Pool your collective wisdom in support of your English learners!
English Learners (ELs) and multilingual learners (MLs) have double the work of their English-speaking peers as they are required to master language and content simultaneously. To support this dynamic academic and language development process, all teachers need to have an understanding of language acquisition and EL/ML-specific methodologies along with offering social-emotional support to ELs/MLs and work in tandem with each other.
Bestselling authors Andrea Honigsfeld and Maria G. Dove have returned with this new resource that complements and expands on their previous titles on co-teaching and collaboration by addressing collaborative planning in greater depth. Co-planning is positioned as the first step toward integrative language and content instruction as regular and purposeful collaboration ensures that Els/MLs have access to core content.
Key features include:
• Practical, step-by-step guidance to starting and sustaining collaborative planning for integrated language, literacy, and social-emotional development
• An array of checklists, templates, and protocols for immediate implementation
•
Snapshots from the Field provide real-life examples of co-planning in action
• Beautiful full-color design with original sketch notes to bring concepts to life
• QR codes that link to author interviews elaborating on key ideas
This substantial guide will assist novice and seasoned educators alike in their move away from isolated practices and help them engage in collaborative planning and professional dialogue about asset-based, best practices for ELs/MLs.
Daftar Isi
Chapter 1: Introduction
Why is There a Need for a Book on Collaborative Planning?
What is Collaborative Planning?
What are Some Requirements for Successful Collaborative Planning?
What is in This Book?
How is This Book Organized?
Where is the Evidence for Collaborative Planning?
Words of Caution
Collaborative Reflection Questions
Collaborative Action Steps
Chapter 2: Curriculum Development, Mapping, and Alignment for Integrated Instruction
Curriculum Perspectives
The Challenges of Standards-Based Curriculum
Developing Curriculum with ELs/MLs in Mind
Quality Curriculum for ELs/MLs
Types of Programs and Related Curricula
Integrated Curricula for ELs/MLs
Defining Integrated Instruction for ELs/MLs
Designing Integrated Curricula for ELs/MLs
A Deeper Dive into Developing Integrated Curricula for ELs/MLs
Prerequisites
Review, Revise, and Repeat
Tools of the Trade
Celebrations
Collaborative Reflection Questions
Chapter 3: Data-Informed Planning and Evidence-Based Instructional Decision Making
Learner Portraits
The Data-Informed Collaborative Planning Cycle
The Blueprint for Data-Informed Collaborative Planning
Tri-Part Approach to Assessment
Tools of the Trade
Celebrations
Collaborative Reflection Questions
Collaborative Action Steps
Chapter 4: Co-Planning Routines, Frameworks, and Protocols Overview
Defining Routines and Frameworks
General Tenets In Planning for Language Instruction
Collaborative Planning Frameworks
Instructional Frameworks
Understanding by Design
The Gradual Release of Responsibility (GRo R)
Universal Design for Learning (UDL)
Sheltered Instruction Observation Protocol (SIOP) Model
An Instructional Framework Using Multiple Lenses
Planning Content and Language/Literacy Integration
Planning Instruction Through Multiple Lenses
Routines
A Co-Planning Routine
Additional Co-Planning Routines
Planning with Instructional Routines in Mind
Increasing the Effectiveness of Collaborative Routines
Tools of the Trade
Celebrations
Collaborative Reflection Questions
Collaborative Action Steps
Chapter 5: Planning for Integrated Language and Literacy Development
Content and Language: What’s the Relationship?
Integrated Planning for Instruction
Planning for Academic Language on Three Dimensions
Suggestions for Planning Word-Level Academic Language Integration
Suggestions for Planning Sentence-Level Academic Language Integration
Suggestions for Planning Discourse-level Academic Language Integration
Multi-Dimensional Intentional Planning
Planning for Oracy and Literacy
Planning Across Levels of Literacy
Planning Across Literacy Roles
Planning for Language and Literacy Development Across Disciplines
Tools of the Trade
Celebrations
Collaborative Reflection Questions
Collaborative Action Steps
Chapter 6: Multidimensional Scaffolding for Rigor, Relevance, Relationships, and Research-Informed and Evidence-Based Best Practices (4 Rs)
Scaffolding Defined
Scaffolding Redefined for the 4 R’s
Scaffolding for Rigor
Scaffolding for Relevance
Scaffolding for Relationships
Scaffolding for Research-Informed and Evidence-Based Best Practices
Collaborative Planning with the 4 R’s
Unpacking the Nine Dimensions of Scaffolding
1. Instructional Scaffolding
2. Linguistic Scaffolding
3. Multimodal Scaffolding
4. Multisensory Scaffolding
5. Digital Scaffolding
6. Graphic Scaffolding
7. Collaborative Scaffolding
8. Social-Emotional Scaffolding
9. Environmental Scaffolding
Collaborative Planning Using the 9 Dimensions of Scaffolding
Tools of the Trade
Celebrations
Collaborative Reflection Questions
Collaborative Action Steps
References
Tentang Penulis
Maria G. Dove, Ed.D, is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove′s work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).
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