Cultivating Knowledge, Building Language: Literacy Instruction for English Learners in Elementary School (The Research Informed Classroom), by Nonie K. Lesaux, Julie Russ Harris
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Cultivating Knowledge, Building Language: Literacy Instruction for English Learners in Elementary School (The Research Informed Classroom), by Nonie K. Lesaux, Julie Russ Harris
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"What is the very best instruction for English learners? How do we capitalize on and further develop the linguistic knowledge and skill of this segment of society? Nonie Lesaux and Julie Harris are exceedingly well qualified to address these questions. On the cutting edge of EL instruction, their combination of research knowledge and practical experience makes for guidance that can be trusted, and implemented, in classrooms throughout the country." --Nell Duke, Series Editor, University of Michigan
In today's linguistically diverse elementary classrooms, research suggests that a universal approach to building academic vocabulary and conceptual knowledge holds huge promise for closing the opportunity gaps among English learners. In Cultivating Knowledge, Building Language, Nonie Lesaux and Julie Harris present a knowledge-based approach to literacy instruction that supports young English learners' development of academic content and vocabulary knowledge and sets them up for reading success
Cultivating Knowledge, Building Language: Literacy Instruction for English Learners in Elementary School (The Research Informed Classroom), by Nonie K. Lesaux, Julie Russ Harris- Amazon Sales Rank: #211978 in Books
- Published on: 2015-05-20
- Released on: 2015-05-20
- Original language: English
- Number of items: 1
- Dimensions: 9.30" h x .34" w x 7.40" l, 10.00 pounds
- Binding: Paperback
- 168 pages
About the Author Nell K. Duke, Ed.D., is a professor of language, literacy, and culture and faculty associate in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor's degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke's work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She currently serves as Co-Principal Investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, and the Spencer Foundation. Duke is the recipient of the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award. Nell is author and co-author of numerous journal articles and book chapters as well as the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5; and her most recent book, Reading and Writing Genre with Purpose in K - 8 Classrooms. She is also editor of The Research-Informed Classroom book series, co-editor with Ellin Keene of the Not This But That book series, and co-editor of the book Literacy Research Methodologies. Duke teaches preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. She has served as author and consultant on a number of educational programs, including Buzz About IT, iOpeners, National Geographic Science K-2 and the DLM Express. Duke also has a strong interest in improving the quality of educational research training in the U.S. Nell is currently overseeing IRA's Literacy Research Panel blog, which you can follow here: http://www.reading.org/general/Publications/blog/LRPNonie K. Lesaux, PhD, is the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. Lesaux leads a research program guided by the goal of increasing opportunities to learn for students from diverse linguistic, cultural, and economic backgrounds. Her research on reading development and instruction, and her work focused on using data to prevent reading difficulties, informs setting-level interventions, as well as public policy at the national and state level. The practical applications of this work are featured in numerous publications, including, Making Assessment Matter, a guide for instructional leaders, and a widely circulated state literacy report, Turning the Page: Refocusing Massachusetts for Reading Success, that forms the basis for a Third Grade Reading Proficiency bill passed in Massachusetts. Dr. Lesaux is a recipient of the William T. Grant Scholars Award and of the Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government to young professionals beginning their independent research careers. Check out Nonie's "A Matter of Talk" presentation at Harvard School of Education's "8 for 8" event. 8 Harvard faculty members had 8 minutes each to present their bold ideas for impact. https://www.youtube.com/watch?v=yJCn3cn-gGoJulie Russ Harris, EdM, is the manager of the Language Diversity and Literacy Development Research Group at the Harvard Graduate School of Education. A former elementary school teacher and reading specialist in urban public schools, Harris's work continues to be guided by the goal of increasing the quality of culturally diverse children's learning environments. Most recently, projects in her portfolio include the development of literacy curricula and interventions and the design and implementation of innovative professional development programs and materials. With her colleagues, Harris has authored several publications, including book chapters, journal articles, policy briefs, and the widely circulated state literacy report, Turning the Page: Refocusing Massachusetts for Reading Success, that forms the basis for a Third Grade Reading Proficiency bill passed in Massachusetts.
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Most helpful customer reviews
2 of 2 people found the following review helpful. This book is an amazing resource for educators at all levels By Literacy teacher This book is an amazing resource for educators at all levels, from classroom teachers to literacy coaches, administrators, and instructors of pre-service teachers. As a former coach and reading teacher who is back in the classroom, I find this book offers the insight and guidance that I need for my predominantly ELL 5th graders. Lesaux and Russ Harris present ways that teachers and school communities can re-think some of the ways we look at our English Learners as readers and move to a more holistic view of language learning and knowledge building. What is exciting about their approach is that they address a big gap in reading instruction that includes knowledge building and more academic language support in deep and thoughtful ways. They really open up a way of thinking about instruction that has been missing from a lot of professional conversations about closing the gap among different populations of students.In addition to providing a solid and very accessible way of bringing their research into classroom practice, this book is a practical workbook for implementing units of study to build academic content knowledge, word learning, comprehension and communication skills. Their suggestions are clear and easy to follow and would benefit many students, not just ELs. In my school, we are using this book in PLCs to help us rethink some of our RTI services, as well as tweaking general classroom practice to incorporate more academic content instruction.Teachers who struggle with ways to bring more content area instruction into their teaching will appreciate the way the authors break down the planning of unit cycles to make things manageable and actually do-able! I am excited by the work that is happening in my school as a result of this book and I think it will appeal to a wide audience. This book is a welcome addition to my professional reading collection.
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