Biliteracy from the Start

Biliteracy from the Start
Author: Kathy Escamilla
Publisher: Brookes Publishing Company
Total Pages: 0
Release: 2014
Genre: Bilingualism
ISBN: 9781934000137

Biliteracy from the Start: Literacy Squared in Action shows bilingual education teachers, administrators, and leadership teams how to plan, implement, monitor, and strengthen biliteracy instruction that builds on students' linguistic resources in two languages, beginning in kindergarten. Escamilla and her team present a holistic biliteracy framework that is at the heart of their action-oriented Literacy Squared school-based project. Teachers learn to develop holistic biliteracy instruction units, lesson plans, and assessments that place Spanish and English side by side. Educators also learn to teach to students' potential within empirically based, scaffolded, biliteracy zones and to support emerging bilinguals' trajectories toward biliteracy. Foreword by Ofelia García. Special Features Key terms and/or guiding questions introduce every chapter. Sample instruction units, lesson plans, student writing in Spanish and English, and paired writing rubrics make chapter content accessible and practical. Empirical evidence of students' reading and writing development in Spanish and English grounds presentation of trajectories toward biliteracy and scaffolded biliteracy zones. Questions for reflection and action at the end of each chapter help biliteracy educators apply key concepts to their local district and school context.

The First Reader

The First Reader
Author: William Torrey Harris
Publisher:
Total Pages: 104
Release: 1878
Genre: Readers
ISBN:

"The teacher using this book can teach by any method which he may prefer ; but the experience of many years has convinced us that a judicious combination of the word and phonic methods is the best. It makes the shortest step from the known to the unknown ; it makes the pupil independent of the aid of the teacher sooner than any other. As a preparation for the reading-exercises, we would provoke the children to use in conversation the new words which are to be found at the head of each reading-lesson ; from which words, again, we would derive the new sounds which are about to claim special notice in the succeeding lesson or lessons."--page 1.