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Being a plant -- Plant parts and what they do -- What a plant needs: water -- What a plant needs: light -- What a plant needs: nutrients -- Defense -- Reproduction -- Seed dispersal.
Being a plant -- Plant parts and what they do -- What a plant needs: water -- What a plant needs: light -- What a plant needs: nutrients -- Defense -- Reproduction -- Seed dispersal.
Who Are English Learners and How Can I Get to Know Them? -- Learning about Your Students' Languages and Cultures -- Getting Basic Information When a New Student Arrives -- Classroom Activities That Help You Get to Know Your Students -- How Do Cultural Differences Affect Teaching and Learning? -- Definitions of Culture -- Who Am I in the Lives of My Students? -- Becoming an Effective Participant[--]Observer in Your Own Classroom -- Sociocultural Factors Affecting Language Use in the Classroom -- Culturally Related Responses to Classroom Organization -- Literacy Traditions from Home and Community -- How Can I Ease New Students into the Routines of My Classroom? -- First Things First: Safety and Security -- Creating a Sense of Belonging -- How Do Current Policy Trends Affect English Learner Education? -- Academic Standards and Assessment -- Common Core State Standards (CCSS) -- English Language Development Standards and Assessment -- Curriculum Standards, High-Stakes Testing, and "No Child Left Behind" -- Socioeconomic Status: Predictor of Standardized Test Scores -- Education Policy Specific to English Learners -- Newer Technologies: Purposes, Policies, and Assessments -- What Kinds of Programs Exist to Meet the Needs of English Learners? -- English Learner Program Models -- Research on Bilingual and ESL Programs Serving English Learners -- Summary -- Internet Resources -- Activities -- How Have Language Proficiency and Communicative Competence Been Defined? -- Language Use in Social Context: A Classroom Conversation -- Bilingual Communicative Competence -- Figurative Language -- What Is Academic Language? -- Contrasting Social and Academic Language -- Academic Language Qualities -- Academic Language Functions -- Academic Language Linguistic Features -- The Role of Background Knowledge in Academic Language Use -- How Does Language Relate to Power, Social Standing, and Identity? -- Language as an Instrument and Symbol of Power -- Language or Dialect? -- How a Dialect Becomes the "Standard" Language -- How Language Variety Affects the Power and Prestige of Its Users -- The Role of a Standard Language -- Misuse of the Term Dialect -- What Theories Have Been Proposed to Explain Language Acquisition? -- First Language Acquisition Theories -- Behaviorist Theory -- Innatist Theory -- Interactionist Theory -- Summary of First Language Acquisition Theories -- Second Language Acquisition Theories -- Behaviorist Perspective -- Innatist Perspective -- Krashen's Five Hypotheses -- Interactionist Perspective -- Summary of Second Language Acquisition Theories -- What Are Some Traits and Sequences in English Language Acquisition? -- Interlanguage and Fossilization -- Developmental Sequences in English Language Acquisition -- What Factors Influence Second Language Development in School? -- Social Context of the Language Learning Environment -- Primary Language Development -- Age and the Interplay of Sociocultural and Psychological Factors -- Sociocultural Factors -- Personality Factors -- Cognitive Factors -- Teacher Expectations and Learner Errors -- Summary -- Internet Resources -- Activities -- How Do Curriculum Standards Serve English Learners? -- How Is Instruction Differentiated to Meet the Varied Needs of English Learners? -- How Is Sheltered Instruction (SDAIE) Planned and Implemented? -- A Science Example with Fourth-Graders -- A Literature Example with Kindergartners -- A Social Science Example with High School Students -- Planning for Differentiated, Sheltered English Instruction/SDAIE -- Response to Intervention (RTI) -- How Does Group Work Facilitate Content and Language Learning? -- Collaborative Groups -- Cooperative Learning Methods -- Phases of Cooperative Group Development -- Jigsaw -- How Does Thematic Instruction Promote Content and Language Learning? -- Organizing Thematic Instruction -- Meaning and Purpose -- Building on Prior Knowledge -- Integrated Opportunities to Use Oral and Written Language for Learning Purposes -- Scaffolding for Support -- Collaboration -- Variety -- Functional and Academic Literacy Uses in Thematic Instruction -- Creating Variety in Language and Literacy Uses -- Scaffolding -- Routines as Scaffolds -- Literacy Scaffolds for English Learners -- How Are English Learners Assessed? -- Definition and Purposes of English Learner Assessment -- Basic Concepts and Terms Used in Assessment -- Identification and Placement of Students Needing Language Education Support Services -- Re-Designation to Fully English Proficient -- Limitations of Standardized Language Proficiency Tests -- Program Evaluation -- Principles of Classroom-Based Assessment -- Keeping Cultural Considerations in Mind -- Planning Systematic, Classroom-Based Assessment -- Summary -- Internet Resources -- Activities -- What Are the New Literacies for 21st-Century Technologies? -- How Can We Help Students Use the Internet Effectively and Safely? -- Comparing Online Reading and Traditional Reading -- The Importance of Safe, Responsible, and Ethical Internet Use -- Helping Students Evaluate Websites: Bias, Reliability, and Accuracy -- How Can Teachers Use Technology to Differentiate Instruction for English Learners? -- How May Web 1.0 and Web 2.0 Be Used for Academic Learning? -- Using Web 1.0 for Classroom Learning -- Scavenger Hunts -- WebQuests -- Individual and Group Research Projects -- Using Web 2.0 for Classroom Learning -- Blogs -- Classroom Uses of Blogs -- Wikis -- Classroom Uses of Wikis -- Podcasts and Videos -- Classroom Uses of Podcasts and Videos -- Social Networking -- Classroom Sites Where You Can Restrict Access -- Why and How You Might Use Social Networking in the Classroom -- Teacher Networking Sites -- What Are Some Additional Tools and Resources for Teachers? -- RSS: Keeping Track of New Information on Your Favorite Sites -- A Glimpse of the Future -- Summary -- Internet Resources -- Activities -- Why Is an Integrated Approach to English Language Arts Important? -- Functional Integration of Listening, Speaking, Reading, and Writing -- Developmental Relationships among Listening, Speaking, Reading, and Writing -- Oral Language in Perspective -- Form, Function, and Social Context in Oral Language Use -- What Traits Describe the Oral Proficiency of Beginning and Intermediate English Learners? -- Second Language Oral Proficiency of Beginning English Learners -- Second Language Oral Proficiency of Intermediate English Learners -- What Are Some Strategies That Promote Oral Language Development? -- Using Games for English Language Development -- Podcasts to Enhance English Learning in Your Classroom -- Songs -- Drama -- Dramatizing Poetry -- Show and Tell -- One Looks, One Doesn't -- Recording Students' Re-Creations of Wordless Book Stories -- Recording and Dubbing a Television Show -- Choral Reading -- Riddles and Jokes -- What Are Some Academic Language Features of Oral Instruction in Math, Science, and Social Studies? -- Academic Language Features of Mathematics -- Academic Language Features of Science -- Academic Language Features of Social Studies -- Facilitating Oral Language Development during Academic Instruction -- Teacher Talk during Academic Instruction -- Scaffolding Student Use of Oral Language for Academic Purposes -- How May We Assess English Learners' Oral Language Competence? -- The Student Oral Language Observation Matrix -- Example of a SOLOM Observation and Scoring -- Instructional Implications Based on SOLOM Scoring -- Checklists and Anecdotal Observations -- How May Content Instruction Be Differentiated to Promote Oral Language Development? -- Summary -- Internet Resources -- Activities -- What Does Research Tell Us about Early Literacy Development? -- Historical Overview of Early Literacy Instruction -- Reading Readiness Perspective -- Emergent Literacy Perspective -- Balanced Comprehensive Literacy Perspective -- Early Literacy Development in English as a Non-Native Language -- Whole-Part-Whole Cycle for English Learners of All Ages -- Special Needs of Older, Preliterate Learners -- New Literacies and English Language Learners -- Which Print Functions and Forms Are Acquired during Early Literacy Development? -- Highlighting Literacy Functions in Your Classroom -- Print Concepts Children Develop in the Emergent Literacy Phase -- Exploring the Visual Form of Written Language -- Alphabetic Writing Systems: Connecting Sounds and Symbols -- Invented Spelling: Working Out Sound/Symbol Correspondences -- How May Family and Community Nurture Early Literacy Development? -- Family Practices That Promote Literacy Development -- Family Literacy Programs -- Promoting Parent Involvement in English Learners' Schooling -- Making Parent Involvement a School-Wide Goal -- Taking School Activities Home -- Which Classroom Strategies Promote Early Literacy Development? -- Early Literacy Goals -- Creating a Literacy-Rich Classroom Environment -- Books, Books, Books! -- Using Daily Routines to Highlight the Forms and Functions of Print -- Morning Message -- Classroom Rules and Procedures -- Wall Dictionary -- Reading Aloud to Students -- Shared Writing and Reading Using the Language Experience Approach -- Dialogue Journals -- Helping Students Recognize and Spell Words Independently -- Using Big Books to Teach Sight Words and Phonics -- Strategies to Increase Students' Sight Word Vocabulary -- Phonics -- Word Families -- Invented Spelling and Word Recognition -- Developmental Levels in Student Spelling
Welcome to study abroad! -- Personal goals for study abroad -- General departure tips -- Terms used in this guide -- Discovering your styles : strategies to language and culture learning -- Learning style survey -- language strategy use inventory -- Culture-learning strategies inventory -- Section 1 : Culture-learning strategies -- Introduction -- dimensions of culture learning -- Pre-departure unit -- What IS culture, anyway? -- You as a culturally diverse person -- Activity : Discovering your cultural diversity -- Becoming familiar with culture : the iceberg analogy -- Activity : Joshua and the iceberg -- Activity : Identifying aspects of culture -- Differentiating cultural from personal and universal -- Activity : Cultural, personal, or universal? -- Some strategies for culture-specific learning -- Activity : Basic things you should know before you go -- Working with stereotypes and testing hypotheses -- Activity : Changing stereotypes into generalizations and hypotheses -- Using generalizations to respond to stereotypes about you--
In Praise of G-locality -- An infinite world -- About the subject -- A botanical beer-making compendium -- The botanical beer-making profile -- Botanical beer-making profiles -- Other beer-making plant species.
