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Meeting the Needs of Students with Limited or Interrupted Schooling: A Guide for Educators [Minkštas viršelis]

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  • Formatas: Paperback / softback, 128 pages, aukštis x plotis: 254x178 mm, Illustrations
  • Išleidimo metai: 01-May-2009
  • Leidėjas: The University of Michigan Press
  • ISBN-10: 0472033514
  • ISBN-13: 9780472033515
Kitos knygos pagal šią temą:
  • Formatas: Paperback / softback, 128 pages, aukštis x plotis: 254x178 mm, Illustrations
  • Išleidimo metai: 01-May-2009
  • Leidėjas: The University of Michigan Press
  • ISBN-10: 0472033514
  • ISBN-13: 9780472033515
Kitos knygos pagal šią temą:

Today’s public schools are brimming with students who are not only new to English but who also have no schooling or a large break in their schooling. These students create unique challenges for teachers and administrators.

 

This handbook is a welcome new resource for secondary teachers and administrators working in areas with burgeoning immigrant populations, as well as ESL instructors and researchers. The book addresses some of the many issues facing the subpopulation of English language learners who have limited or interrupted formal schooling, helping dedicated teachers and administrators to meet this subpopulation’s highly specific literacy development and content-area knowledge needs.

 

Meeting the Needs of Students with Limited or Interrupted Schooling is grounded in research but goes beyond it to offer practical guidance on fostering the success of students from limited or interrupted schooling backgrounds by providing student case studies, model programs and classes, and helpful teaching techniques and tips.

Who Are SLIFE?
1(19)
Challenges and Issues for SLIFE
2(2)
Identifying SLIFE
4(11)
Possible Indicators
6(2)
Additional Instruments for the Identification of SLIFE
8(1)
Tests
8(1)
Writing Samples
9(1)
Parent/Guardian Interviews
10(1)
Student Interviews
11(4)
Alternatives to Face-to-Face Interviews
15(1)
Profiles of Representative SLIFE
16(4)
Mamadou from Mali
16(1)
Sonia from the Dominican Republic
16(1)
Chang-Ching from China
17(1)
Brenda from Bosnia
17(1)
Luis from Mexico
18(2)
Literacy and Academic Language Proficiency
20(12)
Literacy Skills
20(6)
Alphabet Knowledge
22(1)
Phonology and Phonics
22(2)
Print Materials
24(2)
Picture Books
26(1)
Academic Language Proficiency
26(6)
Vocabulary
26(3)
Sight Words
29(1)
Affixes
30(2)
Educating the Whole Child
32(9)
Psychological Issues
33(5)
Post-Traumatic Stress Disorder
33(1)
Culture Shock
34(2)
School Shock
36(2)
Easing the Transition
38(1)
Humanistic Approaches to Working with SLIFE
38(2)
Alternative Goals
40(1)
Case Study: Leon, A 16-Year-Old 10th Grader from Sierra Leone
40(1)
Commentary on the Case Study
41(11)
Program Models
42(1)
Newcomer Program Model
42(2)
The Pull-Out Model
44(1)
The Push-In Model
45(2)
Extended-Day, After-School, and Saturday Models
47(5)
Extended-Day Programs
47(1)
After-School Programs
47(1)
Saturday Programs
48(2)
Practical Considerations
50(2)
Overview of Approaches and Practices
52(13)
Bloom's Taxonomy
53(3)
Small-Group/Cooperative Learning
56(3)
Experiential Learning: Field Trips
59(1)
Differentiated Learning
60(1)
Scaffolding Instruction
61(1)
Project-Based Learning
62(1)
Case Study: Project-Based Learning Overnight Field Trip
63(2)
Best Classroom Techniques
65(17)
Routines
65(2)
Graphic Organizers
67(1)
Choral Poetry Reading
67(1)
Class Books
68(1)
Autobiography and Biography Collage Project
69(1)
Listening and Reading with Audio Books
70(1)
Vocabulary Books
70(1)
Story Development Practice
71(2)
Wh- Question Practice
73(1)
Sentence Frames
74(1)
Mobile Hangers
75(1)
Cooperative Learning: Example from Science
75(3)
Structural Adaptation of Texts
78(1)
Field Trips
78(4)
Key Elements of Successful SLIFE Programs
82(16)
Administrative Support
83(3)
The Principal
84(1)
Devoted and Well-Trained Teachers
84(2)
The Classroom
86(1)
A Well-Planned Program
87(5)
Team Teaching
89(1)
Articulation
89(1)
Program Assessment and Improvement
90(2)
Exit Strategies
92(1)
Portfolios
92(1)
Meaningful, Standards-Based Learning
93(1)
A School Community
94(4)
Communication with Parents
94(1)
Orientation Programs
95(1)
Parental Involvement
96(2)
Appendix: Graphic Organizers 98(3)
References 101(8)
Index 109
Andrea DeCapua, William Smathers, and Lixing Frank Tang teach at New York University and have consulted with the New York Department of Education on this topic.