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MTA SEI Endorsement and RETELL Advisory No. 10

Sheltered English Immersion Course Readings

Are you interested in getting a jump-start on the readings for the SEI Endorsement courses? Below are the readings for the Full, Short Bridge, Long Bridge, and Administrator SEI Courses.

Many of the assigned readings are publicly available and can be found using a search engine such as Google or Yahoo. The course content is being updated for the 2014-2015 school year, so we recommend that you check the DESE RETELL website for the most current course syllabus and information.

Diversity, Cultural & Social Aspects of Teaching ELLs

Belin, Connie and Blank, Jacqueline N. International Center for Gifted Education and Talent Development. 2008. Identifying Gifted and Talented English Language Learners, Grades K-12. Des Moines, IA: Iowa Department of Education. 9-13, 19-27.

DeCapua, A. and Marshall, H.W. 2011. Reaching ELLs at Risk: Instruction for Students with Limited or Interrupted Formal Education. Preventing School Failure, 55(1), 35-40.

Menken, K. and Kleyn, T. 2009. The Difficult Road for Long-term English Learners. Supporting English Language Learners, 66(7). Association for Supervision and Curriculum Development, 1-8.

Vocabulary and Discourse

De Jong, E.J. and C.A. Harper. 2005. Preparing Mainstream Teachers for English Language Learners: Is Being a Good Teacher Good Enough? Teacher Education Quarterly 32 (2), 101-105.

Donnelly, W.S. and C.J. Roe. 2010. Using Sentence Frames to Develop Academic Vocabulary for ELLs. Reading Teacher, 64 (2), 131-136.

Graves, M., D. August and M. Carlo. 2011. Teaching 5,000 Words. Better Evidence-Based Education: 6-7, Baltimore: Johns Hopkins University.

Elementary:
Calderón, M. 2011. Teaching Reading and Comprehension to English Learners, K-5: Teaching Reading Comprehension and Content, 67-83. Bloomington, IN: Solution Tree Press.

Secondary:
Calderón, M. 2007. Teaching Reading to English Language Learners, Grades 6-12: Vocabulary Development, the Foundation for Reading in the Content Areas, 29-45. Thousand Oaks, CA: Corwin Press.

Reading Comprehension

Elementary:
Calderón, M. 2011. Teaching Reading and Comprehension to English Learners, K-5.Teaching Reading Comprehension and Content, 85-103. Bloomington, IN: Solution Tree Press.

Secondary:
Calderón, M. 2007. Teaching Reading to English Language Learners, Grades 6-12. Chapter 4: Teaching Reading Comprehension and Content, 47-67. Thousand Oaks, CA: Corwin Press.

Both Elementary & Secondary:
August, D. and T. Shanahan, eds. 2006. Executive Summary from Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, 3-8. Mahwah, NJ: Lawrence Erlbaum Associates.

Writing

Elementary:
Gebhard, M., Harman, R. and Seger, W. 2007. Reclaiming Recess in Urban Schools: The Potential of Systemic Functional Linguistics for ELLs and their Teachers.

Secondary:
Brisk, M., Horan D. and MacDonald, E. 2007. A Scaffolded Approach to Learning to Write, in Inclusive Pedagogy of English Language Learners: A Handbook of Informed Practices.

Both Elementary & Secondary:
Gillespie, A. and S. Graham. 2011. Evidence-based Practices for Teaching Writing, in Better Evidence-Based Education. Baltimore: Johns Hopkins University, 4-5.

SEI Short Bridge Course A

Elementary:
Calderón, M. 2011. Teaching Reading and Comprehension to English Learners, K-5: Teaching Reading Comprehension and Content, 67-83. Bloomington, IN: Solution Tree Press.

Secondary:
Calderón, M. 2007. Teaching Reading to English Language Learners, Grades 6-12: Vocabulary Development, the Foundation for Reading in the Content Areas, 29-45. Thousand Oaks, CA: Corwin Press.

Reading Comprehension

Elementary:
Calderón, M. 2011. Teaching Reading and Comprehension to English Learners, K-5.Teaching Reading Comprehension and Content, 85-103. Bloomington, IN: Solution Tree Press.

Secondary:
Calderón, M. 2007. Teaching Reading to English Language Learners, Grades 6-12. Chapter 4: Teaching Reading Comprehension and Content, 47-67. Thousand Oaks, CA: Corwin Press.

Writing

Gillespie, A. and S. Graham. 2011. Evidence-based Practices for Teaching Writing. Better Evidence-Based Education. Baltimore: Johns Hopkins University, 4-5.

SEI Short Bridge Course B

Elementary:
Calderón, M. 2011. Teaching Reading and Comprehension to English Learners, K-5: Teaching Reading Comprehension and Content, 67-83. Bloomington, IN: Solution Tree Press.

Secondary:
Calderón, M. 2007. Teaching Reading to English Language Learners, Grades 6-12: Vocabulary Development, the Foundation for Reading in the Content Areas, 29-45. Thousand Oaks, CA: Corwin Press.

Reading Comprehension

Elementary:
Calderón, M. 2011. Teaching Reading and Comprehension to English Learners, K-5.Teaching Reading Comprehension and Content, 85-103. Bloomington, IN: Solution Tree Press.

Secondary:
Calderón, M. 2007. Teaching Reading to English Language Learners, Grades 6-12. Chapter 4: Teaching Reading Comprehension and Content, 47-67. Thousand Oaks, CA: Corwin Press.

Writing

Gillespie, A. and S. Graham. 2011. Evidence-Based Practices for Teaching Writing. Better Evidence-Based Education. Baltimore: Johns Hopkins University, 4-5.

Administrative Course

Umbrella Resources:
Calderón, M. 2012. Why we need a new way of schooling language minority children. In Calderón, M. (Ed.). Breaking through: Effective instruction and assessment for reaching English learners, 16-29. Bloomington, IN: Solution Tree Press.

During Session 1:
Connie Belin and Jacqueline N. Blank. International Center for Gifted Education and Talent Development. 2008. Identifying Gifted and Talented English Language Learners, Grades K-12. Des Moines, IA: Iowa Department of Education.

DeCapua, A., and Marshall, H.W. 2011. Reaching ELLs at Risk: Instruction for Students with Limited or Interrupted Formal Education. Preventing School Failure 55(1), 35-41.

Menken, K. and Kleyn, T. 2009. The Difficult Road for Long-Term English Learners. Supporting English Language Learners, 66(7). Association for Supervision and Curriculum Development. By Session 5.

For Session 2:
Hamayan, E. and Field, R.F. 2012. English Language Learners at School: A Guide for Administrators, 8-9, 37-39. Philadelphia, PA: Caslon Publishing.

For Session 3:
Coleman R. and Goldenberg, C. 2012, February. The Common Core Challenge for ELLs. Principal Leadership, 46-51.

Zacarian, D. 2011. Transforming Schools for English Language Learners: A Comprehensive Framework for School Leaders, 75-91. Thousand Oaks, CA: Corwin Press.

For Session 4:
De Jong, E. J., and Harper, C.A. (2005). Preparing Mainstream Teachers for English Language Learners: Is Being a Good Teacher Good Enough? Teacher Education Quarterly 32(2), 101-105.

For Session 5:
Zacarian, D. 2011. Emphasizing the Importance of Parent Engagement, 113-129. Thousand Oaks, CA: Corwin Press.

Calderón, M. (2012). Why We Need a New Way of Schooling Language Minority Children. In Calderón, M. (Ed.). Breaking through: Effective instruction and assessment for reaching English learners, 16-29.

Recommended Readings

Course participants are strongly encouraged to familiarize themselves with the recommended readings to expand and deepen their understanding of the SEI content and strategies introduced in the SEI Endorsement course.

Vocabulary and Discourse

Elementary:
Calderón, M. 2011. Teaching Reading and Comprehension to English Learners, K-5: Teaching Reading Comprehension and Content, 67-83. Bloomington, IN: Solution Tree Press.

Secondary:
Calderón, M. 2007. Teaching Reading to English Language Learners, Grades 6-12: Vocabulary Development, the Foundation for Reading in the Content Areas, 29-45.Thousand Oaks, CA: Corwin Press.

Reading Comprehension

Elementary:
Calderón, M. 2011. Teaching Reading and Comprehension to English Learners, K-5.Teaching Reading Comprehension and Content. 85-103. Bloomington, IN: Solution Tree Press.

Secondary:
Calderón, M. (2007). Teaching Reading to English Language Learners, Grades 6-12. Chapter 4: Teaching Reading Comprehension and Content, 47-67. Thousand Oaks, CA: Corwin Press.

Writing

Gillespie, A. and S. Graham. 2011. Evidence-Based Practices for Teaching Writing. Better Evidence-Based Education. Baltimore: Johns Hopkins University. 4-5.

Information on the SEI Endorsement

Educators can obtain the SEI Endorsement by completing one of the DESE-approved SEI Endorsement courses, obtaining an ESL/ELL license, earning a passing score on the SEI MTEL (coming in June) or having prior coursework evaluated by DESE.

Please check the links provided under SEI Endorsement Information on the left of this page for more information.

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