No Limits to Literacy for Preschool English Learners PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download No Limits to Literacy for Preschool English Learners PDF full book. Access full book title No Limits to Literacy for Preschool English Learners by Theresa A. Roberts. Download full books in PDF and EPUB format.
Author: Theresa A. Roberts
Publisher: Corwin Press
ISBN: 1412965640
Category : Education
Languages : en
Pages : 265
Get Book Here
Book Description
Combining theory with proven teaching strategies, this resource helps preschool educators produce strong language and literacy outcomes for English learners ages three to five.
Author:
Publisher:
ISBN:
Category : Bilingualism in children
Languages : en
Pages : 156
Get Book Here
Book Description
Author: Theresa A. Roberts
Publisher: Corwin Press
ISBN: 1412965640
Category : Education
Languages : en
Pages : 265
Get Book Here
Book Description
Combining theory with proven teaching strategies, this resource helps preschool educators produce strong language and literacy outcomes for English learners ages three to five.
Author: Estee Lopez
Publisher: National Professional Resources Inc
ISBN: 1935609998
Category : Education
Languages : en
Pages : 6
Get Book Here
Book Description
As the population of English Language Learners (ELLs) continues to grow, there is increasing concern over the widening achievement gap between these students and their peers whose first language is English. Research shows that when preschool educators focus on ensuring that ELLs develop basic foundational skills in language and literacy, the potential for these students to succeed is optimized. It is therefore essential that educators working with these young learners make instructional decisions based on proven practices and solid research. This six-page laminated reference guide by Estee Lopez provides Pre-K teachers of ELLs with specific evidence-based strategies for promoting a strong language and literacy foundation. It focuses on the following six key elements: (1) Family engagement, (2) Oral language and literacy, (3) Cultural awareness, (4) Social & emotional growth, (5) Learning and cognitive skills, (6) Program models and strategies. Using the strategies and methods outlined in this guide, teachers will set the foundation for long-term success for young ELLs.
Author: Ontario. Ministry of Education
Publisher:
ISBN: 9781424954889
Category : English language
Languages : en
Pages : 76
Get Book Here
Book Description
Author: Meghan Dombrink-Green
Publisher: Spotlight on Young Children
ISBN: 9781938113130
Category : Bilingualism in children
Languages : en
Pages : 104
Get Book Here
Book Description
Offers practical ways to support young dual language learners and their families. Addresses communicating, using technology, pairing children, and more.
Author: Faye Ong
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 132
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Bilingualism in children
Languages : en
Pages : 140
Get Book Here
Book Description
Author: Mattanee Palungtepin
Publisher:
ISBN:
Category :
Languages : en
Pages : 166
Get Book Here
Book Description
Author: Wayne E. Wright
Publisher: John Wiley & Sons
ISBN: 1119005493
Category : Language Arts & Disciplines
Languages : en
Pages : 688
Get Book Here
Book Description
The Handbook of Bilingual and Multilingual Education presents the first comprehensive international reference work of the latest policies, practices, and theories related to the dynamic interdisciplinary field of bilingual and multilingual education. Represents the first comprehensive reference work that covers bilingual, multilingual, and multicultural educational policies and practices around the world Features contributions from 78 established and emerging international scholars Offers extensive coverage in sixteen chapters of language and education issues in specific and diverse regional/geographic contexts, including South Africa, Mexico, Latvia, Cambodia, Japan, and Texas Covers pedagogical issues such as language assessment as well as offering evolving perspectives on the needs of specific learner populations, such as ELLs, learners with language impairments, and bilingual education outside of the classroom
Author: Michael Russell
Publisher: IAP
ISBN: 1617353167
Category : Education
Languages : en
Pages : 493
Get Book Here
Book Description
The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess students using a single instrument administered to students under the same conditions. Educators and test developers, however, are increasingly acknowledging that this practice does not result in valid information, inferences, and decisions for all students. This problem is particularly true for students in the margins, whose characteristics and needs differ from what the public thinks of as the general population of students. Increasingly, educators, educational leaders, and test developers are seeking strategies, techniques, policies, and guidelines for assessing students for whom standard assessment instruments do not function well. Whether used for high-stakes decisions or classroom-based formative decisions, the most critical element of any educational assessment is validity. Developing and administering assessment instruments that provide valid measures and allow for valid inferences and decisions for all groups of students presents a major challenge for today’s assessment programs. Over the past few decades, several national policies have sparked research and development efforts that aim to increase test validity for students in the margins. This book explores recent developments and efforts in three important areas. The first section focuses on strategies for improving test validity through the provision of test accommodations. The second section focuses on alternate and modified assessments. Federal policies now allow testing programs to develop and administer alternate assessments for students who have not been exposed to grade-level content, and thus are not expected to demonstrate proficiency on grade-level assessments. A separate policy allows testing programs to develop modified assessments that will provided more useful information about achievement for a small percentage of students who are exposed to grade-level content but for whom the standard form of the grade-level test does not provide a valid measure of achievement. These policies are complex and can be confusing for educators who are not familiar with their details. The chapters in the second section unpack these policies and explore the implications these policies have for test design. The third and final section of the book examines how principles of Universal Design can be applied to improve test validity for all students. Collectively, this volume presents a comprehensive examination of the several issues that present challenges for assessing the achievement of all students. While our understanding of how to overcome these challenges continues to evolve, the lessons, strategies, and avenues for future research explored in this book empower educators, test developers, and testing programs with a deeper understanding of how we can improve assessments for students in the margins.
