Santillana Pre-K-12 Catalog 2015-2016

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Title I
Title II
Title III
IDEA
STEM
148
Reading Strategies for the Second Language
Classroom (ESL/ELD)
978-1-60396-705-1 | Level: K–12
The acquisition of reading skills is vital to the
development of literacy in any language. This session
discusses pre-, during, and post-reading strategies and
approaches that make scaffolded reading instruction
comprehensible to ALL students, especially students who
have had interrupted formal education (SIFE). Participants
learn the appropriate use of high-interest, low-difficulty
reading selections.
Sheltered Instruction Strategies for Language and
Content Workshop*
Level: K–12
Session focuses on language and content sheltered
instruction and explores proven-effective, research-
based planning tools for working with ELL in elementary
classrooms or secondary content area classrooms. This
is a three-session (three full days) workshop, presented
either concurrently or separately.
*$3,500 per day for 35 participants. $50 per day for each
additional participant.
Session 1 (Day 1) 978-1-62263-144-5
Participants learn effective strategies for planning and
preparation: how to select and use appropriate basal and
supplemental instructional materials, adapt content to
different levels of ELL proficiency, and deliver lessons.
They also learn about comprehensible input, and how it
is used to inform explanations of academic tasks, and the
application of a variety of classroom techniques to make
content concepts clear (such as modeling, visuals, hands-
on activities, demonstrations, experiments, gestures, and
body language).
Session 2 (Day 2) 978-1-62263-145-2
Participants learn how to incorporate effective teaching
strategies into instruction to ensure comprehensible
input. They create content and language objectives and
opportunities for students to use learning strategies
themselves. Participants also learn a variety of
scaffolding techniques, including reading scaffolding and
consistent use of scaffolding from lesson to unit
to theme.
Session 3 (Day 3) 978-1-62263-146-9
Participants learn to incorporate additional teaching
strategies that focus on building background knowledge
and activating prior knowledge, such as grouping
configurations that support both language and content
learning and clarifications in both L1 and L2. They
also learn how to incorporate practice and application
activities that reinforce language and content objectives
and explore ways to review the objectives, including
targeted vocabulary (both subject area/technical and
academic vocabulary) and key concepts and ideas.
The session also addresses the use of formative and
summative assessments to evaluate students.
Theory and Practice of Language Acquisition
9781631135934 | Levels K–12
The session focuses on the current research framework
that supports high-quality, effective teaching and
learning practices in the classroom: First v. Second
Language Acquisition, Factors that Affect Language
Acquisition in the Classroom, the Affective Filter,
Language Proficiency and Leveling, Thomlinson’s
Differentiated Instruction (*), and others. Participants
explore teaching and learning strategies based on this
framework, are presented with hands-on, classroom-
tested examples, as well as samples of instructional
materials that support this methodological framework.
(*) Differentiated instruction (Carol Anne Thomlinson)
is an approach to teaching essential content in ways
that address the varied learning needs of students with
the goal of maximizing the possibilities of each learner.
In the classroom, teachers must differentiate not only
by language proficiency, but also by other factors, such
as each student’s functional grade level, academic
background, and cultural and ethnic variables.
Comprehensible Input and its Implications to the
Bilingual, ESL and Spanish Classroom
9781631135941 | Levels K–12
This session focuses on Second Language Acquisition
theories as presented by researchers (Krashen, 1981;
Krashen & Terrell, 1983), including Jim Cummins’s
distinction between two types of language: basic
interpersonal communications skills (BICS) and cognitive
academic language proficiency (CALP). Participants learn
ESL/ELD, BILINGUAL, AND DUAL-LANGUAGE SESSIONS
Online sessions also available.
Contact Mario Núñez for more
information: