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California Tesoros de Lectura, Primer Grado, Unidad 6

Elva Durán

JOSEFINA TINAJERO

David Francis

Gilberto Soto

Jane Echevarria

Irma Olmedo

Macmillan/McGraw-Hill

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Tesoros de lectura (Texas Edition)

McMillan/McGraw-Hill

Systematic Instruction in Reading for Spanish-Speaking Students

This book addresses the area of reading and literacy instruction for Spanish-speaking students. It is comprehensive in that it includes information on language, academic language instruction, reading, decoding, listening, speaking, transfer of components from Spanish to English, and comprehension development. Also, it has sample lessons in kindergarten, first, second, and third grades which give the teacher some examples on how to utilize a balanced systematic and comprehensive approach to teaching reading. There is also other information included in the Appendix of this book that has been completed by the author—some examples of which also appear in the Leamos espanol reading series. Finally, throughout the various chapters on reading and literacy instruction and sample instructional plans, the author has included several examples that will be helpful in developing various reading skills with Spanish-speaking students. It is, therefore, the hope of the author that this book will offer some suggestions, review of the literature, research information, and lesson plan examples that will assist parents, teachers, and the children to learn to read and also learn literacy skills in Spanish. Chapter titles include: Direct Instruction; Developing the Foundations of Literacy: Oracy; Language Develop-ment and Instruction; Academic Language and Literacy Instruction; Reading and Literacy Instruction for Spanish-Speaking Students; Instructional Plans for Teaching Spanish-Speaking Students Reading and Literacy in Kindergarten Through Third Grade; Supplemental Reading Instruction to Develop Second Language Literacy; Transfer of Reading from Spanish to English; Reading Components that Transfer from Spanish to English; and Reflections and Summation.

Education & Teaching

John Shefelbine

Linda Carnine

Elba Maldonado-Colon

Barbara Gunn

Schools & Teaching

Charles C. Thomas Pub Ltd

Teaching English Learners in Inclusive Classrooms

The uniqueness of this new and revised third edition can be seen in each of the chapters which have been completely rewritten to include new information on IDEA, No Child Left Behind, content standards, and research related to teaching English learners who are fully-included and may also have mild-moderate and severe disabilities. There are new chapters related to Asian, Latino, and African American students, and there is an entirely new chapter written on families. Initial chapters provide a basic overview of the power of language, functional language and other language intervention strategies, including transition planning. Other topics discuss adolescent students with autism and other spectrum disorders, students with multiple disabilities, evaluation and assessment, literacy development, and social studies content. Additional information examines the second language learner and the culturally and linguistically different student in general and special education. Much more emphasis has been given to practical teaching strategies for working with students. This text draws upon the most current laws and research in the interconnected fields of bilingual and multicultural education, language and literacy, and special needs. The chapters on assessment and second language learning represent the state of the art in bilingual special education. Both practitioners and academicians will find this book to be an invaluable resource in their work.

Students whose first language is not English are the fastest-growing group in public schools in all regions of the United States. Almost 10 million children between the ages of five and 17 live in the homes and communities in which a language other than English in spoken and presently most schools in the U.S. are under-educating many English learners. The achievement of Hispanic students needs to improve dramatically over the next five years and this book describes the cornerstone elements for bringing about this change. The initial chapter introduces direct instruction to be used with reading and literacy programs. Chapters 2 and 3 provide excellent review of the literature in language development and address developing language instruction, listening, and speaking with Spanish-speaking students and offers what a comprehensive language development program should look like. Chapter 4 reviews academic language and literacy instruction while the next addresses the components of instruction in Spanish. Chapter 6 offers lesson plan suggestions for Spanish-speaking students, while the following two sections discuss components that transfer and do not transfer in Spanish to English reading instruction. Chapter 9 reviews English language development and provides lesson plans for implementing SDAIE programs. Finally, Chapter 10 discusses two-way bilingual immersion and shares actual classroom schedules and lessons. This unique text will help in the preparation of primary grade teachers throughout the U.S. so that they may be successful with Hispanic students entering the public schools with little or no English background. It will also be a useful tool for school districts' staff development in addressing school improvement goals for increasing the achievement of Hispanic students.

Students whose first language is not English are the fastest-growing group in public schools in all regions of the United States. Almost 10 million children between the ages of five and 17 live in the homes and communities in which a language other than English in spoken and presently most schools in the U.S. are under-educating many English learners. The achievement of Hispanic students needs to improve dramatically over the next five years and this book describes the cornerstone elements for bringing about this change. The initial chapter introduces direct instruction to be used with reading and literacy programs. Chapters 2 and 3 provide excellent review of the literature in language development and address developing language instruction, listening, and speaking with Spanish-speaking students and offers what a comprehensive language development program should look like. Chapter 4 reviews academic language and literacy instruction while the next addresses the components of instruction in Spanish. Chapter 6 offers lesson plan suggestions for Spanish-speaking students, while the following two sections discuss components that transfer and do not transfer in Spanish to English reading instruction. Chapter 9 reviews English language development and provides lesson plans for implementing SDAIE programs. Finally, Chapter 10 discusses two-way bilingual immersion and shares actual classroom schedules and lessons. This unique text will help in the preparation of primary grade teachers throughout the U.S. so that they may be successful with Hispanic students entering the public schools with little or no English background. It will also be a useful tool for school districts' staff development in addressing school improvement goals for increasing the achievement of Hispanic students.

This social skills manual will present to teachers and parents lesson plans complete with literature stories, vignettes, and other activities to help students with disabilities develop social skills in all their environments. The general skills and social skills at work are presented within detailed lesson plans that place emphasis on the vocabulary and the different lesson plan objectives that are essential to each lesson. These generic skills will enhance an individual's ability to access social contexts in which healthy engagement can occur and improve the ability to cope with challenging tasks that are encountered in daily living. The diversity of instructional techniques used to facilitate content mastery include guided and differentiated instruction, modeling, facilitating analysis and reflection of situations involving the appropriate and inappropriate use of key skills, presentation and discussion of positive and negative consequences of each skill, independent learning, and connecting lessons learned to the central idea of the skills being taught. These strategies are arranged in a logical order wherein the material mastered via one technique builds upon prior ones and provides a context for the next one in the instructional sequence. In most cases, it seems highly likely that students who are led through this sequence could not fail to acquire important information about understanding and applying these skills to their own lives. This important new resource will enable professionals to be more effective in assisting students with disabilities in negotiating the many challenges in making the transition from school to the world of adult living.

Helping Students With Disabilities Develop Social Skills, Academic Language and Literacy Through Literature Stories, Vignettes, and Other Activities: A Secondary and Post-secondary Emphasis

Rachael Gonzales

Hyun-sook Park

This newly revised text, Teaching English Learners in Inclusive Classrooms, updates and expands upon issues of great concern to those working with students who are English learners as well as having special learning challenges. Given the unacceptable school dropout rates of these students, this book provides practical tools and strategies for educators to approach the unique learning needs of these students. It draws upon the most current laws and research in the interconnected fields of bilingual and multicultural education, language and literacy, and special needs. Additionally, Dr. Durán draws upon her extensive experiences via classroom teaching, universitylevel instruction, and textbook writing in these fields to present a highly useful compendium of ideas. The range of chapters exemplifies the width and breadth of this material. A sampling of these chapters include topics such as functional language, teaching students with more extensive needs, working with crosscultural and linguistic diverse students in the U.S. and Central America, helping students with autism and includes information in the area of transition for mild/moderate and students with more extensive needs. There is also information as before on literacy and a chapter in the content subjects as it relates to social studies as well as a chapter on families of crosscultural students. Many of the chapters look to use of direct instruction approaches that have proven to be successful strategies in addressing these educational areas. Teachers and teacher trainers will find this clear, wellwritten text to be an invaluable resource in addressing the needs of myriad and unique students.

Politics & Social Sciences

Social Sciences

Great Source Access Esl: World History Teacher Edition Grades 5 - 12

Great Source Education Group I

2005 Access: Building Literacy Through Learning / English -- Teacher's Edition (TE)(Spiral) by Elva Duran, Jo Gusman, &amp; John Shefelbine ***ISBN-13: 9780669509038 ***355 Pages

Access English, Teacher's Edition, Grades 6 - 8

See the best price to sell, buy, or rent books by Elva Durán. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Elva Durán

See the best price to sell, buy, or rent books by Elva Durán. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

California Tesoros de Lectura, Primer Grado, Unidad 6

Tesoros de lectura (Texas Edition)

Systematic Instruction in Reading for Spanish-Speaking Students

Teaching English Learners in Inclusive Classrooms

Systematic Instruction in Reading for Spanish-Speaking Students

Systematic Instruction in Reading for Spanish-Speaking Students

Helping Students With Disabilities Develop Social Skills, Academic Language and Literacy Through Literature Stories, Vignettes, and Other Activities: A Secondary and Post-secondary Emphasis

Teaching English Learners in Inclusive Classrooms

Great Source Access Esl: World History Teacher Edition Grades 5 - 12

Access English, Teacher's Edition, Grades 6 - 8