ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Language-Rich Science Classrooms for English Language Learners
Author: Zhang, Jie
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Education,English Language Learners,Persuasive Discourse,Classroom Communication,Grade 6,Units of Study,Space Sciences,Science Teachers,Researchers,Course Content,Teaching Methods,Academic Language,Inquiry,Literacy Education,Public Policy,Technology,Environment,Economic Factors,Reading Processes,Hands on Science,Interdisciplinary Approach,Discussion (Teaching Technique)

In the DISCUSS (Dialogic Inquiry for Socioscientific and Conceptual Understanding in School Science) research project, a Socioscientific Issues (SSI)-based curriculum is developed and implemented in sixth-grade science classrooms with predominantly English language learners (ELLs) in Houston, Texas. A four-week space unit is designed in collaboration with researchers and science teachers to improve students' science content knowledge, reasoning and argumentation, and academic language through dialogic inquiry of a central question: &quot;Should the U.S. government increase or decrease funding for space exploration?&quot; The unique features of the curriculum include the expansion of 5E instructional model to the 7E model for ELLs, the use of classroom discussions to facilitate reasoning and argumentation, and the integration of effective literacy strategies in lessons. Students investigate four-domain issues--technology, environment, economy, and public policy--associated with space exploration by reading argument texts, engaging in teacher-led whole class discussions and peer-led small-group discussions, and hands-on group work. At the end of the unit, students write an individual decision letter to address the central question. The multidisciplinary DISCUSS curriculum is promising to help teachers create language-rich science classrooms and promote science learning, reasoning and argumentation, and academic language development of all students especially ELLs.
All the World&apos;s a Stage, Students Are the Players: Teaching Shakespeare and English Language Learners
Author: Newstreet, Carmen
Date: 2017-00-00
Type: Journal Articles
Subjects: Drama,English Language Learners,Secondary School Students,Teaching Methods,Curriculum Implementation,Scaffolding (Teaching Technique),Reading Comprehension,Cultural Capital,Difficulty Level

English language learners struggle to read and comprehend the work of William Shakespeare in secondary schools across the country. Yet, these students from diverse backgrounds continue to be required to read this literature. This article offers a review of arguments made to remove Shakespeare from the curriculum as well as reasons for the continued inclusion of the work in classrooms. It summarizes the findings revealed during an expert teacher's panel at the University of Dallas Second Biennial Shakespeare Conference (2016). The traditional method of teaching Shakespeare's work is analyzed, and practice proven, research-based strategies are provided for teachers to implement in the classroom to better support student reading and comprehension of Shakespeare's plays. Expert teachers discouraged the use of parallel texts in the classroom and believe that by choosing appropriate instructional methods focused on scaffolding enhanced literacy skills and active constructivist learning, the timeless themes and characters of Shakespeare's plays can be learned, mastered, and appreciated by modern diverse student bodies.
Mirror, Mirror: Who Are Literature Anthologies Really Reflecting?
Author: Tovar-Hilbert, Jessica
Date: 2017-00-00
Type: Journal Articles
Subjects: Anthologies,Culturally Relevant Education,Diversity,Literacy Education,Learner Engagement,Middle School Students,Minority Group Students,Identification (Psychology)

Research shows that anthologies do not adequately supply culturally relevant texts that meet the needs of a growing culturally and linguistically diverse student population. It is necessary and critical to find ways to ensure that students receive the benefits of culturally relevant literacy instruction. This article provides a framework for culturally responsive literacy instruction to ensure that students see more mirrors that affirm their unique backgrounds and engage them in literature in ways that provide a more personal transaction with texts. However, supplementing the current canon with diverse texts is more than just inclusion of these texts, and finding the balance of mirrors and windows is no simple task. The author describes the three primary considerations, the 3 Es, for shaping a more inclusive and responsive literature experience for students: Explore culture, Examine content, and Engage in conversation.
Integrating Science and Literacy: An Innovative Instructional Model
Author: Anderson, Elsa
Date: 2017-00-00
Type: Journal Articles
Subjects: Models,Teaching Methods,Childrens Literature,Language Arts,Elementary School Science,Science Curriculum,Integrated Curriculum,Scientific Literacy,Reading Skills,Writing Skills,Listening Skills,Communication Skills,Science Instruction,Fiction,Nonfiction,Problem Solving,Critical Thinking,Mastery Learning

This article describes an instructional model for integrating children's literature and language arts into the elementary school science curriculum. This science-literacy instructional model is an adaptation from the original 5E model of scientific inquiry. The model demonstrates how reading, writing, listening, and speaking can be incorporated into science instruction and how the use of fictional children's literature, in addition to nonfiction, can engage the learner and facilitate mastery of content and opportunities for problem solving and critical thinking.
No Need to Reinvent the Wheel: Reading Instruction in a Time of Change
Author: David, Ann D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Instruction,Educational Change,Independent Reading,Reading Material Selection,Relevance (Education),Classroom Communication

In Texas, it's an era of uncertainty: new TEKS, changes to STAAR, school finance. What's a teacher to do? How can teachers avoid reinventing the reading curriculum every time a change rolls around? Reflecting on the foundations of reading instruction--time, choice, relevance, talk, and rituals and routines--offers a way to answer these challenging questions. This article connects each of these touchstones to theory and research as well as discusses brief strategies that support each principle. The article also offers teacher commentary on each principle. Finally, the authors argue that the heart of reading instruction doesn't change: it is readers falling in love with books.
Teaching Poetry, Picture Books and Short Fiction in a Nonfiction Era
Author: Lain, Sheryl
Date: 2017-00-00
Type: Journal Articles
Subjects: Picture Books,Common Core State Standards,English,Language Arts,Poetry,Fiction,Educational Change,English Instruction,Units of Study,Reading Material Selection,Authors,Teaching Methods,English Teachers,Teacher Attitudes,Literary Devices

The Common Core State Standards (CCSS) in English Language Arts seem to relegate fiction and poetry to the back shelf. This change in emphasis, favoring nonfiction, has an impact in the classroom. After districts and schools realign the curriculum, many English teachers feel compelled to put away some of their fiction and poetry units. One way to sidestep the pressure to teach more nonfiction at the expense of fiction and poetry is to use short literature that does not consume much class time. In this article, Sheryl Lain discusses how she selects literature that teaches the literary elements embedded in author's craft and writing tone by reading poetry, picture books, and short fiction and by having students write, applying the literary device in their own creations.
Can We Do It? Developing Students&apos; Identities as Readers and Writers in Today&apos;s High-Stakes Classrooms
Author: Robertson, Marla
Date: 2016-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Writing Instruction,Student Development,Teacher Student Relationship,Authentic Learning,Mentors,Reading Writing Relationship,Rhetoric,Communities of Practice,High School Students,Identification (Psychology)

In spite of high-stakes testing that challenges teachers to think about classroom decisions, the authors believe teachers can promote classroom practices that provide opportunities to develop the reading and writing identities of their students while also preparing students for required assessments. Using teacher writing as mentor text, showing students how to play with language in a variety of ways, and modeling reading and writing for authentic purposes by using their own reading and writing life as an example, teachers can help students develop literacy skills and flourish as readers and writers.
Embracing Generation 1.5 Learners through the Teaching of Writing
Author: Lacina, Jan
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Instruction,Preservice Teachers,Writing Teachers,English Language Learners,Scaffolding (Teaching Technique),Language Proficiency,Oral Language,Writing Skills,Skill Development,Teacher Student Relationship,Conferences (Gatherings)

This article highlights the learning that took place among teacher candidates as they taught Generation 1.5 students during a yearly writing camp. The article also offers suggestions for supporting this group of adolescents.
Fostering a Writer&apos;s Identity through Multigenre Writing Projects
Author: Rust, Jacquelyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Identification (Psychology),Literary Genres,Writing Assignments,Student Projects,Preservice Teachers,Student Experience,Literacy Education,Doctoral Students,Writing Instruction

Multigenre writing projects contribute to the use of out-of-school literacies, multiple modes of meaning, and writing from several perspectives to aid their audience in comprehending the material being presented. Students are able to write using real-world examples of writing pieces and are required to think critically when melding the pieces of writing together. In this article, the author describes how she integrated a Multigenre writing assignment into the classroom.
Crossing Borders: ELL Lessons Learned from a Primary Years Program in China
Author: Pinkerton, Kim
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,International Schools,English (Second Language),Second Language Learning,Second Language Instruction,Student Needs,Emergent Literacy,Cultural Awareness,College Faculty,College Students,Teacher Attitudes,Volunteers,Teaching Experience,Elementary School Teachers,Mandarin Chinese,Teacher Student Relationship,Parent Teacher Cooperation,Language Proficiency,Academic Ability,Teaching Methods,Reading Aloud to Others,Singing,Play,Language Usage,Group Discussion,Inquiry,Literacy Education,Vocabulary Development,Phonological Awareness

The author describes her two-year experience of living in China and how this molded her attitudes about English language learners in Texas. Examples drawn from the Nanjing International School show how one school worked to meet the needs of a diverse group of students, with more than 70% learning English as a second language. The practical foundations behind these examples are supported by research, and readers are encouraged to consider how these examples could be applied with ELLs in our classrooms.
Scaffolds for a Sheltered Secondary English Classroom
Author: Baylor, Adrian
Date: 2017-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Secondary School Students,Second Language Learning,English Curriculum,English Language Learners,English Teachers,Teaching Methods,Grouping (Instructional Purposes),Notetaking,Literary Criticism

This article shares the experiences, tips, and passion of an English I teacher who teaches English language learners (ELLs) who have been in U.S. schools for at least one year. She provides information about various teaching strategies that have been effective in her classroom over the past few years. The article addresses student grouping, analyzing passages, scaffolding questions, and engaging students in note-taking. The author explains that these tools are effective for all students, but they are specifically designed to meet the needs of English language learners. She also includes specific examples of techniques she has used with her English I students along with ideas for using technology to promote student engagement.
Fostering Diversity in the English Language Arts Classroom
Author: S., Ana Marcela Montenegro
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Language Arts,Diversity,Cultural Awareness,Teaching Methods,Culturally Relevant Education,Cultural Pluralism,Spanish,English,Reading Comprehension,Learning Activities,Books,Folk Culture,Story Telling

In this article, the author describes teaching a Spanish lesson to non-Spanish undergraduate students. This lesson contained instructional strategies identified as effective practices: physical involvement with language, multiple media to present language, and opportunities to demonstrate language comprehension through physical expression. Overall, the class responded positively to the Spanish lesson.
Learning How to Use Drama in the Classroom: A Student Teacher&apos;s Journey
Author: Ranzau, Sara DuBose
Date: 2016-00-00
Type: Journal Articles
Subjects: Drama,Teaching Methods,Student Teachers,Secondary School Teachers,English Instruction,Class Activities,Learner Engagement,Cooperating Teachers,Classroom Techniques

Novice teachers often walk into a classroom with very little knowledge of how to conduct lessons and keep students engaged. In this article, student teacher Ashley and veteran teacher Sara share their experiences as Ashley learned how to use drama pedagogy in a secondary English classroom. Using the ideas and activities originally taught in classrooms by Dorothy Heathcote, Ashley experienced designing and implementing activities for the novels &quot;Anthem&quot; by Ayn Rand and &quot;Lord of the Flies&quot; by William Golding. Throughout the three months in Sara's secondary classroom, Ashley saw how drama pedagogy helped students, especially struggling readers, become authentically engaged, make connections with texts, and participate in class discussions using critical thinking. Ashley also witnessed reluctant students become highly engaged in learning. Because of her experiences, Ashley's knowledge of classroom management increased, and she discovered ways to use drama pedagogy in her future classroom.
ELAR/SLAR TEKS Revision and Legislative Update
Author: Kriese, Tracy
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Arts,Spanish,English,Standardized Tests,Educational Change,State Legislation,Educational Legislation,Student Evaluation,Accountability,Exit Examinations,Test Construction

This column is a review of three areas of interest to Texas ELAR educators: the ELAR/SLAR TEKS revision, recent news from the Texas Education Agency, and the status of several bills relating to assessment. Included is a summary of the past two years of the ELAR/SLAR TEKS revision process and information about next steps in that process.
My Community and Me: Using Communication Skills across Content Areas
Author: Rodriguez, Regina Chanel
Date: 2017-00-00
Type: Journal Articles
Subjects: Communication Skills,Standardized Tests,Achievement Tests,Literacy,Reading Skills,Writing Skills,Listening Skills,Speech Skills,Elementary School Students,Elementary School Curriculum,Language Arts,Social Studies,Mathematics

In the past, literacy was defined as the ability to read and write. According to the National Council of Teachers of English (NCTE, 2013), this definition has evolved and expanded to now include the ability to effectively utilize technology, build cross-cultural relationships in order to solve problems, multitask, use multimedia texts in a variety of ways, and attend to ethical guidelines. This notion of literacy as a social practice (Perry, 2012) is embedded in several strands of various Texas Essential Knowledge and Skills (TEKS) across content areas. For example, the English Language Arts TEKs include a Reading strand, a Writing strand, and a Listening and Speaking strand. The Social Studies TEKs include a Social Studies Skills strand that highlights collaboration involving the four communication skills, and in the Mathematics TEKs, students are expected to develop number literacy, communicate mathematical ideas, and use problemsolving methods to offer solutions. Essentially, being literate means that a person will be able to successfully communicate ideas in a variety of settings in society. Each of the tasks outlined by NCTE requires a citizen to use reading, writing, listening, speaking, or a combination of the four skills to convey messages, collaborate, and facilitate problem solving. By integrating the communication skills across the curriculum, teachers can ensure that students are receiving the required curricular content as well as the skills needed to be contributing members of society. This column discusses examples of how the four communication skills can be connected to other content areas using the theme &quot;My Community and Me.&quot;
Meeting Books, Meeting Authors
Author: Echols, Heather K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Authors,School Visitation,Reading Motivation,Reading Instruction,Meetings,Social Media,Web Sites,Books,Childrens Literature

Author visits in schools promote students' reading and writing growth and enhance their engagement through lifelong connections to books and their authors. The first author of this article, a preservice teacher, describes her multi-tiered experience as she sought to connect with the book &quot;Brown Girl Dreaming&quot; and its author Jacqueline Woodson, aiming to situate her personal, experiential discovery within the financial and logistical realities of schools. The conclusion offers several readily available options for overcoming obstacles to school author visits.
We Can Do It Because They Did It: Three Generations of Texas Literacy Educators
Author: Stewart, Mary Amanda
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy Education,Second Language Instruction,English Instruction,English Teachers,Educational History,Teacher Characteristics

The unique challenges (and promises) teachers encounter today can be informed by the past. What literacy and language education mean for Mary Stewart, assistant professor of bilingual and English as a Second Language (ESL) education at Texas Woman's University, is a product of what it has meant for educators like her grandmother and mother. In this article, Stewart describes how her grandmother and mother's stories may provide relevant answers for the present and future. She explains how they inspire her to face challenges in the classroom by being passionate and being a learner. Herein, she shares three generations' stories of teaching English in Texas including accounts of what literacy education was like from the 1940s through the 1980s; the 1970s through the 2000s; and literacy education today.
Overcoming Cultural Inequalities with Diverse Children&apos;s Literature: Recommendations That Support Culturally Responsive Teaching with Multicultural Literature
Author: Sharp, Laurie A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Childrens Literature,Reading Instruction,Culturally Relevant Education,Diversity,Cultural Awareness,Reading Material Selection,Language Arts,Guidelines

In a diverse society, teachers must adopt a culturally relevant pedagogy that utilizes culturally responsive teaching practices, such as the incorporation of diverse children's literature. In doing so, teachers build global perspectives and global citizenry in students as they see themselves in text, encounter alternative perspectives, and develop understandings of lives beyond their own. The purpose of this article is to articulate three literature-based recommendations that enhance educational opportunities and overcome cultural inequalities through the inclusion of diverse children's literature.
Yes, They Can and They Did: Before They Were Famous
Author: Lesesne, Teri
Date: 2016-00-00
Type: Journal Articles
Subjects: Authors,Publishing Industry,Books,Childrens Literature,Adolescent Literature,Awards,Novels,Reading Material Selection,Information Sources

Everyone loves new books. However, it is easy to forget that we need to examine books historically as well. This article discusses the contributions made by various authors before they were the recipients of awards and honors. Additionally, the authors point out some important &quot;firsts&quot; in the industry as well as resources for locating books, award information, and historic texts.
Culturally Responsive Literacy through Student Narratives
Author: Nam, Rosa
Date: 2016-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Multicultural Education,Equal Education,Racial Bias,Creative Writing,Childrens Literature,Personal Narratives

With the increasing racial tensions and violence over race in America, it is now more pertinent than ever for educators to model good citizenry to students and encourage acceptance and celebration of multiculturalism in America. This article provides a basic framework in moving toward equitable education through understanding of a historical context surrounding racism and then reviews a culturally responsive literary strategy involving authenticating student voice through narrative creative writing.
Refugees and Immigrants in Children&apos;s Fiction: New Books to Build Understanding across Borders
Author: Cummins, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Refugees,Immigrants,Childrens Literature,Adolescent Literature,Fiction,Hispanic Americans,Hispanic American Literature,Cultural Awareness,Culturally Relevant Education

With immigrant youth an important presence in Texas schools, reading new books for children and adolescents about their experiences can help to grow understanding and empathy for refugees and other immigrants. This article highlights five new books by Latina, Latino, and Latin American authors with characters who migrate to the United States from Central American countries. The recommended books are written and illustrated by René Colato Laínez with Laura Lacamara, Jairo Buitrago with Rafael Yockteng, René Saldaña, Jr., Alexandra Diaz, and Maria E. Andreu. Teachers provide students with cross-cultural experience through contemporary literature.
Writing through the Lens of Beers and Probst&apos;s &quot;Notice &amp; Note&quot;
Author: Winton, Stephen
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Writing Relationship,Essays,Writing Strategies,Writing Instruction,Writing Processes,Lesson Plans,Expository Writing

In his work as an instructional coach for Houston Independent School District, Stephen Winton has experienced the power of Kylene Beers and Bob Probst's seminal texts &quot;Notice &amp; Note: Strategies for Close Reading&quot; (2012) and &quot;Reading Nonfiction: Notice &amp; Note Stances, Signposts and Strategies&quot; in exploring author's craft (2016). The signposts offer specific and tangible author's craft moves to notice, leading to complex analysis. In this article he explores how signposts that are author's craft choices in published texts can be used to teach writing. He concludes that writing through &quot;Notice &amp; Note&quot; should not become a formulaic replacement of the five paragraph essay, a worksheet students are expected to dutifully fill, but rather serve as a way of thinking about possibilities as a writer. Yet, the specificity of key author's craft moves of &quot;Notice &amp; Note&quot; makes visible the composition process in a way that has the potential to transform students' writing.