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Shell Education - Eugenia Mora-Flores

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178 pages

English

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Innovative educators are always looking for effective ways to meet the demands of teaching content standards while supporting the linguistic needs of every student. This resource shows educators how to infuse language learning into every subject area, including language arts, mathematics, science, and social studies. This powerful resource presents research-based instructional strategies to immerse students in content while promoting oral and written language development. Educators will be inspired to take their teaching to higher levels by providing engaging and challenging learning environments for English language learners.

Informations

Publié par	Shell Education
Date de parution	01 octobre 2018
Nombre de lectures	0
EAN13	9780743922371
Langue	English
Poids de l'ouvrage	1 Mo

Informations légales : prix de location à la page 0,1600€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Integra ted
English L anguage
De velopme
nt
Integra ted
English L anguage
De velopme
nt
Suppor ting English L earners A cross the Curriculum
Author
Eugenia M ora-F lor es, Ed.D.
Foreword by
J essica Villalobos, M.A.Ed.
dierentiation
comprehensible
output
academic
language
comprehensible
input
written
discourse

2
Shell Education
5301 Oceanus Drive
Huntington Beach, CA 92649-1030
www.tcmpub .com/shell-education
ISBN 978-1-4938-8831-3
© 2019 Shell Educational Publishing , Inc.
The classroom teacher may r eproduce c opies of materials in this book for classroom use only . The
reproduction of any part for an entire school or school syst em is strictly prohibited. No part of this publication
may be transmitted, st ored, or r ecorded in any f orm without wr itten permission from the publisher .
W ebsite addresses included in this book are public domain and ma y be subject to changes or alterations of
content after publication of this product. Shell Education does not take r esponsibilit y for the future accuracy or
relevance and appropriat eness of website addresses included in this book. Please contact the compan y if you
come across any inappr opr iate or inaccurate w ebsite addresses, and they will be corrected in product reprints.
All companies, websit es, and products mentioned in this book are r egistered trademarks of their respective
owners or developers and are used in this book strictly for editorial purposes . No commercial claim to their
use is made by the author or the publisher .
Publishing Credits
Corinne Burton, M.A.Ed., Publisher ; Conni Medina, M.A.Ed ., Editor in Chief ;
Aubrie Nielsen, M.S.Ed., Content Director ; V éronique Bos, Creative Director ;
Robin Erickson, Ar t Director ; AndrewGreene, M.A.Ed ., Editor ;
Kevin Pant er , Senior Graphic Designer ; Dani Neiley, Assistant Editor
Image Credits
All images are from Shutterst ock.

3
T able of Contents
Ackno wledgments ............................................. 5
F orewor d .................................................... 7
Introduction ................................................. 9
P art I: F oundations
Chapter 1: What Is I ntegrated ELD? ............................ 15
Getting to Know O ur S tudents ............................. 15
Designated and Integrated E nglish Language Development ........ 23
Chapter 2: Academic Language ................................ 33
Why Is A cademic Language Important? ....................... 33
V ocabulary Instruction in Integrated ELD ..................... 45
V ocabulary Strategies ..................................... 46
Dening Academic Language in Context ...................... 55
Academic Language Bey ond the Classroom .................... 58
Chapter 3: Diﬀer entiating for English Learners Across the C urriculum .. 61
A Road M ap for Dier entiation ............................. 61
P art II: Comprehensible I nput and Output Strategies
Chapter 4: Comprehensible I nput .............................. 83
Content and Language .................................... 83
Making T ext Comprehensible .............................. 94

4
T able of Contents (cont.)
Chapter 5: Comprehensible O utput ............................ 105
Let S tudents U se Language ............................... 105
F acilitating Discussions .................................. 107
Oral Rehearsals and O ral Language P ractices (Strategies) ......... 114
W ritten Output ........................................ 119
P art III: W riting Across All Content Ar eas
Chapter 6: W ritten Discourse ................................. 131
P roviding the “W rite ” Access .............................. 131
P art IV: Concluding oughts
Completing the P uzzle ................................... 145
Appendix es ................................................ 147
Appendix A: N arrative W riting Language S upports ............. 147
Appendix B: I nformational W riting Language S upports .......... 151
Appendix C: Opinion/Argumentativ e W riting Language S upports .. 155
Appendix D: M ath and Science Language S uppor ts ............. 160
Appendix E: S ummaries/Reports Language Supports ............ 165
Appendix F: D igital Resour ces ............................. 171
Refer ences Cited ............................................ 172

5
Acknowledgments
When I have the honor of writing a book, I am often asked, H ow do y ou do
it? Ho w do you nd time in your busy schedule to write a book? M y answer is
always the same—I am blessed to have family and friends in my life who help
make it all happen! is book and the others I have written could not have
been possible without the help and support of my family and the amazing
teachers who welcome me into their classrooms.
M y husband, Rudy , and children, Emilia, Aidan, Samantha, and A dan have
always been patient with me when I had to write and brought me joy to get
through the writing blocks and tired typing hands. M y nieces, Isabella and
J uliana Mora, thank y ou for spending your vacation time helping me with
graphs and charts; your technical expertise was invaluable. Love y ou girls!
Angelica Machado, you hav e always opened the doors to your classroom
and taken risks with your instruction. ank you for always trying out all of
the strategies and sharing the excitement of your students as they engage with
one another and learn through new practices. is book and all of the others
would have never been possible without you. ank y ou, thank you, thank
you!
T o the teachers I have had the pleasure of working with for o ver twenty
years, from M oreno V alley , San Antonio, M ontebello, San Diego, Los Angeles,
and the many other districts I have been a part of, your enthusiasm for
learning and growing in y our practice keeps me motivated and makes me want
to do more for students. ank you for being part of my journey and for your
ongoing support in my work in integrated ELD.

6
As the daughter of immigrant parents, I am honored to be able to wor k
with the teachers and families of students from diverse backgrounds and
experiences. Y our struggles, your successes, and your never-ending dedication
to your children giv es me hope that all students will receive a high-quality
education, one of high expectations, rigor , and authentic care.
is book was possible because my parents believed in me and did
everything they could to provide me with an education that was pro vided by
teachers who not only cared, but expected the best of me and others like me.
—Eugenia M ora-Flor es

7
Foreword
I grew up in a S panish-speaking household, with the belief that education
was an equal opportunity for all. If you worked har d enough, you could be
anything you wanted to be. N ever did it cross my mind that barriers existed
within the educational system itself that would prevent me fr om reaching my
potential as an English learner . It wasn ’ t until I became a teacher that these
systemic inequities began to make themselves clear .
After spending 15 years in secondary bilingual classrooms, I became senior
director for the Department of Language and C ultural Equity at Albuquerque
P ublic Schools. It was through my wor k that I had the opportunity to cross
paths with Dr . Eugenia M ora-Flor es, and I knew immediately that she was the
right person to help our district further our work of remo ving obstacles for
English learners. She came to us at a critical time when w e were beginning a
paradigm shift in our work with ELs—dening the lens through which w e view
these students and reinforcing the added v alue they bring to the classroom.
In this inspiring text, I ntegr ated English Language D evelopment: S uppor ting
English Learners A cross the Curriculum , Dr . M ora-Flores connects theory and
practice, clearly outlining the role language plays in the classroom. is book
will take you beyond dier entiation in the classroom, delving deeper into
how we can guide E nglish learners to think metacognitively , use the language
of critical thinking, and understand the resources they alr eady possess.
roughout this text, Dr . M ora-Flores emphasizes the importance of building
bridges for students between what they already kno w and the experiences they
engage in within the classroom.
N ow that I am a district leader , it is my vision and obligation to help
correct the inequities that persist with English learners. e pr emise of Dr .
M ora-Flor es ’ s book embodies the message that is at the core of the paradigm
shift underway at Albuquerque Public Schools: Language access leads to equity
in education . In or der to change the learning outcomes of this historically
underserved student population, our work must be transformative.

8
e Language and Cultural E quity team at Albuquerque P ublic Schools
has developed a set of core beliefs ar ound English learners. I hope they further
inspire you to absorb the contents of D r . M ora-Flor es ’ s book, as these core
beliefs reect the urgency of our work and our commitment to equitable
educational outcomes for students.
• In or der to create equal outcomes for English lear ners, our work
must be transformativ e . Because our students will become the
problem-solvers of tomorro w , we believe students should read and learn
in order to broaden perspectiv es, deconstr uct meaning, analyze and form
arguments, and critically think.
• Educators ’ beliefs are not abstract concepts; they shape policies
and practices and hav e clear consequences in our every day teaching
and learning . W e need teachers who are “ warm demanders ” raising the
bar and believing their students can do dicult and challenging work.
• English lear ners, and all students, need rigorous curriculum that is
student centered . With the right supports, English learners can engage
in rigorous learning experiences where stude