Co-Planning

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 (GRoR) 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

Andrea Honigsfeld, EdD, is Professor in the School of Education at Molloy University, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, New York, 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 twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010-2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K-5 and 6-12 (2014), published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader's Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), and Digital-Age Teaching for English Learners (2022). Nine of her Corwin books are bestsellers. 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).