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Research-Based Strategies for English Language Learners

How to Reach Goals and Meet Standards, K-8

By Denise Rea, Sandra Mercuri
Foreword by David E Freeman

With strategies, lesson plans, and suggestions for implementation, as well as a review of the research supporting each lesson and scaffold, Rea and Mercuri show you how to make learning more active, experiential, and collaborative for all children.

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As a teacher, you know that two of the biggest issues in education today are increased accountability and surging ELL enrollments. So what do you do when every student in your class is expected to meet standards, but some don’t speak English? You reach for Research-Based Strategies for English Language Learners. It features ways to support all students while meeting curricular mandates—and without losing any precious planning or teaching time.

Research-Based Strategies for English Language Learners addresses standards through four proven, effective scaffolds for learning: modeling, contextualizing, thinking about thinking, and reframing information. Within each scaffold Denise Rea and Sandra Mercuri offer ideas for strategy-based instruction that make learning more active, experiential, collaborative, and cognitive for all children. Rea and Mercuri give you everything you need to use these strategies, including lesson plans and suggestions on implementation, as well as a review of the research supporting each lesson and scaffold. Finally, they tie it all together with lessons on conversational and academic English that give students the linguistic awareness needed to become more proficient in their new language and to succeed in school.

Useable across curricular areas, adaptable to grades K–8, and ideal for classroom teachers, ELL specialists, and Title I teachers, Research-Based Strategies for English Language Learners is the practical, classroom-tested resource you’ve been looking for. Use it and discover reliable strategies for connecting second language learners (or any learners) to content and curriculum.

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