Chapter 1. Introduction Who Are Our Not So Common Learners? The Standards Movement Common Core Advances Application of the Common Core to Address Individual Differences Student Diversity and Teacher Challenges What Is Not Covered In The Common Core Document Focus on Research-Based Strategies to Address Learning Needs Chapter 2. Strategies for Academic Language Development Why Diverse Adolescent Learners Need Explicit Instruction in Academic Language? Core Language and Vocabulary Strategies Conventions of Standard English Knowledge and Application of Language Vocabulary Acquisition and Use Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources Chapter 3. Reading Strategies for Literature Why Teaching Diverse Adolescent Learners Reading Strategies Promotes Comprehension of Literary Texts Core Reading Strategies Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources Chapter 4. Reading Strategies for Informational Texts Why Teaching Diverse Adolescent Learners Reading Strategies Promotes Comprehension of Informational Texts Core Informational Reading Strategies Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources Chapter 5. Writing Strategies Why Scaffolding and Explicit Skills Instruction Improves the Writing of Diverse Adolescent Learners Core Writing Strategies Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources Chapter 6. Speaking and Listening Strategies Why Speaking and Listening Skills Improve the Overall Academic Development of Diverse Adolescent Learners Core Speaking and Listening Strategies Comprehension and Collaboration Presentation of Knowledge and Ideas Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources Chapter 7. Key to Successful Implementation: Collaborative Strategies Why Collaborative Practices Help Meet the Common Core Core Collaborative Practices Instructional Curriculum mapping and alignment Joint instructional planning Parallel teaching Co-developing instructional materials Collaborative assessment Co-teaching Noninstructional Joint professional development Teacher research Joint parent-teacher conferences and report card writing Planning, facilitating, and participating in extracurricular activities Anticipated Outcomes Challenges Common Core Collaborations-(Un)Common Reflection Questions Key Resources
The implementation of the Common Core standards is already in full-swing in many of the US public schools. Educators must be trained in how to teach to the new standards for ELA and mathematics, which were designed to be more rigorous and to better prepare students for college and the workplace. For teachers who work with the millions of English learners, the shift to the common standards is even more daunting. This reader-friendly book (and its companion volume for K-5 educators) provides clear guidance on how to make the standards accessible to ELLs and other at-risk learners. The book is grounded in the four ELA strands and the authors offer clear explanations of the expectations of the CCSS as well as a range of essential instructional strategies educators will need to implement when they work with the not so common learner.
Learn more about Andrea Honigsfeld's PD offerings Andrea Honigsfeld, Ed.D. is a professor in the Division of Education at Molloy College, Rockville Centre, NY. She teaches graduate education courses related to cultural and linguistic diversity, linguistics, ESL methodology, and action research. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult), an English-as-a-second-language teacher in New York City (Grades K-3 and adult), and taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past eight years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers staff development primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. Her coauthored book Differentiated Instruction for At-Risk Students (2009) and coedited four-volume Breaking the Mold of Education series (2010-2013) were published by Rowman and Littlefield. Learn more about Maria Dove's PD offerings Maria G. Dove, Ed.D. is Assistant Professor and Coordinator of the MS TESOL Program in the Division of Education at Molloy College, Rockville Centre, New York, where she teaches courses to preservice and inservice teachers on the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked over thirty years as an English-as-a second language teacher in public school settings (Grades K-12) and in adult English language programs in Nassau County, New York. In 2010, she received the Outstanding ESL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development throughout the United States for educators on the teaching of diverse students. She also serves as a mentor for new ESL teachers as well as an instructional coach for general-education teachers and literacy specialists. She has published several articles and book chapters on collaborative teaching practices, instructional leadership, and collaborative coaching. Her best-selling co-authored book, Collaboration and Co-Teaching: Strategies for English Learners (2010) is published by Corwin Press, and her co-edited book, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) is published by Information Age Publishing.