Differentiated Literacy Strategies for English Language Learners, Grades 7–12

Regular price €39.99
A01=Amy J. Burkman
A01=Gayle H. Gregory
Adolescent
Age Group_Uncategorized
Age Group_Uncategorized
Author_Amy J. Burkman
Author_Gayle H. Gregory
automatic-update
Bilingual
Category1=Kids
Category1=Non-Fiction
Category=JNLB
Category=JNU
Category=YPCA
Category=YQC
COP=United States
Delivery_Delivery within 10-20 working days
Differentiation
Diversity
ELL
English Language Acquisition
English Language Learners
eq_isMigrated=2
eq_non-fiction
eq_society-politics
High School
Language Arts
Language_English
Learning Styles
Middle School
MLL
Multiple Intelligences
PA=Available
Price_€20 to €50
PS=Active
Reading
Secondary School
softlaunch
Teen
Writing

Product details

  • ISBN 9781412996471
  • Weight: 420g
  • Dimensions: 177 x 254mm
  • Publication Date: 22 Nov 2011
  • Publisher: SAGE Publications Inc
  • Publication City/Country: US
  • Product Form: Paperback
  • Language: English
Delivery/Collection within 10-20 working days

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100 ways to keep adolescent ELLs engaged

This versatile handbook is for middle school and high school educators who need to differentiate literacy instruction for adolescent ELL students at various stages of literacy competency. Adapted from the highly successful Differentiated Literacy Strategies for Student Growth & Achievement in Grades 7–12, the authors use brain-based strategies and texts that appeal to older learners who may have had interrupted formal education or come from newly arrived immigrant populations. More than 100 hands-on tools help teachers develop students′ competencies in:

  • Content areas, including vocabulary, concept attainment, and comprehension
  • Technology, such as information searching, evaluation, and synthesis
  • Creative applications and 21st century skills

Written for classroom teachers, reading specialists, curriculum developers, and instructional leaders, this one-stop source provides an expert guide to working with all of today′s adolescent and teen English language learners.

Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program. Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin. She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles: • Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich) • Differentiated Instructional Strategies: One Size Doesn’t Fit All, Third Edition (2013, with Carolyn Chapman) • Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn’t Fit All, Third Edition (2013) • Differentiated Literacy Strategies for English Language Learners, Grades K–6 and Differentiated Literacy Strategies for English Language Learners, Grades 7–12 (2011, with Amy Burkman) • Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon) • Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich) • Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich) • Differentiated Instructional Strategies for Science, Grades K–8 (2009, with Elizabeth Hammerman) • Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005) • The Activities for Differentiated Classroom series (2007, with Carolyn Chapman) She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt). Gayle consults internationally with teachers, administrators, and staff developers. She and her family of two daughters and two granddaughters all reside in Burlington, Ontario. Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at gregorygayle@netscape.net, www.gaylehgregory.com, and @gaylegregory6.   Amy Burkman is an Associate Professor at American Public University. She has served as a provider of professional development for the Education Service Center for Region 11 and several school districts within the Dallas-Fort Worth Metroplex. Burkman received a Master′s Degree in Library Sciences from Texas Woman′s University in 2002, where she was also inducted in Beta Phi Mu, the International Library & Information Studies Honor Society. She was awarded her doctorate from Texas Christian University in May 2009. Burkman is, and has been, active in many local, state, and national organizations. She currently reviews materials for several publications, including the International Journal of Educational Leadership Preparation (IJELP) and the Education Leadership Review (ELR). Dr. Burkman has published several articles, including “A Practical Approach to Marketing the School Library”, which has been included in the 6th Edition of School Library Management, “The Role of Social, Civic and Political Responsibility in Educational Leadership Preparation”, and “Leadership Development in the United States: Systemic Development Within Social Culture.” Dr. Burkman served as an elementary principal, an elementary and secondary assistant principal, a school librarian and a classroom teacher before she moved to higher education.