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Recommended Literature Search Reading and Language Arts To search the list, choose from these options: * Press the Submit button at the bottom of the page to view all titles in English. * Choose All Languages from the pull-down menu in the Language category and press the Submit button to view titles in all languages. * Enter the author's last name or first name and press Submit. * Enter a title or keyword in the appropriate box and press Submit.

"Supporting English language learners: A practical guide for Ontario educators Grades 1 to 8 Supporting English language learners: A practical guide for Ontario educators Grades 1 to 8, 2008, is designed to support and help teachers, principals, and other education professionals in elementary schools work effectively with English language learners. This resource guide provides a rich source of practical techniques, research findings, and strategies that can be put to immediate use in the classroom and in the school. It also contains valuable information on working with families and communities, and as a whole school, to enable English language learners achieve curriculum expectations while they learn English."

"While many discussions about learning a second language focus on teaching methodologies, little emphasis is given to the contextual factors -- individual, social, and societal -- that affect students' learning. These contextual factors can be considered from the perspective of the language, the learner, and the learning process. This digest discusses these perspectives as they relate to learning any second language, with a particular focus on how they affect adolescent learners of English as a second language."

In classrooms around the country, teachers need to teach reading to children who don't speak English, and they haven't been trained. Last year, the U.S. Department of Education convened a panel of scholars to determine the best research-based practices for teaching English language learners. The panel hopes to release its report in 2004. For this teleconference, we brought you three members of the panel who shared their expertise as independent researchers in the area of second language acquisition.

In classrooms around the country, teachers need to teach reading to children who don't speak English, and they haven't been trained. Last year, the U.S. Department of Education convened a panel of scholars to determine the best research-based practices for teaching English language learners. The panel hopes to release its report in 2004. For this teleconference, we brought you three members of the panel who shared their expertise as independent researchers in the area of second language acquisition.

Teach grammar. It provides a metalanguage - a language to describe, use and craft our language. For many of our students Standard Australian English is a foreign dialect. Students need to hear and see correct models of language in use. Provide real reasons for students to speak and write formally. Provide daily opportunties to express complexity of thought, in all subject areas. Insist that the 'click and go' generation ask and respond to both oral and written questions in whole sentences.

Teaching English Language Learners to Read Featuring Diane August, Margarita Calderón, and Fred Genesee discussing best practices for teaching English language learners."

Language Proficiency Test Overview for English Language Learners Pre-K-12

Cooperative Learning as Method and Model in Second Language Teacher Education: collaborative teaching

In this lesson, students analyze a writer's use of sensory details and descriptive language in a New York Times article reviewing the Apple iPhone. Then, students are asked to write original product reviews which incorporate some of the descriptive writing techniques identified and evaluated in class.

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Evaluating Student Portfolios At the end of the term/semester/year when the portfolio is submitted for summative evaluation, it is useful to review the contents as a whole and record data using the previously set criteria. One method of recording data is to prepare a grid with the criteria listed down one side and the checklist or rating scale across the top. If there is need to assign a numerical grade, designate numbers to each set of criteria on the checklist/rating scale and convert the evaluation into a number grade. Some examples of portfolio assessment and recording forms follow. The teacher can adapt these sample forms or create new ones.

Resources for Teachers and Schools Exploring Strategies to Close the Achievement Gap of English Language Learners

Explicit teaching of reading comprehension skills will help students apply these strategies to all subject matter.

Explicit teaching of reading comprehension skills will help students apply these strategies to all subject matter.