairn specializes in the instruction, assessment,and grading of K-12 English language learners; issues of cultural and linguistic diversity; and teacher education.Stephaney Jones-Vo, M.A., is a consultant and professional developer focusing on linguisticdifferentiation, literacy, and equity. She has extensive experience as a K-12 ESOL teacher, Title IIIgrants director, refugee sponsor and resettlement volunteer, and teacher of adult refugees. As a privateconsultant for Starfish Education, her passion continues to be English learners, from early childhoodage to adult.

Product Description

The notion that we must explicitly teach language within all academic classes is gaining ground today. . . . This guide is packed with ideas for purposeful and differentiated language instruction and assessment that can be applied in most content classrooms. . . . I predict this second edition will be as popular with teachers facing the challenges of educating ELLs as it will be in university teacher pre-service programs. As teachers . . . make use of the strategies, they will begin to share the excitement I felt at seeing a guide that addresses language differentiation for ELLs.Tim Boals, Executive Director, WIDA ConsortiumWhat’s New to the Second Edition?- Updated student demographics that show the range of English language learners (ELLs) we find in the United States, with attention to home language, prior schooling, and cultural background- A new chapter on teaching content and language to diverse learners that: aligns with new learning standards (e.g., Next Generation, College- and Career-Ready, Common Core) and language development progressions (e.g., WIDA, ELPA21, NY, CA, TX); prepares teachers to teach language and literacy across content areas; examines academic language at the word, sentence, and discourse levels.- An improved differentiating instruction and assessment template that draws teachers’ attention to the language demands of content-area instruction- Stronger emphasis on teacher collaboration, leadership, and innovative teacher-directed approaches to professional learning- Includes an updated quick-reference chart of differentiation strategies by ELD levels for teachers’ classroom use.

From the Back Cover

?The notion that we must explicitly teach language within all academic classes is gaining ground today. . . . This guide is packed with ideas for purposeful and differentiated language instruction and assessment that can be applied in most content classrooms. . . . I predict this second edition will be as popular with teachers facing the challenges of educating ELLs as it will be in university teacher pre-service programs. As teachers . . . make use of the strategies, they will begin to share the excitement I felt at seeing a guide that addresses language differentiation for ELLs.? Tim Boals, Executive Director, WIDA ConsortiumWhat?s New to the Second Edition?- Updated student demographics that show the range of English language learners (ELLs) we find in the United States; with attention to home language, prior schooling, and cultural bac

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