CLIL Lesson Planning: SDAIE & AL

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Comment by Manuel F. Lara on October 27, 2009 at 10:18pm

Doing What Works - English Language Learners

English learners can learn to read in English at the same rate as their peers in the primary grades, if schools provide intensive and systematic instruction for all children, supplementary instruction for those falling behind, and language practice in both peer and teacher-student interactions.

Comment by Manuel F. Lara on October 24, 2009 at 10:23am

Curriculum and Instruction Department - Denver Public Schools

Comment by Manuel F. Lara on October 24, 2009 at 9:44am

IRA - International Reading Association
The World's Leading Organization of Literacy Profesionals

Comment by Manuel F. Lara on October 24, 2009 at 8:08am

GIVE ME FIVE:
INSTRUCTIONAL PLANNING FOR DIVERSE LEARNERS
By Jeanette Gordon

“Give Me Five!” is a symbol of unity used as a metaphorical model (see hand illustrations) to provide an introduction to the most essential aspects of instructional planning for very heterogeneous student populations.

Comment by Manuel F. Lara on October 23, 2009 at 3:25pm

Here are some American sites used to improve English learners' Academic Language and Literacy:


READ 180 - America's Premier Reading Interevention Program

AdLit.org - Adolescent Literacy

Word Generation - An Approach to Promoting Academic Language

Comment by Manuel F. Lara on October 22, 2009 at 5:35pm

Strategies to Prepare Second Language Students for the Vocabulary Demands of Challenging Curricula

Kate Kinsella, Ed.D., Teacher Educator and School Consultant
San Francisco State University, Department of Secondary Education

A teacher educator in the Department of Secondary Education at San Francisco State University, Dr. Kinsella maintains secondary classroom involvement by teaching an academic literacy class for high school bilingual youths through the University’s Step to College program. She is the co-editor of the CATESOL Journal (CA Teachers of ESL) and serves on the editorial board of the International TESOL Journal and The California Reader. She was awarded the prestigious Marcus Foster Memorial Reading Award for 2002 by the California Reading Association for her contributions to K-12 literacy development. She is the lead program consultant for Reading in the Content Areas: Strategies for Reading Success, published by Pearson Learning Group and co-author of the Teaching Guidebook for Universal Access published by Prentice Hall. Dr. Kinsella provides training and consultancy nationally to K-12 colleagues striving with integrity to teach more effectively in linguistically diverse, mixed-ability classrooms.

Comment by Manuel F. Lara on June 17, 2009 at 10:30am

Structure of the Four by Four Unit Integrated Thematic Planning for ELD/SDAIE - Jill Kerper Mora, San Diego State University

Comment by Manuel F. Lara on June 17, 2009 at 10:20am

kiddyhouse.com - SDAIE - Teacher Resources

Comment by Manuel F. Lara on June 16, 2009 at 3:01pm

Developing Academic Language for School Success
Yvonne and David Freeman
The University of Texas at Brownsville

Comment by Manuel F. Lara on June 16, 2009 at 2:37pm

Language Proficiency And Academic Success: Relationships Between Proficiency In Two Langauges And Achievement Among Mexican American Students
Enedina Garca-vzquez,Luis A. Vzquez,Isabel C. Lpez,Wendy Ward


While considerable research has focused on second language development and academic success, the debate continues on how the development of the first language benefits the acquisition of the second. The intent of the present study was to examine the strength of the relation among proficiency in English and Spanish and academic success. Relations among oral language, literacy, and academic achievement were examined. A significant connection was found between proficiency in English and standardized achievement scores, as well as grade point averages. Similarly, the results reveal significant correlations between reading and writing in Spanish and achievement scores, as well as grade point average. The strongest relations were found between Written Language and academic success. Early research among large groups of bilingual immigrant children in the first half of the twentieth century concluded that being bilingual contributed to "mental confusion" (Darcy, 1953).

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