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By now it's a given: if we're to help our ELLs and SELs access the rigorous demands of today's content standards, we must cultivate the "code" that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma LeMoine to share every teacher's need-to-know strategies on the four essential components of academic language. The subject of this volume is vocabulary. Here, Margarita Calderon reveals how vocabulary is best taught as a tool for completing and constructing more complex messages. With this book as your roadmap, you'll learn how to: . Teach high-frequency academic words and discipline-specific vocabulary across content areas . Utilize strategies for teaching academic vocabulary, moving students from Tier 1 to Tiers 2 and 3 words and selecting appropriate words to teach . Assess vocabulary growth as you go Our vocabulary instruction must come from the texts our ELLs and SELs are about to read, not from a set of activities that teach words in isolation. This guidebook will help you get started as early as tomorrow. Better yet, read all four volumes in the series and put in place an all-in-one instructional plan for closing the achievement gap.

Academic language --- English language --- People with social disabilities --- Linguistic minorities --- English teachers --- Study and teaching --- Study and teaching --- Foreign speakers. --- Education --- Education --- Training of

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"The evidence is clear and compelling: multilingualism is good for kids, adults, and enhancing our quality of life in a global society. Moreover, multilingual proficiency is associated with greater cognitive flexibility, better problem-solving abilities, a superior working memory, a stronger grasp of abstract concepts, greater social/cultural awareness, and increased self-regulation over language and academic success. For far too long, dual-language instruction has been a privilege afforded to affluent families. For example, parents who can afford the tuition may opt to enroll their children in private Lycees Francais. Yet, the very children who stand to benefit the most from teaching and learning in two languages -- our nation's English learners -- often don't have access to such programs. For more than two decades, the state of California effectively banned any form of bilingual education under Proposition 227. Fortunately, recent policy shifts in California and other "English-only" states have spurred demand for more dual language programs and bilingual educators. California, in particular, has made efforts to increase its bilingual teacher pipeline to meet the growing demand. By valuing and advancing multilingualism as a principle of social justice, communities and schools can join forces to ensure that multilingual children have equitable opportunities to learn and thrive"--

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"Approximately 1 out of 10 (or nearly 5 million) students in the U.S. have been classified as English Learners. In California, ELs account for nearly a quarter of the public school population. Other states (Arkansas, Kentucky, Tennessee, North Carolina, and South Carolina) report the most significant growth in EL population from 2000 - 2014. And while EL population sizes, policies, program models, and accountability systems vary widely between states and districts, a singular, sobering reality seems to extend across all differences: no matter where they go to school, most ELLs are struggling because they have little or no access to quality instruction tailored to their needs. Consider the following: Only 63 percent of ELs graduate from high school, compared with the overall national rate of 82 percent. In New York State, for example, the overall high school graduation rate is about 78 percent. But for ELs, it's 37 percent, according to the National Center for Education Statistics. Of those who do graduate, only 1.4 percent take college entrance exams like the SAT and ACT. Achievement disparities between ELs and their non-EL peers are still significant. In 2016, 32 states reported not having a sufficient number of teachers to address the needs of EL students"--

Linguistic minorities --- Limited English-proficient students --- English language --- Language arts --- Academic achievement --- Education --- Study and teaching --- Foreign speakers. --- Correlation with content subjects --- Social aspects