Help your ESL students function comfortably in the classroom, around school, and in their communities with these conversation-based activities! The collaborative lessons encourage second-language students to interact with each other and with English-speaking classmates. Discussion, reading, and writing activities give you opportunities for authentic assessment of students' strengths. Topics cover language, literature, social studies, math, science, technology, health, and safety. The book provides teaching notes, objectives, and a student page for each activity.

Segregation is deepening in American schools as courts terminate desegregation plans, residential segregation spreads, the proportion of whites in the population falls, and successful efforts to use choice for desegregation, such as magnet schools, are replaced by choice plans with no civil rights requirements. Based on the fruits of a collaboration between the Civil Rights Project at Harvard University and the Southern Poverty Law Center, the essays presented in Lessons in Integration: Realizing the Promise of Racial Diversity in American Schools analyze five decades of experience with desegregation efforts in order to discover the factors accounting for successful educational experiences in an integrated setting. Starting where much political activity and litigation, as well as most previous scholarship, leaves off, this collection addresses the question of what to do--and to avoid doing--once classrooms are integrated, in order to maximize the educational benefits of diversity for students from a wide array of backgrounds. Rooted in substantive evidence that desegregation is a positive educational and social force, that there were many successes as well as some failures in the desegregation movement, and that students in segregated schools, whether overwhelmingly minority or almost completely white, are disadvantaged on some important educational and social dimensions when compared to their peers in well-designed racially diverse schools, this collection builds on but also goes beyond previous research in taking account of increasing racial and ethnic diversity that distinguishes present-day American society from the one addressed by the Brown decision a half-century ago. In a society with more than 40 percent nonwhite students and thousands of suburban communities facing racial change, it is critical to learn the lessons of experience and research regarding the effective operation of racially diverse and inclusive schools. Lessons in Integration will make a significant contribution to knowledge about how to make integration work, and as such, it will have a positive effect on educational practice while providing much-needed assistance to increasingly beleaguered proponents of integrated public education.

Newly consistent with CCSS, this classroom companion employs hands-on techniques, teaching-tested activities, and brain-compatible literacy strategies to engage and motivate reluctant readers.

Transforming Early Learners into Superb Readers: Promoting Literacy at School, at Home, and within the Community aids elementary educators, reading specialists, school administrators, private and public educators, parents, and caregivers who want to help early learners become proficient readers. The early years are the most important for children, because they are the formative years, so it is vital for children to build a solid reading foundation when they are most receptive. Andrea Nelson-Royes contends that if all these individual players collectively help to develop a child's reading readiness, all children may thrive from a high-quality education and a love of literacy.

This book presents a collection of papers offering practical strategies that teachers can use to enhance student performance at all levels. The authors identify and describe the most effective teaching approaches for helping students learn history, civics, geography, and science. The book extends the notion of diversity by examining different populations that have been underserved by schools (e.g., homeless and immigrant students). After a "Foreword" (Gene R. Carter) and "Preface" (Robert W. Cole and Helene Hodges), the eight papers are: (1) "Overcoming a Pedagogy of Poverty" (Helene Hodges); (2) "Diverse Teaching Strategies for Homeless Children" (Evelyn Reed-Victor and James H. Stronge); (3) "Diverse Teaching Strategies for Immigrant Children" (JoAnn Crandall, Ann Jaramillo, Laurie Olsen, and Joy Kreeft Peyton); (4) "Strategies for Increasing Achievement in Civics" (Mary Ellen Bafumo and Burton Cohen); (5) "Strategies for Increasing Achievement in Geography" (Mary E. Haas); (6) "Strategies for Increasing Achievement in History" (Virginia E. Causey and Beverly J. Armento); (7) "Strategies for Increasing Achievement in Science" (Charles Watson, Alvin Pettus, and Steven Fairchild); and (8) "ASCD Talks Back" (educators respond to papers in this volume). (Papers contain references.) (SM)

This book provides guidelines for using constructivist teaching methods with English language learners and includes classroom examples, grade-level connections, and strategies that promote educational equity.

Designed to provide activities for teachers who wish to foster cooperative learning and collaboration in their classrooms.