2012 CREATE Conference

English Learners in the Content Area Classes: Teaching for Achievement in the Middle Grades

2012
Conference
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Recommended Readings

The readings below provided participants with the necessary background for the conference presentations.

Conference Recommended Reading List


Keynote Sessions

Assessing English Language Proficiency and its Importance in Content Area Achievement

Cook, H. G., Boals, T. & Lundberg, T. (2011). Academic achievement for English learners: What can we reasonably expect? Phi Delta Kappan, 93(3), 66-69.

Linquanti, R. & Hakuta, K. (2012). Policy Brief: How next generation standards and assessments can foster success for California's English language learners. Policy Analysis for California Education.

A Brief History of Sheltered Instruction Research and Its Influence on CREATE

Echevarría, J & Short, D. J. (2011) The SIOP model: A professional development framework for comprehensive school-wide intervention. CREATE Brief. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners.

Echevarría, J. (2012). Effective practices for improving the achievement of English learners. CREATE Brief. Washington, DC: Center for Research on the Educational Achievement of English Language Learners.

Himmel, J., Short, D. J., Richards, C., & Echevarría, J. (2009). Using the SIOP Model to improve middle school science instruction. CREATE Brief. Washington, DC: Center for Research on the Educational Achievement and Teaching of English Language Learners.

Short, D. J., Echevarría, J. & Richards, C. (2011). Research on academic literacy development in sheltered instruction classrooms. Language Teaching Research, 15(3), 363-380.

Improving Reading Comprehension in Middle School EL Students

Kelley, J. G., Lesaux, N. K., Kieffer, M. J. & Faller, S. E. (2010). Effective academic vocabulary instruction in the urban middle school. The Reading Teacher,
64(1), 5-14.

Next Generation Science Standards for English Language Learners

Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to Next Generation Science Standards for English language learners: What teachers need to know. Stanford, CA: Stanford University, Understanding Language Initiative at Stanford University.

Teaching 10,000 Words: Vocabulary Instruction in the Middle Grades for English Language Learners

Baumann, J. F., Ware, D., & Edwards, E. C. (2007). "Bumping into spicy, tasty words that catch your tongue": A formative experiment on vocabulary instruction. The Reading Teacher, 61, 108-122.

Graves, M. F., & Fitzgerald, J. (2006). Effective vocabulary instruction for English language learners. In C. C. Block, & J. N. Mangieri (Eds.),  The vocabulary-enriched classroom: Practices for improving the reading performance of all students in grades 3 and up, 118-137. New York: Scholastic.


Breakout Sessions

Assessment and Accommodations

Cook, H. G., Linquanti, R., Chinen, M. & Jung, H. (2012). National evaluation of Title III implementation supplemental report ̶ Exploring approaches to setting English language proficiency performance criteria and monitoring English learner progress. Washington, DC: American Institutes on Research.

Abedi, J. & Linquanti, R. (2012). Issues and opportunities in improving the quality of large scale assessment systems for English language learners. Stanford: Stanford University.

Linquanti, R. (2011). The road ahead for state assessments. Stanford: Policy Analysis for California Education and Cambridge: Rennie Center for Education Research & Policy.

CREATE Update: Science

August, D., Branum-Martin, L., Cardenas-Hagan, E. & Francis, D. J. (2009). The impact of an instructional intervention on the science and language learning of middle grade English language learners. Journal of Research on Educational Effectiveness, 2(4), 345-376.

August, D., Artzi, L. & Mazrum, J. (2010). Improving science and vocabulary learning of English language learners. CREATE Brief. Washington, DC: Center for Research on the Educational Achievement and Teaching of English
Language Learners.

CREATE Update: Social Studies

Cook, H. G., Boals, T. & Lundberg, T. (2011). Academic achievement for English learners: What can we reasonably expect?  Phi Delta Kappan, 93(3), 66-69.

Reed, D. K. (2012).  Clearly communicating the learning objective matters!.  Middle School Journal, 43(5), 16-24.
(Password protected for conference participants only.)

Swanson, E., et al. (2012). A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities.  Journal of Learning Disabilities, online first, http://ldx.sagepub.com/content/early/recent.

CREATE Update: Word Generation

Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450-452.
(Password protected for conference participants only.)

Snow, C. E. (2010). Reading comprehension: Reading for learning. International Encyclopedia of Education, 5, 413-418.


Panel Discussion

Attention to the Needs of EL Learners in Assessments Developed by PARC and SBAC

Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guide for the education of English language learners: Research-based recommendations for the use of accommodations in large-scale assessments. Houston: Texas Institute for Measurement, Evaluation, and Statistics, Center on Instruction.