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 They should be deleted from the NL page and added below __alphabetically by author__. Remember if 2 people annotated the same source--please combine them to avoid repetition. Be sure to that eveyone's name is present.  To add your work, Click on "Edit this page" above Copy your corrected work from the word document Paste in the proper place Be sure to write your name & initial, and semester at the end of each source. Be sure to **Save** upon completion
 * Yesennia:** please take away the boxes on NL materials to the left. (I did the first one--copy, move & paste the the title and then text separately. Then delete the boxes. Scroll down on this page (Home) to add your prof. resources.


 * Native Language**

Selected bilingual curriculum resources have are organized by language, topic and genre. See languages and levels on the left. Since topics are developed bilingually, English and Target language are included together. Spanish language resources are also divided by level.

**Professional Resources**

Paste your professional resources here in the proper place alphabetically by author. Antunez, B. (2002). English Language Learners and the Five Essential Components of Reading Instruction. Arlington, VA, Retrieved July 22, 2008 from: http://www.readingrockets.org/article/341 This article discusses the five components of reading for ELL students. They are phonics, phonemic awareness, vocabulary development, reading fluency, and reading comprehension. Insight on each component given and there are many considerations listed for instructing ELLs. This article holds many ideas and can be utilized when lesson planning for literacy activities. (Amaris.M Summer 2008)

Author, (2003) La Lesctura dedse el nacimento hasta los cinco anos. Learning Point Associates. Naperville,Il. Retrieved July 22, 2008 from http://www.learningpt.org/pdfs/literacy/readingbirthtofive_sp.pdf This article emphasizes the importance of teaching children at home so they will be prepared when they enter their first years at school. This article offers many i deas and activities to do with children to help build their letter knowledge and to be able to tell about their ideas through writing. This material in this article is helpful for organizing literacy lessons and activites.(Amaris M. Summer 2008)

Author,(2004) The Teaching of Language Arts to Limited English Proficient/English Language Learners: Learning Standards for Native Language Arts. The University of the State of New York. The State Education Department. Office of Bilingual Education. Albany, N.Y. Retrieved on July 24, 2008 from **__ http://www.emsc.nysed.gov/biling/resource/NLA.html __** The knowledge of N.Y. State English Language Arts Standards and how it applies for ELLs are very important when planning curriculum. Some of the key concepts to remember are the student’s NL knowledge and how it should be used to develop English language proficiency. Students should be encouraged to make connections between the L2 and their L1. This site can be used to educate oneself on the standards of teaching language arts. This site tells us what K-1 students do across all four Native Language Arts Standards which are listening, speaking, writing and reading. In a Bilingual Yiddish class, we write our first and last name in Yiddish and English. We recognize and identify letters of the NL as well as the English alphabet. We speak and listen in the NL on a daily basis. (SBell, Summer, 2008)

Author (n.d.). //The teaching of language arts to limited English proficient/ English language learners: a resource guide for all teachers//. (Chapter 2). Albany, New York: The University of the State of New York The State Education Department • Office of Bilingual Education Retrieved on July 26, 2008, from [|http://www.emsc.nysed.gov/biling/resource/res.html] This chapter focuses on research conducted on students in bilingual settings (late exit bilingual and early exit bilingual) as well as students in ESL settings. In the bilingual setting, the study revealed that students in the late exit bilingual performed better than the students in an early exit bilingual program. The article concluded that students who are given the opportunity to learn to read and write in their native language tend to read and write well in the second language. Those students also score higher in standardized exams. The same is true for ESL learners. The students with strong native language literacy become stronger readers in their second language. Students in ESL setting who have the opportunity to have meaning full experiences in the classroom, are given the opportunity to interact with their peers, and are given hands-on activities do better in terms of literacy in their second language. This article is very powerful to me because as a dual language coordinator, I always have to convince parents and staff of the importance of enhancing native language Instruction. Parents often believe that learning two languages (simultaneously) confuses the child.This article negates that notion based on extensive research.( Ines M., Summer2008)

Bronwyn, C., (2003) Working With the Young English Language Learners: Some Considerations. Center for Applied Linguistics, Washington, DC. Retrieved on July 24, 2008 from**__ http://www.cal.org/resources/digest/0301cOltrane.html __** This article discusses the importance of planning for the ELL. Teachers need to incorporate different types of learning, such as social learning, physical learning and play, emotional learning, and intellectual learning. Children are encouraged to become involved in purposeful and creative activities. This article can be used to help plan a rich lesson that involves many modalities. (SBell, Summer, 2008) Barron, V. & DiCerbo, P. In the Classroom: A Toolkit for Effective Instruction of English Learners (2006) (Retrieved on August 1 2008 ),  [|The George Washington University] [|Graduate School of Education and Human Development],  Washington , DC. http://www.ncela.gwu.edu/practice/itc/secondary.html This web link provides with an overview of the many challenges encountered by secondary school teachers of ELL students. The link provides suggestions on how to make the material more understandable for ELL students at the High School level. Some examples include the use of portfolios, jigsaw activities, graphic organizers and story maps. Information on this link is supported by the Nati onal Clearinghouse for English Language Acquisition & Language Instruction Educational Programs which is funded by the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement & Academic Achievement for Limited English Proficient Students. (Claudia V. Summer 2008)

Bulloch, K. (2004). How to Adapt Your Teaching Strategies to Students Needs. Arlington, V.A. Retrieved on July 25, 2008 from: http://www.readingrockets.org/article/370 This article discusses the importance of modifying instruction to accommodate children with special needs. It points out many of the problems children are having in class and gives strategies to support students. It is an excellent article that teachers can use to educate themselves on using effective strategies that work for children with special needs. (Rosana, Q. Summer 08)

Cappellini, M.(2005) Balance Reading & Language Learning, A Resource for Teaching English Language Lerner, K-5. Portland, ME. Stenhouse Publisher. Retrieved on July 25, 2008 from: http://www.amazon.com/Balancing-Reading-Language-Learning-Resource/dp/1571103678 This book is about Educating the English Language Learner to the best of their ability and with the proper materials. It was designed to help both mainstream and bilingual teachers instruct ELLs in English reading and English language development. It states the effectiveness of using good teaching strategies in both primary language and secondary language. (Rosana Q Summer 08). Coltrane, B. (2003). Working with young English language learners: some consideration. Washington, DC: Center for Applied Linguistics. (Eric Document EDO-FL-0301) Retrieved from http://www.cal.org/resources/digest/0301coltrane.html The article details different avenues that educators can take to improve English language learners’ education. Educators should be qualified to teach ELLs. They also need to be versed in the needs of ELLs and in ways to teach and assess them effectively. Teachers should have ample time to plan thematic units that incorporates the interest and cultural backgrounds of the students. Standards and the school curriculum should be aligned to the theme as well. The lessons should be meaningful. Hands –on activities and opportunities for reflections from the student, teachers and peers is crucial. Parental involvement should be requested and embraced. This article is helpful because it gives insight of ways to effectively improve the English language learners’ education. It addresses social needs that are sometimes ignored by teachers. As teachers we tend to neglect our student’s interest and concentrate on standards. The article has taught me to look at the students first, and then design a unit that they can relate to. (Ines M., Summer2008)

Douglas, E.,(2005) //Reading Comprehension Strategies for English Language Learners//,University of North Carolina at Chapel Hill [|School of Education], Retrieved July 22, 2008 from http://www.learnnc.org/lp/pages/724 This article gives comprehension strategies for English Language Learners(ELL). One of the strategies is the think-pair-share which makes the students share with the class their ideas or that of their partner. Think-alouds is another of the strategies viewed in this article. In this strategy the teacher serves as a model to show students what a good reader should do. The final strategy was GIST(Generating Interaction between Schemata and Text) in which the teacher reads a passage to the class and with the students pick eight to ten words and then writes sentences using two or three of these words.(Vilma R., Summer 2008)

Erichsen, G. (2007) //What’s Your Learning Style?,// About.com, Inc., The New York Times Company, Retrieved July 22, 2008 from http://spanish.about.com/cs/forbeginners/a/learning_styles.htm?p=1 [|Feger, M]. (2006). I Want to Read": How Culturally Relevant Texts Increase Student Engagement in Reading   .  // Multicultural Education //, 13(3), p18-19. (Retrieved on August 1st 2008 ) from  http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2b/48/b9.pdf      This article discussed ways of finding literature that appeal to students. According to the article, teacher’s have the responsibility of stimulating the interests of students by using literature that is relevant to their own culture and experiences. The article recommended the use of non-fictional readings to increase student engagement. This article was found in ERIC, a site  sponsored by the Institute of Education Sciences of the U.S. Department of Education. The goal of ERIC is to provide access to education literature.(Claudia V. Summer 2008)
 * This articles** emphasizes the importance of learning styles. The visual learners learn best by seeing what they’re trying to learn, auditory learners do best when they can listen and kinesthetic learn best by doing or with hands on work. It explains how by learning to your learning style will promote your learning to your maximum potential.(Vilma R., Summer 2008)

Fries-Gaither, J. (2008) //Vocabulary Development Strategies for English Language Learner, Professional Learning//, The Ohio State University, National Science Foundation, Retrieved July 22, 2008 from: [|http://beyondpenguins.nsdl.org/issue/column.php?=June2008&departmentmentid+professional&columnid+professional!equity]. This article gives useful strategies on developing English Language Learners(ELL) vocabulary. It states that teacher could have word wall for different subjects. For instance, in science have a word wall and add to it as the words are being introduced during each of the science units. Also, have a word chart for those words that are difficult for ELLs to remember (and, into, through, to, two, too…). In addition, have students to draw diagrams and illustrations in their science notebooks and make sure to encourage labels.(Vilma R., Summer 2008)

 Goodman, K., Goodman, Y., & Flores, B. (1979). Reading in the bilingual classroom: Literacy and biliteracy. Rosslyn, VA: National Clearinghouse for Bilingual Education. Retrieved August 9, 2008 from: http://www.ncela.gwu.edu/pubs/classics/reading/section-seven.htm This article discusses the importance of a truly bilingual, biliterate curriculum. It stresses the importance of how the curriculum must be meaningful to the child and ways the teacher can deliver appropriate instruction. It discusses content, methods, materials and assessments. I found this article useful in giving me many ideas to use in my classroom. I find other articles focus too much on theory and not enough on practice and ideas. (Linda D. Summer 2008)

Hiebert, A & M. Kamil (eds.) (2005) Research and development on vocabulary. Mahwah, NJ: Lawrence Erlbaum. Retrieved August 6, 2008 from: http://www.colorincolorado.org/articulo/14165 This article in Spanish lists various strategies and ideas on how to increase vocabulary development in children. I chose this article because the student I was tutoring needed to increase her vocabulary. Also I know that development is a skill all children need to succeed in reading and writing. I found this to be a friendly professional article that is appropriate for all teachers of ELLs. I will use this article to apply some of the strategies suggested in my classroom. For example, I really like the idea of the “word wizard box”. It is a way for students to share new words they have learned. Colorín Colorado is a wonderful site for Bilingual teachers and parents to explore. It provides many helpful resources to help children in Literacy development. (Linda D. Summer 2008)

Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics. Retrieved August 6, 2008 from: http://www.cal.org/twi/Guiding_Principles.pdf I chose this article because the student I was tutoring was in a Dual Language program and I did not know very much about Dual Language instruction. The article outlined and fully discussed important aspects of Dual Language Education in strands. It is a good article for teachers who want to learn more about how to teach in a Dual Language Program. (Linda D. Summer 2008)

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">Kendall, J. & Khuon, O. (2006) //Writing Sense; integrating Reading and Writing Lessons for English Language Learners.// Portland, Maine. Steinhouse Publishers. <span style="COLOR: rgb(51,51,51)"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">This book will be especially useful to those who are planning literacy instruction for English Language Learners. Writing Sense <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> outlines the classroom conditions necessary for successful writing instruction with English language learners, whether in writing workshop and/or small-group instruction. It includes 68 classroom-tested lessons for grades K–8 that show kids at all levels of language acquisition how to make connections, ask questions, visualize (make mental images), infer, determine importance, synthesize, monitor meaning and comprehension, and use fix-up strategies. (Geffrard, A. Summer 2008) Maldonado, J. (1994) Bilingual Special Education: Specific Learning Disabilities In Language and Reading. The George Washington University Graduate School of Education and Human Development, Washington, DC. Retrieved on July 24, 2008 from **__ http://wwwncela.gwu.edu/pubs/jeilm/vol14/maldonad.htm __** This article focuses on the use of NL for instruction for bilingual students with learning disabilities. As a bilingual special education teacher I can use many of the given strategies offered in this article to help plan and implement instruction. (SBell, Summer, 2008) [|Marsh, L.] (1995). A Spanish Dual Literacy Program: Teaching to the Whole Student. //Bilingual// //Research Journal//, 19 (3-4), p409-28. (Retrieved on August 1st 2008 ) from http://www.ncela.gwu.edu/pubs/nabe/brj/v19/19_34_marsh.pdf This journal article described the literacy program of a NYC Public  High school and its success in the developing students’ skills in both English and Spanish. The article provides example of activities and strategies that can be applied to one’s classroom. Access to this electronic journal was available through the ional Clearinghouse for English Language Acquisition & Language Instruction Educational Programs which is funded by the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement & Academic Achievement for Limited English Proficient Students.(Claudia V. Summer 2008)

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"><span style="COLOR: rgb(51,51,51)">McQuillian, S.C (2008). Folktales-The Mirror of Humanity. Connecticut: Yale-New Haven Teachers Institute. Retrieved on July 17, 2008 from: [|http://www.yale.edu/ynhti/curriculum/units/1993/2/93.02.02.x.html#b]<span style="COLOR: rgb(51,51,51)"> <span style="COLOR: rgb(51,51,51)"><span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">The desire and need to understand our world through story comes naturally to all of us. Throughout the ages humankind has found folktales to be a meaningful way to express and explain themselves creatively. <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> This is a six week unit plan on folktales and how teaching folktales help students become more and engaged and expressive.(Geffrard, A. Summer 2008) <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">NYSED NLA Standards & resources http://www.emsc.nysed.gov/biling/resource/NLA.html <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'">This website is the standards required by the NYS Department of Education in teaching Language Arts to LEP students. Teachers can use these guidelines as frameworks to incorporating different topics in their classroom. (Geffrard, A. Summer 2008)

<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"><span style="COLOR: rgb(51,51,51)">Oscarsson, K.L. (1992). //Haitian Folktales as a Literacy Strategy for Elementary ESOL Students.// Masters Theses, Nova University, Florida. <span style="FONT-SIZE: 12pt; COLOR: blue; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"><span style="COLOR: rgb(51,51,51)">Retrieved on July 14, 2008 from [|http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=tru e&_&ERICExtSearch_SearchValue_0=ED355821&ERICExtSearch_SearchType_0=n&accno=ED355821]<span style="COLOR: rgb(51,51,51)"> <span style="FONT-SIZE: 12pt; COLOR: blue; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; COLOR: windowtext; FONT-FAMILY: 'Times New Roman','serif'">This study addresses the low reading achievement <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"><span style="COLOR: rgb(51,51,51)">of Haitian elementary school students receiving English-as-a-Second-Language instruction; a technique for reading instruction using Haitian folk tales was implemented. It is concluded that use of Haitian folk tales was effective in increasing literacy skills. Due to lack of literary resources in Haitian-Creole it is important to try to find literary devices from the Haitian culture that can help increase reading achievement. (Geffrard, A. Summer 2008) <span style="FONT-SIZE: 12pt; COLOR: blue; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-FAMILY: 'Times New Roman','serif'"><span style="FONT-FAMILY: 'Times New Roman','serif'"> Ramirez, J., Mather, C.; Chiodo, J.J. (1994).A mathematical problem: how do we teach mathematics to LEP students? //The Journal of Educational Issues of Language Minority Students//, 13, 1-12. Retrieved on July 26,2008,from http://www.ncela.gwu.edu/pubs/jeilms/vol13/math13.htm <span style="FONT-FAMILY: 'Times New Roman','serif'">The article discusses the adversities that ELLs face when learning mathematics. Some educators believe that math is a universal language. The article dispels this myth by giving examples of the way numerals and mathematical symbols are perceived in different countries. The author details how culture influences mathematics in different countries. In some countries it is customary to read from right to left. In the Hmong culture however, fraction is not a concept, it does not exist. <span style="FONT-FAMILY: 'Times New Roman','serif'">This article is very important to teachers that have to teach math. It advises you on the different situations that can hinder a child during a math lesson. As a teacher, I can use the information that I learned from this article to help me construct math lessons for Ells. It is important to know the students native country in order to teach math. (Ines M., Summer2008) <span style="FONT-FAMILY: 'Times New Roman','serif'"> Ruiz, T. N., Vargas E., Beltran, A., (2002). Becoming a Reader and Writer in Special Ed. N.Y. National Council of Teachers of English Retrieved on July 26, 2008 from: [|http://www.ncte.org/library/files/Free/Journals/la/LA0794Becoming.pdf] This article is about the students in our classroom with Special Needs. This article is important for everyone to read as it states the important principals that each of us need to know to support our bilingual students. This article highlights crucial information that I need to know as a Special Education teacher. As a bilingual Special Education Teacher I can use many of the given strategies offered in this article to help plan and implement instruction   (Rosana Q. Summer 08) Valencia, S. (1989). How Can Teachers Become More Effective and Efficient at Classroom-Based Assessment? Boston, MA, Houghton Mifflin Company. Retrieved July 23, 2008 from http://www.eduplace.com/rdg/res/litass/effec.html This article states that collecting too much information for assessments is just as bad as not collecting enough. The most important goals for each unit should be determined and that should be the stage for assessments. This article offers suggestions and strategies for both informal and formal classroom assessments. (Amaris M. Summer 2008)