Resources
Biliteracy Unit Framework: Sample for 4th Grade
This biliteracy unit framework features a sample for 4th grade.
Content area: Language arts integrated with social studies.
Language in which content is taught: Spanish.
Publication: Teaching for Biliteracy: Strengthening Bridges between Languages
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): framework
CABE 2021 Caslon authors at our Virtual Exhibit
Caslon is proud to have so many authors represented at this year’s CABE 2021 Virtual Conference, Standing Together for Unity, Multiliteracy, and Equity, March 23 – 27, 2021. We are also happy to announce that several of these authors will be at the Caslon Virtual Exhibit between 2 and 3 pm each afternoon. This 1-minute video introduces these conversations with the authors. We will post recordings of these conversations after the conference.
Tuesday: Jim Cummins (keynote) and his co-author Raymond Isola (Transforming Sanchez School: Shared leadership, equity and evidence) talk with bilingual and general education leaders about the dynamic role of the principal in long-term educational change. Isola was engaged in this school transformation for thirteen years as principal of Sanchez School in San Francisco.
Wednesday: Rebecca Field invites your feedback on Caslon Learning, our new web-based professional learning system featuring The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer. Field will demonstrate the system, and invite questions and comments on its different features.
Thursday: Kathy Escamilla and Susan Hopewell, co-authors of Biliteracy from the Start answer your questions about biliteracy instruction and assessment.
Friday: Sandra Mercuri and Sandra Musanti as launch their new book La enseñanza en el aula bilingüe: Content, language, and biliteracy, which is written primarily in Spanish. Sandra and Sandra will talk with you about the strategic and purposeful use of Spanish and English for instructional and assessment purposes on two levels: in the elementary bilingual classroom, and to structure professional learning for bilingual teachers.
Publication: Caslon Community
Topic: Professional Development
Specialty:
Ch.01 Survey: Leadership and Professional Development
This survey for reflection and action is organized around guiding principles for leadership and professional development regarding ELLs articulated in the introduction to chapter 1 (Hamayan and Freeman Field, 2012). Educators can use this survey to review their leadership and professional development regarding ELLs, identify strengths and needs of their current approach, and propose action steps they can take to improve their leadership and professional development in this area. Educators can either download the survey or complete it online to easily share the results of their surveys with other educators in their school.
Publication: English Language Learners at School: A Guide for Administrators, 2nd edition
Topic: Professional Development
Specialty:
Object(s): survey
Ch.01 Survey: Terrain and Landscape
Teachers, coaches, and administrators can use this tool from the end of Chapter 1 (Valdés et al) to survey the terrain and landscape surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on a) perspectives on the CCSS, b) perspectives on change, c) labeling emergent bilinguals/ELLs, and d) how ELLs/EBs needs are currently addressed relative to CCSS.
After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.
Publication: Common Core Bilingual and English Language Learners: A Resource for Educators
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): survey
Ch.02 Survey: Fundamental Language Issues
Teachers, coaches, and administrators can use this survey from the end of Chapter 2 (Valdés et al) to investigate fundamental language issues surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on different educators' perspectives on language, language acquisition, and language variation in our context.
After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.
Publication: Common Core Bilingual and English Language Learners: A Resource for Educators
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): survey
Ch.02 Survey: How Children Learn in Two (or More) Languages
This survey for reflection and action is organized around the guiding principles about how children learn in two or more languages articulated in the introduction to chapter 2 (Hamayan and Freeman Field, 2012). Educators can use this survey to review how well their policies, programs, and practices reflect what we know about how children learn in two (or more) languages. Educators can then identify strengths and needs, and propose action steps they can take to ensure that the services they provide are theoretically and pedagogically sound. Educators can either download the survey or complete it online to easily share the results of their surveys with other educators in their school.
Publication: English Language Learners at School: A Guide for Administrators, 2nd edition
Topic: Professional Development
Specialty:
Object(s): survey
Ch.03 Survey: Family and Community Participation
Teachers, coaches, and administrators can use this tool from the end of Chapter 3 (Valdés et al) to survey family and community participation at their school/district/organization. The survey asks educators to focus on engaging diverse families and communities in education and on shifting views of the relationship between families and schools.
After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.
Publication: Common Core Bilingual and English Language Learners: A Resource for Educators
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): survey
Ch. 03 Survey: Policies and Accountability Requirements for ELLs
This survey for reflection and action is organized around the guiding principles for policies and accountability requirements for ELLs articulated in the introduction to chapter 3 (Hamayan and Freeman Field, 2012). Educators can use this survey to review their policies and accountability requirements for ELLs, identify strengths and needs of their current approach, and propose action steps they can take to improve those policies and accountability requirements. Educators can either download the survey or complete it online to easily share the results of their surveys with other educators in their school.
Publication: English Language Learners at School: A Guide for Administrators, 2nd edition
Topic: Policy, Leadership, and Advocacy
Specialty:
Object(s): survey