Summary of Recommendation 5 from the WWC Practice Guide "Effective Literacy and English Language Instruction for English Learners in the Elementary Grades"
The What Works Clearinghouse (WWC) Practice Guide, "Effective Literacy and English Language Instruction for English Learners in the Elementary Grades" addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. The Guide offers five sp...
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Full Text (via ERIC) |
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| Corporate Authors: | , |
| Format: | eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2007.
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| Subjects: |
MARC
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| 245 | 1 | 0 | |a Summary of Recommendation 5 from the WWC Practice Guide "Effective Literacy and English Language Instruction for English Learners in the Elementary Grades" |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2007. | |
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| 500 | |a Abstractor: ERIC. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 516 | |a Text (Reports, Descriptive) | ||
| 516 | |a Text (Guides, Non-Classroom) | ||
| 520 | |a The What Works Clearinghouse (WWC) Practice Guide, "Effective Literacy and English Language Instruction for English Learners in the Elementary Grades" addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. The Guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations. The recommendations are: (1) Screen for reading problems and monitor progress; (2) Provide intensive small-group reading interventions; (3) Provide extensive and varied vocabulary instruction; (4) Develop academic English; and (5) Schedule regular peer-assisted learning opportunities. This document provides a summary of Recommendation 5: Schedule regular peer-assisted learning opportunities. The recommendation suggests that English learners should be provided with 90 minutes a week to participate in peer learning. Pairs should include students who have different English proficiencies or ability levels. Peer learning should provide time for English learners to practice and extend their learning. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For "Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011," see ED497258.] | ||
| 521 | 8 | |a Administrators. |b ericd. | |
| 524 | |a Nebraska Department of Education. |2 ericd. | ||
| 650 | 0 | 7 | |a English Language Learners. |2 ericd. |
| 650 | 0 | 7 | |a English (Second Language) |2 ericd. |
| 650 | 0 | 7 | |a Second Language Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Literacy. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Students. |2 ericd. |
| 650 | 0 | 7 | |a Peer Teaching. |2 ericd. |
| 650 | 0 | 7 | |a Scheduling. |2 ericd. |
| 650 | 0 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Language Arts. |2 ericd. |
| 710 | 2 | |a Nebraska Department of Education. | |
| 710 | 2 | |a Regional Educational Laboratory Central (ED) | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED597069.pdf |z Full Text (via ERIC) |
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