Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development.
Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development.
Contents Preface Chapter 1. Effective Professional Development: A Three-Prong Approach Introduction Content: Academic Language Matters Conventions of Standard EnglishFeatures of Academic LanguageSo what is Academic Language?Context: Creating Chief Education Officers (CEOs) Am I a CEO or do I need to work on this?Process: Job Embedded Coaching and Collaboration Phase One: Preparation and PlanningPhase Two: Implementation and ReflectionPhase Three: Capacity BuildingSummary Chapter 2. Content: What Comprises Academic Language Literacy (ALL)? Introduction Components of Academic Language Process/Function WordsMorphologyContent Specific VocabularyWho needs Academic Language Literacy? Group #1. Native Speakers of English or Standard English Learners (SELs)Group #2. English Language Learners (ELLs)How do we deliver Academic language Instruction? An Overview of SIOP, CHATS and Six-Steps Connecting the Dots: How do these three models overlap? Summary Chapter 3. Content: Specific Strategies for Academic Language Literacy Introduction Strategies for a Linguistically Diverse Classroom Academic Language Learning Strategies Vocabulary buildingFour squarePersonal dictionariesModified word wallsShades of meaningRest in Peace (RIP)Using MorphologyReading and Writing StrategiesSentence FramesParagraph FrameHOTS StrategyBricks and MortarHierarchical Tree MapSplit page note takingGraphic organizers for note-taking or Deciphering textGraphic Organizer for Concept DefinitionError Correction ManualSummary Chapter 4. Context: Creating Chief Educational Officers (CEOs) Introduction Planning Professional Development that Impacts Instruction and Learning Professional Development and Levels of Implementation Professional Development and Sustainability Booking Agent vs. CEO CEO and School Change Principal as CEO School University Partnerships Partnering for School Change Characteristics of Effective School University PartnershipsCommon GoalStakeholdersBuy inCreating a Learning CommunityLong term Commitment to Professional Development Summary Chapter 5. Implementation of Sustainable Professional Development Introduction Phase 1: Preparation and Planning Collaborate with experts of ALL and professional developmentSelect CEO team participantsClarify professional development outcomesOrganizing monthly expectationsPhase 2: Implementation and Reflection Phase 3: Capacity Building Note from the authors Summary Chapter 6. Visualizing Change Introduction Project CEO Summary Participants and Professional Development: Tyrrell County Professional Development Flexibility Accomplishments and Outcomes Teachers' voices Students' voices Principals' voices Summary Author's note
Contents Preface Chapter 1. Effective Professional Development: A Three-Prong Approach Introduction Content: Academic Language Matters Conventions of Standard EnglishFeatures of Academic LanguageSo what is Academic Language?Context: Creating Chief Education Officers (CEOs) Am I a CEO or do I need to work on this?Process: Job Embedded Coaching and Collaboration Phase One: Preparation and PlanningPhase Two: Implementation and ReflectionPhase Three: Capacity BuildingSummary Chapter 2. Content: What Comprises Academic Language Literacy (ALL)? Introduction Components of Academic Language Process/Function WordsMorphologyContent Specific VocabularyWho needs Academic Language Literacy? Group #1. Native Speakers of English or Standard English Learners (SELs)Group #2. English Language Learners (ELLs)How do we deliver Academic language Instruction? An Overview of SIOP, CHATS and Six-Steps Connecting the Dots: How do these three models overlap? Summary Chapter 3. Content: Specific Strategies for Academic Language Literacy Introduction Strategies for a Linguistically Diverse Classroom Academic Language Learning Strategies Vocabulary buildingFour squarePersonal dictionariesModified word wallsShades of meaningRest in Peace (RIP)Using MorphologyReading and Writing StrategiesSentence FramesParagraph FrameHOTS StrategyBricks and MortarHierarchical Tree MapSplit page note takingGraphic organizers for note-taking or Deciphering textGraphic Organizer for Concept DefinitionError Correction ManualSummary Chapter 4. Context: Creating Chief Educational Officers (CEOs) Introduction Planning Professional Development that Impacts Instruction and Learning Professional Development and Levels of Implementation Professional Development and Sustainability Booking Agent vs. CEO CEO and School Change Principal as CEO School University Partnerships Partnering for School Change Characteristics of Effective School University PartnershipsCommon GoalStakeholdersBuy inCreating a Learning CommunityLong term Commitment to Professional Development Summary Chapter 5. Implementation of Sustainable Professional Development Introduction Phase 1: Preparation and Planning Collaborate with experts of ALL and professional developmentSelect CEO team participantsClarify professional development outcomesOrganizing monthly expectationsPhase 2: Implementation and Reflection Phase 3: Capacity Building Note from the authors Summary Chapter 6. Visualizing Change Introduction Project CEO Summary Participants and Professional Development: Tyrrell County Professional Development Flexibility Accomplishments and Outcomes Teachers' voices Students' voices Principals' voices Summary Author's note
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