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The purpose of the Affect-Language Curriculum (ABLC) is to provide families, therapists and teachers a systematic, intensivee program based on both new insights and tradional knowledge of the development of communication and language. The curriculum utilizes affect and engagement with pleasurable back-and-forth reciprocal interactions as the foundation for the development of imitation, pragmatics, and receptive and expressive language.

Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes: examples from the authors’ experience and from published research tasks that encourage readers to relate the steps to their own experience case studies and suggestions for further reading that put readers in touch with others’ experience Curriculum, or course, design is largely a 'how-to-do-it' activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description, and materials production. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.

What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes). Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing.  Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula―linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning.  Features ·  Situated in current research in the field of English language teaching and other disciplines that inform it ·  Sample data, including classroom vignettes ·  Three kinds of activities/tasks:  Reflect, Explore, and Expand

How to ensure your Ela teaching sticks How can you teach for understanding and meet Common Core standards at the same time? The answer: with a concept-based curriculum. Fusing Lynn Erickson's groundbreaking curriculum

A new edition of a successful title, which has been fully revised and updated to reflect contemporary issues in curriculum. The paperback edition provides a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal setting, syllabus design, materials development and adaptation, teaching and teacher support, and evaluation. Discussion activities throughout the book enable it to be used as a reference text for teachers and administrators.

This essential guide to the EL Education K–5 Language Arts Curriculum is one part roadmap to the curriculum, one part orientation to its instructional practices, and one part coach—to answer your questions, relieve your stress, and put you and your students on the path to success.Your Curriculum Companion explores the foundations of the curriculum, including the principles and research it was built on and the instructional practices that make it unique. The book is designed to help you “look under the hood” at practices embedded throughout the curriculum so that you can sharpen your instruction, support students to be leaders of their own learning, and make well-informed changes necessary to best meet your students’ needs.Key features of Your Curriculum Companion include: Twenty-seven accompanying videos—see the curriculum in action Task cards for guidance on how to plan when the planning has been done for you The why, what, and how of the K–2 Reading Foundations Skills Block A deep dive into the purpose and structure of close reading and close read-alouds, including two sample annotated lessons. An exploration of the relationship between reading and writing and how the curriculum is designed to help students become strong communicators, including an annotated “read-think-talk-write” lesson. Detailed descriptions of the ways in which English language learners and other students who may need additional support are challenged, engaged, and empowered throughout the curriculum. Guidance for turning evidence of student progress into usable data that can inform your instruction. Support for school leaders

The CLEAR curriculum, developed by University of Virginia's National Research Center on the Gifted and Talented, is an evidence-based teaching model that emphasizes Challenge Leading to Engagement, Achievement, and Results. In Fiction and Nonfiction: Language Arts Units for Gifted Students in Grade 4, students will read and analyze short stories and write their own short story in the fiction unit. In the nonfiction unit, students will study nonfiction (and creative nonfiction) texts to examine how writers use many of the same devices to tell nonfiction stories. Students will read a variety of texts and will write their own memoir. These units focus on critical literacy skills including reading diverse content, understanding texts as reflections of culture, and finding bias in fiction and nonfiction.

The first books to present specific guidance for teaching the Common Core State Standards Forty-three states plus the District of Columbia and the U.S. Virgin Islands have signed on to adopt the Common Core State Standards (CCSS). The need for curriculum guides to assist teachers in helping students meet these standards has become imperative. Created by teachers, for teachers, the research-based curriculum maps in this book present a comprehensive, coherent sequence of thematic units for teaching the skills outlined in the CCSS for English language arts in Grades K-5. The maps address every standard in the CCSS, yet are flexible and adaptable to accommodate diverse teaching styles. Each grade is broken down into six units that include focus standards, suggested works, sample activities and assessments, lesson plans, and more Teachers can use the maps to plan their year and craft their own more detailed lesson plans Any teacher, school, or district that chooses to follow the Common Core maps can be confident that they are adhering to the standards.

Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students’ linguistic repertoires. The case is made for content-based instruction―an approach to making FL classrooms sites where intellectually stimulating explorations are the norm rather than the exception. The book explicitly describes in detail how teachers could and should use content-based instruction, explains how integration of content and language aims can be accomplished within a program, identifies essential strategies to support this curricular and pedagogical approach, discusses issues of assessment within this context, and more. Content-Based Foreign Language Teaching provides theoretical perspectives and empirical evidence for reforming curricula and instruction, describes models and curriculum planning strategies that support implementation of well-balanced FL programs, explores the transformative potential of critical pedagogy in the FL classroom, and offers illustrations of secondary and post-secondary language programs that have experimented with alternative approaches. Advancing alternatives to conventional curriculum design, this volume posits meaning-oriented approaches as necessary to create language programs that make a great difference in the overall educational lives of learners

A new edition of a successful title, which has been fully revised and updated to reflect contemporary issues in curriculum. The paperback edition provides a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal setting, syllabus design, materials development and adaptation, teaching and teacher support, and evaluation. Discussion activities throughout the book enable it to be used as a reference text for teachers and administrators.

Books in the Teaching English Language Learners (ELLs) across the Curriculum Series are written specifically for pre- and in- service teachers who may not have been trained in ELL techniques, but still find themselves facing the realities and challenges of today's diverse classrooms and learners. Each book provides simple and straightforward advice on how to teach ELLs through a given subject area, and how to teach content to ELLs who are at different levels of English language proficiency than the rest of their class. Authored by both language and content area specialists, each volume arms readers with practical, teacher-friendly strategies, and subject-specific techniques. Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science, offering examples of easy ways to adapt existing lesson plans to be more inclusive. The practical, teacher-friendly strategies and techniques included here are proven effective with ELLs, and many are also effective with all students. The book provides context-specific strategies for the full range of the secondary sciences curriculum, including physical science, life science, earth and space science, science as inquiry, and history and nature of science and more. A fully annotated list of web and print resources completes the book, making this a one volume reference to help science teachers meet the challenges of including all learners in effective instruction. Special features: practical examples of science exercises make applying theory to practice simple when teaching science to ELLs an overview of the National Science Education Standards offers useful guidelines for effective instructional and assessment practices for ELLs in secondary grades graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.

The purpose of the Affect-Language Curriculum (ABLC) is to provide families, therapists and teachers a systematic, intensivee program based on both new insights and tradional knowledge of the development of communication and language. The curriculum utilizes affect and engagement with pleasurable back-and-forth reciprocal interactions as the foundation for the development of imitation, pragmatics, and receptive and expressive language.

Advances theories concerning the development of oral and written expression and offers specific suggestions for developing control of language at all age levels

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Sett i gang is an introductory Norwegian curriculumdesigned for use in the first year of university courses, the first two years of community education and high school classes, or for self-study. Brimming with colorful images of Norway and numerous activities, the curriculum engages students in exploring contemporary Norwegian language and culture from the very first chapter.The materials are carefully sequenced and organizedaround 10 main themes relevant to learners of all ages, providing an interesting and varied context for the students as they learn to understand texts in Norwegian and communicate with others both in the classroom and in the larger Norwegian community. Through the lens of Norwegian culture, students learn to view the world from multiple perspectives, bringing them new insights about their own culture and language as well as about Norway and its role in the world.

This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study with meaningful accommodations for ELLs. An annotated list of web and print resources completes the volume, making this a valuable reference for language arts teachers to meet the challenges of including all learners in effective instruction. New features to this edition include: An updated and streamlined Part 1, which provides an essential overview of ELL theory in a language arts specific context. Additional practical examples of language arts exercises, all of which are closely aligned with the Common Core State Standards. New pedagogical elements in Part 3, including tips on harnessing new technologies, discussion questions and reflection points. Updates to the web and print resources in Part 4

Este libro es la guía definitiva paso a paso con todos los secretos y estrategias para colocarse con éxito en el mercado laboral moderno, plasmados de una manera muy fácil de entender y con alto profesionalismo. De una forma fresca y sintetizada, el autor Ricardo Lárez, Coach de Carrera, Gerente Contratante (y también candidato) en empresas globales por más 20 años, cubre desde cómo definir una estrategia de búsqueda hacia el trabajo soñado, hacer un currículum de alto impacto, networking en LinkedIn y otras redes, acceder al mercado oculto laboral y hacer postulaciones aventajadas, cover letters, negociación salarial y cómo dominar en entrevistas de trabajo para obtener un trabajo pese a las preguntas más difíciles y el ambiente altamente competido.Cubre a profundidad temas de persuación e influencia que pueden ayudar al lector a conseguir un trabajo, incluso cuando ese trabajo todavía no existe; y hacia el final, plantea qué hacer en los pasos finales de transición laboral y cómo tener éxito en su nuevo trabajo. El autor ha sabido identificar, con base en su experiencia con clientes de su práctica privada, los arquetipos de personas típicamente en búsqueda laboral, sus inquietudes, sus preguntas, sus emociones, para pasar luego a responder absolutamente todas ellas con franqueza y revelando los secretos que nadie nos cuenta sobre cómo tener éxito en este mercado. Al finalizar de leer cada capítulo, los lectores se sentirán más y más preparados a ir por ese trabajo que tanto desean, armados ahora de herramientas poderosísimas que el autor les ha brindado.Rompe tu currículum es un libro para cualquier persona en cualquier etapa de su carrera y vida laboral, independientemente de la razón que le motiva a ir por un nuevo trabajo. Todos encontrarán en él lo que necesitan para asegurarse el éxito, pues no sólo ayuda a los lectores indicándoles qué hacer, sino cómo aproximar mentalmente todo el proceso, sus pensamientos limitantes y hasta sus inseguridades.

Written for prospective and practicing visual arts, music, drama, and dance educators, Teaching the Arts to Engage English Language Learners offers guidance for engaging ELLs, alongside all learners, through artistic thinking. By paying equal attention to visual art, music, drama, and dance education, this book articulates how arts classrooms can create rich and supportive contexts for ELLs to grow socially, academically, and personally. The making and relating, perceiving and responding, and connecting and understanding processes of artistic thinking, create the terrain for rich curricular experiences. These processes also create the much-needed spaces for ELLs to gain communicative practice, skill, and confidence. Special features include generative texts such as films, poems, and performances that function as springboards for arts educators to adapt according to the needs of their classroom; teaching tips, formative assessment practices, and related instructional tables and resources; an annotated list of internet sites, reader-friendly research articles, and instructional materials; and a glossary for readers’ reference.

Book by Ed.D. Jane Fell Greene