This article provides three concrete strategies for supporting learners in understanding and remembering new academic vocabulary.
This article helps educators understand the role that academic language plays in their classrooms and in ELL student success, including information on social vs. academic language, as well as examples of academic language needed for all students to fully participate in classroom activities and assignments.
The Critical Thinking page from the ACES resource library contains a wide variety of resources to support teachers looking to incorporate the Transitions Integration Framework (TIF) skills into their classroom instruction.
In this interactive online module, ABE practitioners explore the need for more rigorous academic instruction in language and literacy skills. The authors highlight specific elements that research has shown to be critical for adult English language learners’ full access to academic and work opportunities.
This website was built for teachers with a variety of learner levels in their K-12 classes and offers resources, strategies, and practical tips to personalize instruction to meet the needs of struggling students. The teaching suggestions and instructional suggestions can easily be applied to adult ESL classrooms where English Language Arts CCRS are being applied. This page provides information on topics such as teaching context clues, self-questioning, visualizing, and semantic mapping.
The Current Events Teacher Checklist from Facing History and Ourselves provides a step-by-step guide for teachers looking to incorporate reading and discussion about current events into their classroom. This website also offers a variety of accompanying activity suggestions and a moderated list of online news sources. Appropriate for intermediate level ESL and up.
Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. This website provides a convenient way to learn about Visible Thinking as well as thorough descriptions of the ideals, routines and activities that were developed from research in K-12 schools.
In this paper, the authors demonstrate how English learners can be provided with strategies for accessing complex texts, such as closely examining one sentence at a time, and argue that instruction must go beyond vocabulary and should begin with an examination of our beliefs about language, literacy and learning.