Transform how experienced multilinguals develop academic language and literacy skills Experienced multilinguals-students who have been in language development programs for five or more years-face unique challenges that traditional English language development (ELD) approaches often fail to address. While newcomers receive immediate attention and support, experienced multilinguals frequently find themselves stuck in programs designed for social language development rather than the sophisticated academic language they need to thrive. In this follow-up to their bestselling Long-Term Success for…mehr
Transform how experienced multilinguals develop academic language and literacy skills Experienced multilinguals-students who have been in language development programs for five or more years-face unique challenges that traditional English language development (ELD) approaches often fail to address. While newcomers receive immediate attention and support, experienced multilinguals frequently find themselves stuck in programs designed for social language development rather than the sophisticated academic language they need to thrive. In this follow-up to their bestselling Long-Term Success for Experienced Multilinguals, authors Tan Huynh and Beth Skelton provide ELD and English Language Arts teachers with the Integrated Literacy Framework. This revolutionary approach systematically integrates all four language domains (listening, speaking, reading, and writing) with the four dimensions of academic language (vocabulary, sentence structures, organizational patterns, and context). Through content-based units and intentional academic literacy activities, teachers will learn how to design instruction that moves experienced multilinguals beyond survival language to the complex communication skills required for academic success. Key features of this resource include: * The complete Integrated Literacy Framework with step-by-step guidance for unit and lesson planning that weaves content and language development together * Four comprehensive sample units progressing from foundational to sophisticated academic language, including an approach to create your own vocabulary set, sentence structures, and organizational patterns * Practical classroom tools including engagement models that cultivate independence, vignettes from Tan's classroom, "Try It Out" activities, reflection questions, templates, and visual anchor charts * Foundational literacy routines for systematic sentence-level and organizational instruction, including Structured Quick Write, Sentence Deconstruction and Reconstruction, Co-editing, and Co-revising This essential resource empowers educators to create the optimal conditions experienced multilinguals need to unlock their potential as the mathematicians, scientists, historians, writers, and artists they know themselves to be. Your students will develop the academic language proficiency necessary to express complex ideas with confidence and sophistication.
Tan Huynh (he/him) (tankhuynh.com) is a career international school teacher, consultant, and author specializing in secondary multilinguals and teacher collaboration. Coming to America as a refugee at the age of 5, Tan vividly remembers the difficulties of acquiring a new language and integrating in American culture while nurturing his Asian roots. This experience is the main engine that drives his work today. At school, he spends most of his time collaborating with teachers and in content-area classes to make content accessible. The rest of the time is spent teaching English language and literacy skills. Outside of school, Tan often presents internationally to schools and districts to support their work with multilingual students. Tan also hosts a blog, online courses, and a podcast about teaching multilinguals. With whatever time is left, Tan likes to work out, play badminton, and get lost in nature with his dog child. You can collaborate with Tan at Tan@tankhuynh.com and @TanKHuynh on Twitter.
Inhaltsangabe
PART 1: The Integrated Literacy Framework Chapter 1: The Instructional Needs of Experienced Multilinguals Who are experienced multilinguals? What is the dilemma for experienced multilinguals? What is the dilemma for ELD teachers? What is the opportunity for experienced multilinguals and ELD teachers? What is explicit ELD instruction? Chapter 2: The Integrated Literacy Framework Why should we have a framework for ELD classes The sequence of the Integrated Literacy Framework Planning with the Integrated Literacy Framework What is the Input-Output Loop? Why is the Integrated Literacy Framework specifically for experienced multilinguals? Chapter 3: Unit Planning Backward planning at the unit level Why should we plan the unit with the Integrated Literacy Framework? 5 steps to backwards planning Chapter 4: Lesson Planning for Academic Literacy Step 1: Identify the content Step 2: Write an exit ticket prompt Step 3: Produce a model response Step 4: Analyze the model response for content and the dimensions of language Step 5: Write an integrated objective Chapter 5: Designing Integrated Vocabulary Instruction Essential principles of vocabulary instruction What words should we teach in the unit? Introducing the vocabulary words Essential Engagement Models Integrating reading, writing, oracy, with vocabulary development at the sentence level Teaching reading through the vocabulary set Explaining vocabulary within the text Chapter 6: Sentence-Level Routines Literacy Routines for Sentence-Level Instruction Literacy Routines for Organization-Level Instruction PART 2: The Units UNIT 1: Forming Foundational Academic Language Vocabulary-level instruction Sentences-level instruction Organizational-level instruction UNIT 2: Cultivating Complex Academic Language Vocabulary-level instruction Sentences-level instruction Organizational-level instruction UNIT 3: Acquiring Advanced Academic Language Vocabulary-level instruction Sentences-level instruction Organizational-level instruction UNIT 4: Seeking Sophisticated Academic Language Vocabulary-level instruction Sentences-level instruction Organizational-level instruction Closure & Invitation Building on the framework Reflections on the framework Call to action With gratitude Appendix A: Appendix B: Model Response for a Multi-paragraph Essay on Japanese Internment Camps Appendix C: Lesson-planning template for the Integrated Literacy Framework References
PART 1: The Integrated Literacy Framework Chapter 1: The Instructional Needs of Experienced Multilinguals Who are experienced multilinguals? What is the dilemma for experienced multilinguals? What is the dilemma for ELD teachers? What is the opportunity for experienced multilinguals and ELD teachers? What is explicit ELD instruction? Chapter 2: The Integrated Literacy Framework Why should we have a framework for ELD classes The sequence of the Integrated Literacy Framework Planning with the Integrated Literacy Framework What is the Input-Output Loop? Why is the Integrated Literacy Framework specifically for experienced multilinguals? Chapter 3: Unit Planning Backward planning at the unit level Why should we plan the unit with the Integrated Literacy Framework? 5 steps to backwards planning Chapter 4: Lesson Planning for Academic Literacy Step 1: Identify the content Step 2: Write an exit ticket prompt Step 3: Produce a model response Step 4: Analyze the model response for content and the dimensions of language Step 5: Write an integrated objective Chapter 5: Designing Integrated Vocabulary Instruction Essential principles of vocabulary instruction What words should we teach in the unit? Introducing the vocabulary words Essential Engagement Models Integrating reading, writing, oracy, with vocabulary development at the sentence level Teaching reading through the vocabulary set Explaining vocabulary within the text Chapter 6: Sentence-Level Routines Literacy Routines for Sentence-Level Instruction Literacy Routines for Organization-Level Instruction PART 2: The Units UNIT 1: Forming Foundational Academic Language Vocabulary-level instruction Sentences-level instruction Organizational-level instruction UNIT 2: Cultivating Complex Academic Language Vocabulary-level instruction Sentences-level instruction Organizational-level instruction UNIT 3: Acquiring Advanced Academic Language Vocabulary-level instruction Sentences-level instruction Organizational-level instruction UNIT 4: Seeking Sophisticated Academic Language Vocabulary-level instruction Sentences-level instruction Organizational-level instruction Closure & Invitation Building on the framework Reflections on the framework Call to action With gratitude Appendix A: Appendix B: Model Response for a Multi-paragraph Essay on Japanese Internment Camps Appendix C: Lesson-planning template for the Integrated Literacy Framework References
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