Marjorie C. Ringler describes a professional development framework to teach principals and teachers the value of Academic Language Literacy (ALL) as the key to academic success. 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: Developing Instructional Leadership Skills for Principals and Teachers infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. This book addresses educators who are looking for a research based approach to improving academic success for students who come to school language deficient and deficient in the background knowledge necessary for success in school. An innovative approach to improving instruction illustrates that all teachers are language teachers if the language being taught is that of their content. Practical examples are included for instructional leaders to use when planning, implementing, and evaluating professional development. Teachers also get practical examples for integrating academic language literacy in all content areas. Strategies include both teaching and learning methods that promote academic language awareness and student-centered approaches.
Contents Preface Chapter 1. Effective Professional Development: A Three-Prong Approach Introduction Content: Academic Language Matters n++ Conventions of Standard Englishn++ Features of Academic Languagen++ So what is Academic Language?Context: Creating Chief Education Officers (CEOs) n++ Am I a CEO or do I need to work on this?Process: Job Embedded Coaching and Collaboration n++ Phase One: Preparation and Planningn++ Phase Two: Implementation and Reflectionn++ Phase Three: Capacity BuildingSummary Chapter 2. Content: What Comprises Academic Language Literacy (ALL)? Introduction Components of Academic Language n++ Process/Function Wordsn++ Morphologyn++ Content Specific VocabularyWho needs Academic Language Literacy? n++ Group #1. Native Speakers of English or Standard English Learners (SELs)n++ 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 n++ Vocabulary buildingn++ Four squaren++ Personal dictionariesn++ Modified word wallsn++ Shades of meaningn++ Rest in Peace (RIP)n++ Using Morphologyn++ Reading and Writing Strategiesn++ Sentence Framesn++ Paragraph Framen++ HOTS Strategyn++ Bricks and Mortarn++ Hierarchical Tree Mapn++ Split page note takingn++ Graphic organizers for note-taking or Deciphering textn++ Graphic Organizer for Concept Definitionn++ Error 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 n++ Partnering for School Change n++ Characteristics of Effective School University Partnershipsn++ Common Goaln++ Stakeholdersn++ Buy inn++ Creating a Learning Communityn++ Long term Commitment to Professional Development Summary Chapter 5. Implementation of Sustainable Professional Development Introduction Phase 1: Preparation and Planning n++ Collaborate with experts of ALL and professional developmentn++ Select CEO team participantsn++ Clarify professional development outcomesn++ Organizing 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 English *Features of Academic Language *So 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 Planning *Phase Two: Implementation and Reflection *Phase Three: Capacity Building Summary Chapter 2. Content: What Comprises Academic Language Literacy (ALL)? Introduction Components of Academic Language *Process/Function Words *Morphology *Content Specific Vocabulary Who 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 building oFour square oPersonal dictionaries oModified word walls oShades of meaning oRest in Peace (RIP) oUsing Morphology *Reading and Writing Strategies oSentence Frames oParagraph Frame oHOTS Strategy oBricks and Mortar oHierarchical Tree Map oSplit page note taking oGraphic organizers for note-taking or Deciphering text oGraphic Organizer for Concept Definition oError Correction Manual Summary 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 Partnerships oCommon Goal oStakeholders oBuy in oCreating a Learning Community oLong 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 development *Select CEO team participants *Clarify professional development outcomes *Organizing monthly expectations Phase 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
