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The following items are included in the free Shepherd Supplement: Shepherd: Creating Caring Community Conference plans for conducting training with leaders of all ages and by age-grouping Handouts to support selected conference plans Presentations that support the conference plans Conversation points for initiating informal dialogue about key ideas from the book Backgrounds for creating your own presentations and digital announcements Clip Art to create announcements and other promotional resources Please consult your computer user documentation on the best method for extracting these files.
Leader: Creating Commissioned Communities Most Bible study groups become inwardly focused over time, so they must be intentional about focusing outward. The following items are included in the free Leader Supplement: PDF version of Leader:Creating Commissioned Communities Conference plans for conducting training with leaders of all ages and by age-grouping Handouts to support selected conference plans Presentations that support the conference plans Conversation points for initiating informal dialogue about key ideas from the book Backgrounds for creating your own presentations and digital announcements Clip Art to create announcements and other promotional resources Please consult your computer user documentation on the best method for extracting these files.
Teacher: Creating Conversational Community Help church leaders train volunteers who lead a Sunday School class or small Bible study group. Countdown: Launching and Leading Transformation A helpful guide for group leaders seeking to start a group or to improve an existing one.
Extreme Sunday School Challenge Presents a rationale for starting new Bible studies in the local church. Gurwood, Alan G. Kabat Fuente: Review of Optometry. Here ends our selection of free Ophthalmology books in PDF format. We hope you liked it and already have your next book! Medical books in PDF. Do you want to read about another topic? Art and Photography. Alternative Therapy. Business and Investment. Food and drinks. Mystery and Thriller. Typically, science interventions focus on science content and inquiry.
Although many of the features of the project are compatible with an inquiry approach to science, this study is unique in that its explicit goal was to provide teachers with the kind of teaching techniques intended to make science content comprehensible for English learners as well as to develop their academic language. Since NCLB testing began including science in assessments, increased attention has been directed toward this content area Cavanaugh, Schools are carefully examining the time spent on teaching science as well as the science curricu- lum being used to ensure that it is aligned to state and national standards.
Teachers should explicitly teach cognates since English learners may not recognize the relation- ship between a word they know and a similar word in English Carlo et al. Developing this type of academic language is necessary for English learners to be successful in science classes.
Aside from the array of vocabulary words e. All of these skills can be Downloaded by [Jana Echevarria] at 08 December developed with proper support but are extremely challenging for students who are learning new content in a new language. High- quality hands-on science activities are an ideal medium for students learning English Lee et al. When working with, manipulating, and thinking about science material, it is often possi- ble for a student to understand concepts and terms, even without the vocabulary to express the learning.
Students will eventually learn language—the language of science and general academic language—if they engage in meaningful, authentic activities that require them to use language in ways that it is used naturally outside the classroom Ellis, In this way, teachers focus on teaching standards-based content as well as its associated language.
Language objectives may highlight specific vocabulary but may also focus on more general language development, such as using past tense or turning questions into statements. For example, if the class is going to observe cells and document their obser- vations, the content objective might be, Students will pose a question to be investigated and document the findings.
The language objective might be, Students will discuss observations and write conclusions using complete sentences. One thing is certain, content teachers need more preparation for working with English learners; they need to know and implement research-based practices that are most effective for these students. Instructional approaches that support language learning while teaching content are necessary to reach English learners.
They may accomplish this in multiple ways suited to the particular lesson i. The six features under Lesson Preparation exam- ine the lesson-planning process, including the incorporation of language and content objectives, the use of supplementary materials, and the meaningfulness of activities. Comprehensible Input considers adjusting teacher speech, modeling academic tasks, and using multimodal techniques to enhance comprehension.
The Strategies component emphasizes explicit teaching of learning strategies to students so that they know how to access and retain information. It also stresses scaffolding instruction, and pro- moting higher-order thinking skills.
The features of Interaction remind teachers to encourage elaborated speech and to group students appropriately for language and content development. Rather it is a system for lesson planning and teaching that ensures research-supported combinations of features are present in every les- son.
As a framework, it allows for some natural variation in teaching styles and lesson delivery, including inquiry lessons. In the current study we extend the extant research on the SIOP Model to examine its effi- cacy in one content area, science. Science was selected because of its importance in the overall curriculum and also because it is a subject that is included in NCLB testing.
We sought to answer the question: What are the effects of the SIOP Model on the acquisition of academic language and science concepts among English learners ELs in middle school science classrooms? This study took place over 2 years. During Year 1, lesson plans and assessments were Downloaded by [Jana Echevarria] at 08 December developed and pilot tested. In Year 2, permission to participate was secured, and schools were randomly assigned to treatment or control conditions.
Each school in the study had one or two seventh-grade science teachers, depending on the size of the school. Teachers were asked to volunteer for participation in the study, and all agreed. Ten middle schools in one large urban district in Southern California were randomly assigned to either treatment SIOP Model or control nor- mal classroom science instruction.
However, before the onset of data collection, two schools in the control condition dropped out of the study so results must be interpreted as a quasiex- periment, with some caution. Moreover, because we did not apply a propensity score matching procedure prior to randomization, we were somewhat limited in our ability to describe the state of equivalency of the remaining schools prior to the onset of the study, other than to examine comparability of schools on the study-based pretest measures.
These comparisons are presented in the Results section. Control teachers taught the same four topics of study using methods that they would normally use to teach these topics. Students in both conditions were given a pretest at the beginning of each science unit and a posttest at the end to measure growth in acquisition of science language and science content comprehension. Teachers typically gave a test at the end of each unit to assess comprehension of content concepts.
Participants Middle schools in one large urban district were categorized for selection for the study based on the number of English learners at each school site. The schools in each category large and moderate were randomly assigned to either treatment SIOP Model or control normal classroom science instruction , ensuring that there was an equal distribution of type of school population in each condition.
With the attrition of two schools in the control after randomization, there was a total of three schools in the control group and five schools in the SIOP condition. In all of the schools, seventh-grade science included one semester of Biology. With the large and increasing number of English learners in schools, many mainstream teach- ers have a combination of native English speakers, English learners, and former English learners in their classes.
There was significant representation of all subgroups in both treatment and control schools, as seen in Table 1. There were eight seventh-grade teachers in the treatment group and four in the control with a total of 27 sections of science classes included in the SIOP condition and 15 sections in the control condition. Teaching experience of the 12 teachers ranged from over 15 years to less than 1 year first-year teacher.
All of the control teachers were fully certified in science. In the treatment condition, one teacher was in the process of completing her science certification, and one was certified to teach health. Due to large numbers of English learners in the state, all teachers are required to have or be working toward an authorization to teach English learners in addition to their content area certification. Theoretically, teachers with an EL authorization are better prepared to provide appropriate instruction to English learners.
Six of the eight SIOP teachers and three of the four control teachers had completed their EL authorization at the time of the study. Fitzsimmons, In the short duration of the study, it would not be expected that a signifi- cant amount of general academic language would be acquired; however, acquisition of specific vocabulary and concepts associated with each science unit was expected, as it was the intent of the study.
The student measure used was designed by project researchers who have an expertise in mea- surement to quantify acquisition of the concepts and language of science of each of four units of study. All science language and concept assessments were pilot tested the year prior to full implementation of the study Year 1 and were modified based on results of the pilot test for Year 2 implementation.
An assessment was given before and after each of the four units taught during the course of the study. In this thoughtfully annotated, revised edition, Bevington and Rasmussen present both of its early versions in parallel format.
This is a text for students and scholars alike, as its learning gracefully clarifies Marlowe's achievement. In summary, investigation of the developmental origins of phonological aware- ness is important because phonological awareness plays a critical role in acquiring literacy.
The lexical restructuring model proposes that vocabulary knowledge pro- motes phonological awareness development via phonological restructuring of the lexicon. Thus, the present study focused on the developmental relations among vocabulary, letter knowledge, and phonologi- cal awareness in a population of prekindergarten Spanish-speaking ELL children. Pedagogi- cally speaking, understanding this relationship will help inform instructional practice for ELL children. Understanding cross-linguistic relations in emergent lit- eracy skills is also important for recognizing developmental factors that may indi- cate at-risk status for later reading difficulties in young ELLs.
Cross-linguistic theories postulate that the development of first and second languages is interdependent Cummins, , Moreover, they emphasize that development of the first language can en- hance development of a second language.
Cummins asserted that individuals have underlying abilities that are related to language and language development; for in- dividuals who speak two languages these underlying abilities are similar across the languages. Thus, individuals who have poor phonological awareness in their first language will also exhibit such a deficit in their second language and vice versa. There is a small and growing body of literature that has specifically investigated the cross-linguistic relations among phonological awareness in ELLs Abu-Rabia, ; Branum-Martin et al.
Nonetheless, methodological rigor should not be compromised because such com- promises could lead researchers and educators astray.
One common shortcoming in bilingual research is a tendency for statistical models e. With a multivariate model, one can explicitly examine both within-language and across-language predictive relations, and one can predict the shared variance among outcomes of interest, such as cross-linguis- tic phonological awareness ability. Finally, few studies have controlled for effects of classroom nesting on individ- ual differences in emergent literacy, bilingualism, or biliteracy.
That is, although our questions concern student abilities, it is important that we not attribute class- room-level effects to student-level phenomena. It is necessary to separate these cluster effects from student effects; otherwise, estimates of the magnitude of associations and sometimes even the directionality of associations may be wrong. Moreover, Spanish and English abilities were modeled simultaneously to examine cross-lin- guistic influences on growth in Spanish phonological awareness and growth in English phonological awareness.
The program evaluation project was a simple longitudinal correlational study. There was no control group and no special intervention be- yond what is considered standard early childhood education programming by Head Start. The organization that contracted the program evaluation coordinated Head Start services of 92 preschool classrooms located in 24 sites around a large city in the U.
All sites provided classroom-based early childhood educa- tion services, along with two meals per day, two snacks per day, developmental screenings and associated referrals, and social service consultation for families. Approximately one fourth of the sites were located on public elementary school campuses and involved coteaching by a Head Start teacher and a certified public school teacher. Although the 40 classrooms that were selected to participate see next were similar in general program features e.
For example, unlike most modern elementary schools in the United States in which children from a given class are within 1 year of age, these preschool classrooms varied quite a bit in age range of pupils. Finally, the proportion of English and Spanish spoken by children in participating classrooms also varied quite a bit see bottom of Table 1. First, the 92 preschool classrooms of the Head Start organization were categorized into three groups based on the proportion of pupils who spoke English or Spanish in their homes.
One participant pool comprised all 18 classrooms that primarily served children whose home language was Spanish. A second participant pool comprised a random sample of 25 of the 31 classrooms that served children from both language backgrounds. This sampling procedure yielded children. Of the participants, children passed initial language screens in both English and Spanish. The children who met this criterion in both lan- guages were consequently assessed with both the English assessment battery and the Spanish assessment battery.
Moreover, personal communication with the director of the Head Start agency revealed that es- sentially all of the families served by this organization had household incomes be- low the national poverty line. Forty-nine percent of the sample was male. Spanish language dominance was evident though comparison of raw scores obtained on English and Spanish ad- ministrations of tests of vocabulary for the same objects see Table 2. Design and Procedures Testing was conducted in December and April of the — school year.
Children were tested individually at their preschools in relatively quite locations. Testing with the Spanish battery required approximately 45 min, as did testing with the English battery. The reason for the seemingly long testing times was that both test batteries included measures beyond the scope of the current study e. Administration of the Spanish and English test batteries occurred on different days.
Most children completed the Spanish test battery before they were administered any of the English test battery. Examiners were allowed to di- vide testing into multiple sessions as need was established on a case-by-case basis. Children were given verbal praise, physical praise e. For each as- sessment wave, testing of individual children with both test batteries was com- pleted within a 2-week timeframe, and testing of the entire sample was completed over a 6-week timeframe.
All examiners were fluent speakers of both Spanish and English. Examiners at- tended a 2-day training workshop led by the first author. Following training and ample practice, examiners were required to demonstrate competence on all tests during test-out sessions prior to working with children.
Although all examiners were bilingual, testing of English language and emergent literacy skills was con- ducted in English, and testing of Spanish language and emergent literacy skills was conducted in Spanish. Spanish and English versions of each measure were ad- ministered to all participants. Only responses provided in English were ac- cepted as correct during administration of English tests and only responses pro- vided in Spanish were accepted as correct during administration of Spanish tests.
If a child provided a response in the wrong language, then he or she was directed to respond in the language of testing. Measures Vocabulary. Examinees are asked to label each drawing. The two versions have identical picture stimuli. Test—retest reliabilities over a day interval for the two versions range from.
A number of studies show concurrent correlations ranging from. Examinees are asked to point to the picture that the examiner labels. The two ver- sions have identical picture stimuli.
Instead, we only provided a single prompt which was always the Spanish label for the pic- ture. Correlations with other standardized vocabulary measures range from. Phonological awareness. Both versions of Elision follow the same procedures and formats. Both have two parts, which are preceded by two practice items and feedback.
The first half of the Elision tests consists of 10 multi- ple-choice items. For each multiple-choice item, an examiner displays and names four target pictures e.
Next, the examiner states a stimulus word and asks the child to repeat the stimulus word e. Finally, the child is instructed to point to the picture that il- lustrates the stimulus word without a particular sound e. Testing was discontinued on the multiple-choice part of the test if the child answered incorrectly on three of four consecutive items. The second half of the Elision tests consists of 9 items in a free-response format.
The stimulus word is presented orally as before, but children are asked to delete a unit of sound from the stimulus word to produce the target word without the help of pictures. A ceiling criterion of four consecutive incorrect responses was used. Initial items require children to delete a one- or two-syllable word from a compound word e.
Middle items require deletion of a syllable from a word e. The Elision tests dem- onstrate good internal consistency, convergent validity, and discriminant validity An- thony et al.
Like the Elision tests, the Blending tests included two parts, both of which were preceded by two practice items and feedback. The first half consisted of multi- ple-choice items; the second half consisted of free-response items.
Both parts of the test were divided into three levels of linguistic complexity: word e. The ceiling criterion employed for both parts was three out of four incorrect re- sponses. The Blending tests demonstrate good internal consistency, convergent validity, and discriminant validity Anthony et al. Letter knowledge. Knowledge of letter names was assessed using English and Spanish versions of a letter name identification task.
Specifically, children were shown all 26 English letters and all 30 Spanish letters and letter combina- tions. Immediately after completion of the English or Spanish letter names test, chil- dren were administered the English or Spanish letter sound identification test. Spe- cifically, children were presented with the same 26 English letters or the same 30 Spanish letters and letter combinations e.
For letters asso- ciated with more than one sound in a given language, all correctly associated sounds were accepted as correct, including the names of some English vowels. RESULTS Preanalysis Data Inspection and Transformation Preanalysis data inspection included examination of patterns of missing data, po- tential outliers, potential departures from normality, and impact on scores due to classroom nesting.
Two missing data patterns were revealed.
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