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Kindergarten - Elementary Science and Integrated Subjects: Tackling Trash

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Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. 

Material Type: Activity/Lab

Authors: Georgia Boatman, Barbara Soots, Ellen Ebert, Kimberley Astle, Washington OSPI OER Project

Funds of Knowledge

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The funds of knowledge concept was originally applied by Vélez-Ibáñez and Greenberg (1992) to describe the historical accumulation of abilities, bodies of knowledge, assets, and cultural ways of interacting that were evident in U.S.-Mexican households in Tucson, Arizona.

Material Type: Teaching/Learning Strategy

Author: Eric Johnson

Best Practices for Using Technology with Multilingual Families Toolkit

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This toolkit is designed to help Local Educational Agencies (LEAs) create and maintain effective strategies with multilingual families. We explore and model best practices for the use of technology in teaching, as well as for assessing and communicating with diverse adults. The following guide is applicable for face-to-face, blended, and online instruction, and can also serve as a toolkit.

Material Type: Teaching/Learning Strategy

Author: Washington Office of Superintendent of Public Instruction

Best Practices for Using Technology with Multilingual Families Toolkit (Spanish)

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Este conjunto de herramientas está diseñado para ayudar a las Agencias Educativas Locales (LEA, por sus siglas en inglés) a crear y mantener estrategias efectivas con las familias multilingües. Exploramos y modelamos las mejores prácticas para el uso de la tecnología en la enseñanza, así como para evaluar y comunicarnos con adultos diversos. La siguiente guía es aplicable para la instrucción presencial, combinada y en línea, y también puede servir como un conjunto de herramientas para tal efecto.

Material Type: Teaching/Learning Strategy

Author: Washington Office of Superintendent of Public Instruction

GATE Equity Webinar: Language Learners 101: Supporting Best Practices

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What’s your system for ensuring language acquisition? Join OSPI’s Director of Migrant & Bilingual Education, Veronica Gallardo as she examines essential systems elements needed to support Language Learners. We’ll be joined by ESD 105 to talk about what districts can do to support the schools they are working with. You’ll get statewide data and resources to help you get started!

Material Type: Teaching/Learning Strategy

Author: Veronica M. Gallardo

BOSTnet 4. Embracing Diversity and English Language Development (ELD) in Your Program — UMass Boston OpenCourseware

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This course for Administrators provides knowledge and skills in supporting diverse families and enhancing English Language Development (ELD) across expressive and receptive language domains for school-age children who are English Language Learners (ELL) or have other learning and language barriers. Administrators learn about key standards and best practices and explore strategies to implement improved practice, creating a shift in policies and programmatic culture to embrace and support diverse learners, welcoming non-native English speaking families and enhancing the ELD progress of students who are learners of English.

Material Type: Module

Authors: Elise Scott, Susan Vinovrski

BOSTnet 2. Diversity and English Language Development for Grades K-8 — UMass Boston OpenCourseware

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This course provides knowledge and skills in supporting English Language Development and Inclusive Learning throughout Out-of-School (OST) environments. Educators learn learn to welcome, support, and enhance language and literacy skill development for all children and youth and respond appropriately to the individualized ELD needs of non-native speakers of English

Material Type: Module

Authors: Elise Scott, Susan Vinovrski

Every Teacher is a Language Teacher

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This book disseminates practices shared at the annual event Every Teacher is a Language Teacher held at the Faculty of Education (University of Ottawa) for all first-year Bachelor of Education teacher candidates. This resource responds directly to calls from attendees for a resource that synthesizes the content shared at each workshop, enabling them to access and implement the rich pedagogical knowledge shared. The book is meant to serve as a textbook for Teacher Education courses, graduate courses, as well as an ongoing promotion of research-based practices created by Faculty of Education partners (faculty and graduate students alike) that should be shared more widely with Canadian language educators, teachers and consultants, particularly in its bilingual format. This publication is unique and particularly useful to both pre- and in-service teachers, as it offers modes of practice based on both research and theory. This means it is neither exclusively a lesson plan nor a theoretical analysis; but rather a synthesis that aims to show how the two domains inform one another. We see it as being immediately valuable for teacher and teacher educators, while also filling a gap in the field of language education more widely -- one that embodies anti-racist, ethical paradigms within current interdisciplinary practice in its responsiveness to challenges of modern technology and globalization.

Material Type: Textbook

Authors: Heba Elsherief, Masson Mimi

What Does Text Complexity Mean for English Learners and Language Minority Students?

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This paper addresses the implications, for ELLs, of the new standard's requirement that students be able to read and understand complex, informationally dense texts. The authors discuss the types of supports that learners need in order to work with complex texts. They also provide a sample of what academic discourse involves, using an excerpt from Martin Luther King, Jr.'s Letter from Birmingham Jail. They demonstrate how English learners can be provided with strategies for accessing complex texts, such as closely examining one sentence at a time. The authors argue that instruction must go beyond vocabulary and should begin with an examination of our beliefs about language, literacy and learning.

Material Type: Reading, Teaching/Learning Strategy

Authors: Charles j. Fillmore, Lily Wong Fillmore

Advanced Academic Grammar for ESL Students

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This textbook was created for an advanced academic grammar course for ESL students. By the end of the course, students will recognize and demonstrate the appropriate use of advanced grammar structures. To meet these outcomes, students will listen to aural language that includes the target structures, identify and edit grammar errors in written language, read and analyze texts that include the target grammar structures, and demonstrate the correct and appropriate use of target structures in written and spoken language.

Material Type: Textbook

Author: Rebecca Al Haider

Integrated writing skills for advanced students of ESOL

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This writing course for advanced students of ESOL offers an integrated approach to metacognition and critical thinking skills, research and source evaluation skills, standard composition and grammar skills, and academic vocabulary skills. After some preliminary activities, each unit follows a regular routine: -warm-up writing prompts that review previous concepts and generate authentic writing from which to observe and discuss common grammar and mechanics -vocabulary lessons that present useful academic words that also appear in the texts -big-picture concepts for college writing adapted specifically for ESOL learners from Amy Guptill's Writing in College: From Competence to Excellence -grammar lessons that review the basics and then focus on clauses -composition lessons based on moving from five-paragraph essays toward organic research papers, again adapted from Amy Guptill's Writing in College: From Competence to Excellence -"getting ready to write" lessons focused on research, source evaluation, reported speech, and academic formatting -essay writing/editing prompts -self-reflection writing/editing prompts Materials make use of a textbook that is available at this link: https://openoregon.pressbooks.pub/synthesis/

Material Type: Textbook

Author: Timothy Krause

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