Resources
A review of Transforming Sanchez School: shared leadership, equity, and evidence
Bilingual Research Journal
The Journal of the National Association for Bilingual Education
ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/ubrj20
A review of Transforming Sanchez School: shared
leadership, equity, and evidence
by R. R. Isola and J. Cummins, Philadelphia, PA, Caslon Publishing, 2019, 216
pp., $39.95 (paperback), ISBN: 978-1-934000-41-0
Anita Caduff
To cite this article: Anita Caduff (2020) A review of Transforming Sanchez School:
shared leadership, equity, and evidence, Bilingual Research Journal, 43:4, 453-456, DOI:
10.1080/15235882.2020.1840457
To link to this article: https://doi.org/10.1080/15235882.2020.1840457
Publication: Transforming Sanchez School
Topic: Policy, Leadership, and Advocacy
Specialty:
Balanced Assessment for Linguistically Diverse Schools
This presentation from the American Association for School Administrators (AASA) conference in February 2010 by Diep Nguyen, and it was titled Leadership for Achievement: Balanced Assessment Systems for Linguistically Diverse Schools. Nguyen argues that improving the achievement of all students, particularly ELLs and students with disabilities, demands as internal assessment and accountability system that yields real evidence of student growth relative to state standards, program goals, and local benchmarks. The session presents the BASIC model (Gottlieb & Nguyen, 2007), a state-of-the-art system that draws on common formative and summative assessments included in a pivotal portfolio. Participants examine how to use data to inform decisionmaking at the classroom, school, program, and district levels. Practical strategies for using data to foster collaboration among mainstream, ESL, bilingual, and special education teachers, and for planning meaningful professional development are highlighted.
Publication: Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers
Topic: Professional Development
Specialty:
Object(s): presentation
Biliteracy Collection
Biliteracy from the Start: Literacy Squared in Action by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla uses a holistic biliteracy framework to guide and structure educators’ curriculum, instruction, assessment, and research efforts for biliteracy.
Teaching for Biliteracy: Strengthening Bridges between Languages by Karen Beeman and Cheryl Urow shows teachers how to develop biliteracy units of instruction, and introduces the Bridge—the instructional time when teachers bring the two languages together for contrastive analysis.
The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang is a step-by-step guide that provides effective instruction and intervention for 1) emerging English learners learning English as a new language, 2) Spanish speakers learning bilingually, and 3) emerging Spanish learners learning bilingually. It is a tier 2 intervention that helps teachers accelerate literacy development.
The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer explains what translanguaging means, presents a flexible translanguaging pedagogy that can be implemented in any context, and demonstrates how teachers can engage with all of the languages in a students’ linguistic repertoire to support content learning, language development, and equity.
La enseñanza en el aula bilingüe: Content, language, and biliteracy by Sandra Mercuri and Sandra Musanti with Alma Rodriguez is a pedagogically-rich text, written primarily in Spanish, that shows bilingual educators how to teach content, language, and biliteracy to their diverse bilingual learners in any type of bilingual classroom. Bilingual educators learn how to plan and implement interdisciplinary biliteracy instruction that enables their bilingual students to learn academic content through two languages and strengthen their oral and written Spanish and English.
Publication: Caslon Community
Topic: Curriculum, Instruction, and Assessment
Specialty:
Biliteracy Unit Framework: Sample for 1st Grade
The biliteracy unit framework featured in this sample is for 1st grade.
Content area: Language arts integrated with science.
Language in which this content is taught: Spanish.
Publication: Teaching for Biliteracy: Strengthening Bridges between Languages
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): framework
Biliteracy Unit Framework: Sample for 3rd Grade
This biliteracy unit framework features a sample for 3rd grade.
Content area: Language arts integrated with science.
Language in which content is taught: Spanish
Publication: Teaching for Biliteracy: Strengthening Bridges between Languages
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): framework
Biliteracy Unit Framework: Sample for 4th Grade
This biliteracy unit framework features a sample for 4th grade.
Content area: Language arts integrated with social studies.
Language in which content is taught: Spanish.
Publication: Teaching for Biliteracy: Strengthening Bridges between Languages
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): framework
Biliteracy Unit Framework: Sample for High School
This biliteracy unit framework features a sample from high school.
Content area: Spanish language arts
Language in which content is taught: Spanish.
Publication: Teaching for Biliteracy: Strengthening Bridges between Languages
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): framework
Biliteracy Unit Framework: Template
This biliteracy unit framework is a blank template. It can be used by teachers at any grade level who teach content in any biliteracy context.
Publication: Teaching for Biliteracy: Strengthening Bridges between Languages
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): framework, template