Resources
Dual Language Showcase
The group is committed to forging a stronger home-school connection. We believe that reading in any language, develops reading ability. We want to engage parents in reading with their children at home and to encourage discussion and the sharing of their experiences and realities. As a result, the group decided to create dual-language book bags, comprising of dual language books and multilingual audio tapes, for use at school and at home. Non-English speaking parents could enjoy reading the stories to their children in their own language and elaborating on the ideas, values, skills, and concepts introduced in this "expanded" home literacy program. Student/parent/community volunteers would record the multilingual stories on audio cassettes.
Publication: Caslon Community
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): website
ELLs and the Every Student Succeeds Act (ESSA)
No Child Left Behind (NCLB) is being replaced by Every Student Succeeds Act (ESSA), the latest reauthorization of the Elementary and Secondary Education Act. Dr. Wayne E. Wright, Purdue University professor and author of Foundations for Teaching English Language Learners (2015, Caslon Publishing), addresses how this new federal education policy is different, and discusses the implications for English language learners.
Publication: Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, third edition
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): video
ELLs and the Every Student Succeeds Act (ESSA) Presentation
No Child Left Behind (NCLB) is being replaced by Every Student Succeeds Act (ESSA), the latest reauthorization of the Elementary and Secondary Education Act. Dr. Wayne E. Wright, Purdue University professor and author of Foundations for Teaching English Language Learners (2015, Caslon Publishing), prepared a slide presentation about how this new federal education policy is different, and the implications for English language learners.
Publication: Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, third edition
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): presentation
ELL Student Profile
A document that can be used to gather and analyze student information.
Publication: Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, third edition
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): form
Example of Differentiated Writing Rubric
Table 3-2 is an example of a differentiated rubric designed for scoring or grading content-based writing. It is not meant to be a perfect representation of how to grade ELLs across ELP levels; rather, it is meant to provide insight and to serve as a starting place for teachers to develop their own differentiated rubrics. Readers may notice that some language-related criteria are either not graded at all for students at lower ELP levels or are graded more “gently.” For example, as a general rule, no Ds or Fs are issued to students at level 1 because their language development does not allow much production; there are databased reasons for not requiring level 1 or 2 students to produce grammatical work.
Publication: Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers, second edition
Topic: Professional Development
Specialty:
Object(s): Rubric
Exemplar middle school ELA unit for ELLs - Understanding Language
This link leads to a middle school English language arts unit titled Persuasion across Time and Space that was developed by Understanding Language and is posted on their website. The unit shows instructional approaches that are likely to help ELLs meet new standards in English Language Arts. The lessons address potent literacy goals and build on students’ background knowledge and linguistic resources. Built around a set of famous persuasive speeches, the unit supports students in reading a range of complex texts. It invites them to write and speak in a variety of ways and for different audiences and purposes. The Understanding Language site includes examples of lessons, Guidelines for ELA Instructional Materials Development, and Frequently Asked Questions.
Publication: Caslon Community
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): website
Frequently Asked Questions
Wagner and King (2012) organized this list of frequently asked questions for readers of their book, Implementing Effective Instruction for English Language Learners: 12 Key Practices for Administrators, Teachers, and Leadership Teams. Questions 1 to 9 are questions that district-wide collaborative teams (administrators and teachers) often ask. Questions 10 to 14 are questions that teacher teams
often ask.
Publication: Implementing Effective Instruction for English Language Learners: Twelve Key Practices for Administrators, Teachers, and Leadership Teams
Topic: Professional Development
Specialty:
Object(s): FAQ
Guiding Questions for Leadership Teams
Leadership teams can use these Guiding Questions to structure their collaborative work as they plan, monitor, evaluate, and restructure the support systems they provide to ELLs/bilingual learners. By support systems, Field means policies and accountability requirements, instructional programs (bilingual, English-medium, world language), curriculum, instruction, and assessments.
Teams are encouraged to use the Notemaking Guide and the Action Planning Guide to support their work planning, monitoring, evaluating, and restructuring their instructional programs and other supports for ELLs/bilingual learners in their districts and schools.
Publication: Caslon Community
Topic: Professional Development
Specialty:
Object(s): reference