Resources
Key Practice 11: Implementing Comprehensive Academic Content Instruction checklist
This downloadable pdf file includes the Wagner & King (2010) Key Practice 11 checklist and the templates included at the end of the Key Practice 11 chapter.
Publication: Implementing Effective Instruction for English Language Learners: Twelve Key Practices for Administrators, Teachers, and Leadership Teams
Topic: Curriculum, Instruction, and Assessment
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Object(s): checklist
Key Practice 12: Structuring the Language Education Program checklist and templates
This downloadable pdf file includes the Wagner & King (2010) Key Practice 12 checklist and the templates included at the end of the Key Practice 12 chapter.
Publication: Implementing Effective Instruction for English Language Learners: Twelve Key Practices for Administrators, Teachers, and Leadership Teams
Topic: Program Implementation and Evaluation
Specialty:
Object(s): checklist, template
Language Demands and Opportunities in Relation to Next Generation Science Standards for ELLs
This link leads to a short video by Okhee Lee of the Understanding Language group. Here she talks about a paper that highlights challenges and opportunities as English Language Learners engage with the Next Generation Science Standards. These new standards represent a major shift in science instruction, toward an explicit focus on scientific sense-making, language use, and scientific practices. These practices also place significance on developing explanations and argumentation from evidence as well as on language learning opportunities. The authors discuss in detail how four core science and engineering practices provide opportunities for ELLs:
1. Developing and using models.
2. Developing explanations (for science) and designing solutions (for engineering).
3. Engaging in argument from evidence.
4. Obtaining, evaluating, and communicating information.
Publication: Caslon Community
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): video
Lily Wong Fillmore: Text Complexity, Common Core, and ELLs
Lily Wong Fillmore says the new Common Core State Standards require students to read complex texts. This is a challenge—teachers and administrators have little training in language instruction. What kind of professional development will they need? This YouTube video features Lily Wong Fillmore and can be found on the Understanding Language website of Stanford University.
Publication: Caslon Community
Topic: Policy, Leadership, and Advocacy
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Object(s): video
Literacy Club Planning and Evaluation Protocol
The Literacy Club protocol can be used to determine the degree to which each component of the foundational plan has been incorporated into a design for your school/district.
Publication: The Literacy Club
Topic: Curriculum, Instruction, and Assessment
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Object(s): framework
New York Bilingual Common Core Initiative
Beginning in Spring 2012, the New York State Education Department (NYSED) launched the Bilingual Common Core Initiative to develop new English as a Second Language and Native Language Arts Standards aligned to the Common Core. As a result of this process, NYSED is developing New Language Arts Progressions (NLAP) and Home Language Arts Progressions (HLAP) for every NYS Common Core Learning Standard in every grade.
Publication: Caslon Community
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): website
Next Generation Science Standards
This link leads to the official website of the Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce. Through a collaborative, state-led process managed by Achieve, new K–12 science standards have been developed that are rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS is based on the Framework for K–12 Science Education developed by the National Research Council.
Publication: Caslon Community
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): website
Overview of Ponte & Higgins' PD approach
This brief presentation introduces the highly embedded English language learner professional development (PD) model that Ponte and Higgins developed with mainstream teachers in Honolulu, Hawai'i during a year-long national PD grant, and that is featured in their book. Teachers, teacher educators, PD providers, field supervisors, and coaches can customize this approach to build on the linguistic and cultural diversity they find in their districts and schools.
Publication: Enriching Practice in Linguistically and Culturally Diverse Classrooms
Topic: Professional Development
Specialty:
Object(s): presentation