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Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College ClassroomsPAGE 14

Discussion Builders Posters Set: Grades K–1, 2–3, and 4–8PAGE 19

English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the ClassroomPAGE 16

b OVERVIEW

Supporting Academic Success Across Content Areas

New, more rigorous achievement standards make strong literacy skills more important than ever for students. Across content areas, students are expected to build a deeper understanding of academic subjects, explain their thinking, and apply knowledge to new situations. These standards can be especially challenging for English learner students and students with low English literacy skills.

WestEd offers resources and services designed to support the success of all students in the general education classroom. Our curricula and professional learning courses feature engaging, standards-based academic content, as well as instructional strategies that build academic literacy skills as an integral part of subject-matter learning.

For example, WestEd’s Quality Teaching for English Learners is designed to enhance teacher capacity to support the linguistic, conceptual, and academic development of English learners. Rigorous studies have validated the effectiveness of our Reading Apprenticeship®

SOLUTIONS FOR

SCHOOLS AND

DISTRICTS

WestEd is committed to the belief

that all students should succeed in

our schools and that all learners

should thrive in our communities,

no matter what circumstances they

were born into.— Glen Harvey, WestEd CEO

OVERVIEW b PAGE 3

Supporting Academic Success Across Content Areas

professional learning services for teachers of grades 6 through 12 in building the skills to engage all learners with complex texts to develop academic literacy skills.

Books on a range of topics offer research-based approaches for teaching students in grades K through 12 and supporting equity in classrooms and schools.

What WestEd Offers

For districts, schools, and community colleges seeking professional learning opportunities for staff or districtwide transformative services, WestEd provides both comprehensive and focused supports that can help administrators, teachers, and students achieve success.

Highlighted ServicesSTARTING ON PAGE 4

Quality Teaching for English Learners

Reading Apprenticeship Professional Development Services

Academic Language and Literacy for All Students, Especially English Language Learners

Discussion Builders Workshop

Making Science Accessible to English Learners Professional Development

Making Mathematics Accessible to English Learners Professional Development

Bridging Cultures Between Home and School Institute

Teaching English Learners and Students With Learning Difficulties in an Inclusive Classroom Professional Development

English Learner Evaluation and Accountability Services

Dual-Language Solutions Institute

This catalog also introduces an array of publications and resources that can be used either on their own or as supporting material with our services, starting on page 14.

Learn more about WestEd

resources, services,

and research at

WestEd.org/areas-of-work

b ENGLISH LEARNERS & LITERACY SERVICES: K–12

Quality Teaching for English Learners

LEARN MORE ATWestEd.org/qtel

RESOURCESSee page 17 to learn about the QTEL approach.

CONTACT INFORMATION Echo Chen [email protected] 415.615.3261

SUMMER INSTITUTESSan Francisco, CAJuly 18–22, 2016July 25–29, 2016Register online at qtel.wested.org/summer-institutes

WestEd’s Quality Teaching for English Learners (QTEL) is a unique professional development initiative that provides educators with the tools they need to help students achieve college and career readiness in the 21st century.

The QTEL approach to professional learning helps educators make sense of today’s changing education landscape as they reconceptualize their approach to developing students’ language and literacy practices under the Common Core State Standards (CCSS) and other new standards (e.g., WIDA, Next Generation Science Standards). QTEL’s widely acclaimed professional development framework provides a coherent portfolio of professional learning opportunities aimed at developing teacher exper-tise and improving student learning.

Teachers find that, as academically rigorous as the QTEL approach is, it is also classroom-friendly and pragmatic. Because QTEL is grounded in sociocultural learning theory (the Zone of Proximal Development and scaffolding theory are key), teachers experience QTEL as a compelling way to work with students. They learn concrete ways to challenge and support their English language learners — and they understand why those strategies make sense.

QTEL works with educators to make a positive difference in high-priority schools serving English learners.

This has been the most meaningful, interactive professional development program I’ve attended in years. Every part of it was equally stimulating — the articles, the activities, the videos, and the discussions.

— ELL Instructional Support Specialist, NYCDOE

“/”

ENGLISH LEARNERS & LITERACY SERVICES: 6–12 AND COMMUNITY COLLEGES b PAGE 5

Reading Apprenticeship Professional Development Services

LEARN MORE ATWestEd.org/ra

RESOURCESSee pages 14 and 15 for details about Reading Apprenticeship resources and curriculum.

CONTACT INFORMATION Lorelle Wien [email protected] 510.302.4267

Reading Apprenticeship professional learning increases teacher effectiveness and improves students’ academic engagement, subject area reading and writing, and subject area knowledge.

Three multi-year, randomized controlled studies of Reading Apprenticeship have documented significant student gains on standardized tests in literacy and content knowledge.

Let Reading Apprenticeship Help You Improve Subject Area Reading in Middle and High Schools

© Research-based, research-proven results

© Intensive inquiry-based professional development and customized technical services

© Comprehensive alignment with Common Core literacy standards for science and technical subjects, history, and English language arts

© Alignment with Next Generation Science Standards

© Two-semester Academic Literacy curriculum

Support Community College Students and Faculty

© Accelerated and integrated literacy development

© Seminars and institutes for developmental, English language development, career technical education, and general education faculty

© Seminars, institutes, and online courses for STEM faculty

© Online, limited enrollment, 30-hour interactive courses

Reading Apprenticeship has really got us looking at the data. We are seeing a huge

benefit in our classrooms, from our learning support students all the way up to the

gifted students.

– Harley Ramsey, Principal, Otto-Eldred High School, PA

Reading Apprenticeship has proven to be an inspiration to faculty and students alike.

They have learned together to view themselves as readers in transformative ways.

— Steve Hanson, President, Renton Technical College, WA

“/”


Academic Language and Literacy for All Students, Especially English Language Learners

LEARN MORE ATWestEd.org/schooldistrictimprovement

CONTACT INFORMATION East of the Mississippi River: Julie Colton [email protected] 781.481.1135

West of the Mississippi River: Annette Gregg [email protected] 510.302.4210

WestEd offers comprehensive and customized academic language and literacy supports that draw on the best from research and practice to address the needs of all learners, especially English learners.

We help districts and schools with the implementation of college- and career-readiness standards, including English language development (ELD) standards and practices. And we offer site- and classroom-level professional learning and coaching aligned with a district’s context and initiatives.

Teachers, coaches, and site administrators:

© Plan and work collaboratively with a WestEd coach and with each other to implement rich academic language and literacy instruction

© Receive professional development and coaching support, including in-class demonstration lessons

© Learn to plan and implement a designated ELD block that integrates the ELD standards with college- and career-readiness standards for literacy instruction

ENGLISH LEARNERS & LITERACY SERVICES: K–8 b PAGE 7

Academic Language and Literacy for All Students, Especially English Language Learners Discussion Builders Workshop

LEARN MORE ATWestEd.org/mpp

RESOURCESSee page 19 to order Discussion Builders Posters and teaching guides.

CONTACT INFORMATION Alma Ramí[email protected]

This one-day workshop is ideal for K–8 teachers who would like to help students with diverse academic, linguistic, and cultural backgrounds participate in and successfully learn from discussion-based lessons. Although originally created for mathematics, the discussion tools and theories can be applied within any subject area and are especially beneficial for English learners.

The Discussion Builders Workshop provides a quick but invaluable look inside effec-tive classroom discussions, and is designed to prepare teachers to immediately implement several evidence-based effective teaching strategies that foster oral and written academic language. Participants can return to their classrooms comfort-able in leading effective discussions that boost collaborative and respectful critical thinking among students.

The Discussion Builders give the students who are usually non-participators in class discussions a place to start and way to express their ideas.

— Third Grade Teacher

“/”

Visit Math Pathways & Pitfalls at WestEd.org/mpp to learn more about Discussion Builders workshops and the Math Pathways & Pitfalls program.

b ENGLISH LEARNERS & LITERACY SERVICES: 6–12

Making Science Accessible to English Learners Professional Development

LEARN MORE ATWestEd.org/englishlearnersscience

RESOURCESSee page 18 to order Making Science Accessible to English Learners: A Guidebook for Teachers, Updated Edition.

Professional development participants receive a 40% discount off the price of the book.

CONTACT INFORMATION Ted [email protected]

Using the principles and approaches described in Making Science Accessible to English Learners: A Guidebook for Teachers, Updated Edition, WestEd offers profes-sional learning for schools and districts to work into an existing and ongoing pro-fessional support system for teachers, integrating principles from Next Generation Science Standards and Common Core State Standards practices for science literacy.

The professional learning experience is designed to enhance participants’ knowledge and skills to plan and differentiate instruction and assessment for diverse learners.

Participants learn:

© How to engage English learners in scientific discourse and practice in order to successfully learn science content, literacy, and communication skills

© How to embed teaching strategies that are highly effective for English learners in an inquiry-based approach to teaching science

© What to expect of English learners at each level of language acquisition to move them forward through language and content learning progressions

© How to apply tools and strategies for building vocabulary and literacy, and planning lessons that engage all learners

© How to use strategies for teaching and applying academic language throughout each lesson and how to build a cohesive unit of lessons

© How to integrate seven research-based strategies as scaffolds to rigorous content standards designing socio-linguistic and content-rich lessons

© How to design appropriate assessments for English learners

A two- and three-day professional development can be tailored with flexible dates for school or district teams of up to 35 people.

Praise for the Book > As a teacher with many English learners in every class, I value the ideas and models presented in this guidebook.

— Sonia Jaramilla-Perez, LASERS Rural Schools, Alisal School District, CA

“/”

ENGLISH LEARNERS & LITERACY SERVICES: 6–12 b PAGE 9

Making Mathematics Accessible to English Learners Professional Development

LEARN MORE ATWestEd.org/englishlearnermath

RESOURCESSee page 18 to order Making Mathematics Accessible to English Learners: A Guidebook for Teachers, Updated Edition.

Professional development participants receive a 40% discount off the price of the book.

CONTACT INFORMATION Cathy [email protected]

“/”

Using the principles and approaches described in Making Mathematics Accessible to English Learners: A Guidebook for Teachers, WestEd offers professional devel-opment for schools and districts. Participants have the opportunity to enhance their knowledge and skills to differentiate instruction and assessment for diverse learners, particularly English learners, thereby giving all students universal, equitable access to a rigorous mathematics curriculum.

The professional learning experience is designed to help participants learn how to:

© Tailor the three-phase model of mathematics instruction to support an inquiry-based approach to teaching mathematics to English learners

© Plan mathematics lessons that support English learners at all language development levels

© Apply academic language during mathematics lessons

© Implement seven research-based strategies to scaffold rigorous mathematics content standards

© Design accommodations to create equitable classroom mathematics assessments

© Integrate the instructional tools and strategies into doable daily pedagogy

Two-day professional development workshops with flexible dates are available for school or district teams of up to 35 people.

Praise for the Book > Making Mathematics Accessible to English Learners presents clear examples of ways teachers can adapt activities and make modifications to lessons that are specific to different English proficiency levels, including effective strategies to connect the teaching of language and mathematics.

– Sylvia Celedón-Pattichis, Associate Professor of Bilingual Education, Department of Language, Literacy, and Sociocultural Studies, University of New Mexico

“/”


Bridging Cultures Between Home and School Institute

LEARN MORE ATWestEd.org/bridgingcultures

RESOURCESSee page 19 to order Bridging Cultures Between Home and School: A Guide for Teachers.

CONTACT INFORMATION Noelle Caskey [email protected] 415.615.3178

Bridging Cultures is dedicated to helping teachers, administrators, and support staff understand the cultural factors involved in designing and implementing programs that effectively address the needs of underserved cultural, linguistic, and racial groups in order to improve their educational outcomes.

The ideas and approaches disseminated at the institute reflect the findings of the Bridging Cultures research project, a multiyear collaboration between classroom teachers and professional researchers.

The one-day institute is interactive and designed to connect with participants’ personal experiences.

In addition to learning a conceptual framework that helps illuminate important cultural differences, participants have opportunities to work in small groups, reflect, and explore applications to their own educational settings. Particular aspects of the Bridging Cultures work can be highlighted during the institute, depending on client need. For example, participants may wish to focus on culturally appropriate assess-ment for diverse learners.

Bridging Cultures also offers workshops designed specifically for administrators.

The awareness I have experienced … is amazing! Dialogue was a key component. A ‘comfort zone’ was established early on … and barriers were taken down, allowing for meaningful conversations to take place.

– Principal

“/”

ENGLISH LEARNERS & LITERACY SERVICES: 6–12 b PAGE 11

Teaching English Learners and Students With Learning Difficulties in an Inclusive Classroom Professional Development

LEARN MORE ATWestEd.org/inclusiveclassrooms

CONTACT INFORMATION Dona Meinders [email protected] 916.492.4013

SAMPLE CHAPTERRead the introduction at WestEd.org/teachingenglishlearners

DETAILS $24.95 • 168 pages • 2012 • WestEd 978-0-914409-67-0

Order online at WestEd.org/teachingenglishlearners

Using the principles and approaches described in Teaching English Learners and Students With Learning Difficulties in an Inclusive Classroom: A Guidebook for Teachers, WestEd offers professional learning for schools and districts.

This workshop is designed to help participants attain the knowledge and practice the skills to implement a doable, daily, research-based set of specific strategies to tailor academic instruction for English learners and students with learning difficulties, such as specific learning disabilities, ADHD, and autism spectrum disorder.

The workshop blends this approach with other improvement initiatives and prior professional development.

Participants of the professional development receive a 40% discount off the price of the book.

Teaching English Learners and Students With Learning Difficulties in an Inclusive Classroom: A Guidebook for TeachersJOHN CARR AND SHAREN BERTRANDO

This guidebook presents powerful, concrete ways to engage all middle and high school students — especially English learners and students with other special needs — in successful learning. Teachers can benefit from the practical, evidence-based approaches for teach-ing standards-based content in any subject area. School and district leaders can benefit from the sustainable schoolwide and districtwide practices that respect diversity and support inclusion.

The strategies in this book — particularly those that address

teaching and using academic language — address a huge need

for both general education and special education teachers.

— Dee Torrington, Beginning Teacher Support and Assessment Trainer for Special Education, and President-Elect of California Association for Special Educators

b SCHOOL & DISTRICT ADMINISTRATION

English Learner Evaluation and Accountability Services

LEARN MORE ATWestEd.org/eleas

CONTACT INFORMATION Robert Linquanti [email protected] 510.302.4235

English Learner Evaluation and Accountability Services (ELEAS) provides technical assistance, professional learning, and consultation services designed to guide district and state leaders and policymakers in strengthening policies, practices, and services to English learners. Services include needs/assets assessments; incisive cross-sectional and longitudinal data analyses; facilitated policy decision-making; interactive presentations; and targeted professional learning. Services can be inte-grated with other WestEd consultation/professional learning.

English Learner Evaluation and Accountability Services are designed to help you:

© Build local capacity to establish, implement, and evaluate English learner progress and performance goals in English language development (ELD) and academic content areas

© Review and strengthen curricular, instructional, and assessment policies and practices in light of college- and career-readiness standards and corresponding ELD standards

© Integrate Elementary and Secondary Education Act Titles I and III external accountability into local systems and practices that foster meaningful internal accountability and improvement

Districts utilizing ELEAS systemic support services cite outcomes that include the following:

© Board-adopted ELD and academic achievement goals for English learners

© Consensus on instructional program expectations and designs, including for biliteracy development, long-term English learners, and newcomers

© Revised English Learner Master Plans that have purpose and focus

© Useful, effective progress monitoring systems

© Formative assessment practices to foster a learning culture

Cutting-edge ideas and tools that will help us put in place systems to make sure

our English learner students are meeting the language and content demands of

the new standards.

— Recent client

“/”

SCHOOL & DISTRICT ADMINISTRATION b PAGE 13

Dual-Language Solutions InstituteCONTACT INFORMATION Julie [email protected]

Dual-Language Solutions explores the feasibility of creating or expanding a dual- language program in your school or district. Dual-language programs promote bilingualism and biliteracy for students who speak a language other than English, as well as for students who are English-only speakers.

The institute consists of five full-day, six-hour interactive sessions, covering:

© What is dual language?

© Creating a dual-language program step by step

© Professional and curriculum development

© Ways to engage all families in their children’s dual-language education

© Collaborative evaluation — a dynamic and interactive approach

This institute is designed for:

© District-based teams of foreign language and English as a second language coordinators

© District administration

© Teachers who work with pre-K–8 English learners and English home speakers

Explore the most important features and theoretical

underpinnings of dual-language programs, and

examine practical ways to build student language

capacity and academic achievement.

Best Seller – Literacy

PAGE 14 b RESOURCES: LITERACY, GRADES 9–12 & COLLEGE

EXCERPTS

Read excerpts and watch a short video at WestEd.org/readingforunderstanding

DETAILS $29.95 • 416 pages • 2012 Jossey-Bass • 978-0-470-60831-9

Reading for UnderstandingHow Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, Second Edition RUTH SCHOENBACH, CYNTHIA GREENLEAF, AND LYNN MURPHY

This significantly updated edition of Reading for Understanding shows how teachers and students can work together to boost literacy, engagement, and achievement. Specifically, this book helps readers use the Reading Apprenticeship framework to increase student engagement and academic achievement in subject area classes.

Research has documented the effectiveness of Reading Apprenticeship for helping students gain the reading independence to master subject area course materials and other “gatekeeper” texts.

Endorsed by leading reading researchers and educators at every level, this book

© Presents a coherent framework for improving the reading and subject area learning of all students, including English learners, students with other special needs, students in hon-ors and Advanced Placement courses, and those in technical and community colleges

© Includes research-based strategies tested and proven effective in thousands of classrooms

© Amplifies key points with authentic “classroom close-ups” of students’ and teachers’ interactions

© Provides concrete instructional and assessment tools

© Offers a clear vision of how to address college- and career-readiness standards

For professional learning communities or individual teachers, Reading for Understanding is an inviting introduction to Reading Apprenticeship and a companionable reference for practice.

Reading for Understanding is a monumental achievement, bringing years of rigorous read-

ing research together in a framework for teaching. Several randomized clinical trials and

multiple ongoing studies demonstrate the effects of this approach.

— Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of Michigan

“/”

TO ORDER > 888.293.7833 or WestEd.org/bookstore

Middle & High School Curriculum

RESOURCES: LITERACY, GRADES 6–12 b PAGE 15

MORE ONLINEVisit ReadingApprenticeship.org to learn more about the Reading Apprenticeship research base and professional development.

HOW TO ORDERTo order Reading Apprenticeship Academic Literacy Course materials, visit WestEd.org/raal or call the WestEd Publications Center at 888.293.7833.

To request an order form or quote, email [email protected]

Reading Apprenticeship Academic Literacy (RAAL) Course CYNTHIA GREENLEAF, GINA HALE, IRISA CHARNEY-SIROTT, AND RUTH SCHOENBACH

The Reading Apprenticeship Academic Literacy (RAAL) year-long course is organized into three discipline-specific units — English language arts, history, and science — each of which supports the integration of literacy and subject area instruction.

Within and across the three units, students read increasingly complex text and apply their growing repertoire of literacy skills with increasing flexibility and control. In addition, a carefully scaffolded program of sustained silent reading is provided for each unit, building reader enjoyment, independence, stamina, and persistence.

Step-by-step lesson plans integrate instruction and assessment. Student materials include a full year of course readings, interactive notebooks for working with the disciplinary texts, and metacognitive logs for the sustained silent reading program.

RAAL Materials: Overview

In all my years of teaching, I have seen a lot of programs come and go and had to teach a lot

of them. This is the only program I have been excited about. It doesn’t demean my kids, it

works, and not just for a couple of kids.

— Grade 9 Academic Literacy Teacher, Reading Specialist, and Teacher Leader

“/”


Unit 1: Reading Self and Society • Teacher Binder + Metacognitive Logs • Student Reader (Building Academic

Literacy Anthology) • Student Interactive Notebook • Transparencies (optional)

Unit 2: Reading History • Teacher Binder + Iron Jawed Angels (DVD) • Student Reader + Women’s Suffrage • Student Interactive Notebook • Transparencies (optional)

Unit 3: Reading Science • Teacher Binder • Student Reader + A Nation at Risk:

Obesity in the United States • Student Interactive Notebook • Transparencies (optional)

Bundled Sets • Teacher Materials (for all 3 units) • Student Materials (for all 3 units)

Best Seller – English Learners

PAGE 16 b RESOURCES: ENGLISH LEARNERS


DETAILS $32.00 • 224 pages • 2015 Harvard Education Press 978-1-61250-801-6

English Language Learners and the New StandardsDeveloping Language, Content Knowledge, and Analytical Practices in the Classroom MARGARET HERITAGE, AĺDA WALQUI, AND ROBERT LINQUANTI FOREWORD BY KENJI HAKUTA

This resource presents a clear vision and practical suggestions for helping teachers engage English language learner (ELL) students in simultaneously learning subject-area content, analytical practices, and language. The process requires three important shifts in educators’ perspective on language and language learning:

© From an individual activity to a socially engaged activity

© From a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication

© From a separate area of instruction to an approach that embeds language development in subject-area activities

The book:

© Clarifies the skills and knowledge teachers need to integrate content knowledge and language development

© Shows how teachers can integrate formative assessment in ongoing teaching and learning

© Discusses key leverage points and stress points in using interim and summative assess-ments with ELLs

© Provides classroom vignettes illustrating key practices

In addition, WestEd authors Margaret Heritage, Aída Walqui, and Robert Linquanti explain the theories and research that underlie their vision and examine the role of policy in shap-ing pedagogy and assessment for ELL students.

This easy-to-understand book is worth every minute. The authors offer thoughtful

descriptions of content and language integration for English language learners to be college

and career ready. Complex theories of second language acquisition, teaching, learning, and

assessment are made accessible.

– Ohkee Lee, Steinhardt School of Culture, Education, and Human Development, New York University

“/”

RESOURCES: ENGLISH LEARNERS b PAGE 17

Best Seller – English Learners

MORE ONLINEVisit WestEd.org/qtel to learn more about Quality Teaching for English Learners.

EXCERPTS

Read excerpts at WestEd.org/scaffoldingacademicsuccess

DETAILS $27.95 • 240 pages • 2010 WestEd • 978-0-914409-75-5

Scaffolding the Academic Success of Adolescent English Language LearnersA Pedagogy of Promise AÍDA WALQUI AND LEO VAN LIER

Too often, the needs of English learners are met with simplified curriculum and lowered expectations. What would happen if instead classrooms were organized to honor the promise of these students by increasing rather than decreasing the intellectual challenge of instruction, by increasing the support such challenge requires, and by increasing stu-dents’ active engagement with their own learning?

This book is the result of a decade-long effort in school districts such as New York City, Austin, and San Diego to implement challenging instruction that is designed for class-rooms that include English learners, raises the bar, and increases engagement for all learners. Classroom vignettes, transcripts of student interactions, and detailed examples of intellectually engaging middle and high school lessons provide a concrete picture of the instructional approach developed by coauthor Aída Walqui, founder and director of WestEd’s Quality Teaching for English Learners (QTEL).

Underlying the QTEL approach and giving it coherence and power are three strands of instructional theory — cognitive psychology, sociolinguistics, and sociocultural learning theory. Coauthor Leo van Lier, internationally recognized author, linguist, and sociocultural theorist, lays out through clear examples just what these theories have to offer the class-room teacher, in particular the teacher of English learners.

Lively and highly readable … illustrates a creative, current, and coherent approach to

teaching, and challenges aspects of traditional curricula and assessment processes that

have, in the past, limited learners’ potential.

— Pauline Gibbons, author of Scaffolding Language, Scaffolding Learning

“/”


Best Sellers – Teacher Resources

PAGE 18 b RESOURCES: ENGLISH LEARNERS, SCIENCE & MATHEMATICS

SAMPLE CHAPTERSRead “Chapter 1: Teaching Science” and “Chapter 6: Assessing English Learners” at WestEd.org/makingscienceaccessible


Making Mathematics Accessible to English Learners: A Guidebook for Teachers JOHN CARR, CATHERINE CARROLL, SARAH CREMER, MARDI GALE, RACHEL LAGUNOFF, AND URSULA SEXTON

This practical book helps middle and high school mathematics teach-ers effectively reach English learners in their classrooms. Designed for teachers who have had limited preparation for teaching mathematics to English learners, the guide offers an integrated approach to teaching mathematics content and English language skills.

This book’s clear, understandable writing style makes complex

ideas accessible. The authors explain how teaching strategies that

are good for English learners are good for all diverse learners. This

principle is the heart of equity.

— Kathlan Latimer, Mathematics and Science Leadership Office, California Department of Education

SAMPLE CHAPTERRead “Chapter 1: Teaching Mathematics” at WestEd.org/makingmathaccessible



Making Science Accessible to English Learners: A Guidebook for Teachers, Updated Edition JOHN CARR, URSULA SEXTON, AND RACHEL LAGUNOFF

This best-selling guidebook helps middle and high school science teachers reach English learners in their classrooms. The guide offers practical guidance, powerful and concrete strategies, and sample lesson scenarios that can be implemented immediately in any science class.

As a teacher with many English learners in every class, I value

the ideas and models presented in this guidebook.

— Science teacher

RESOURCES: FOR CLASSROOM TEACHERS b PAGE 19

Teacher Resources

PROFESSIONAL LEARNINGSee page 7 in this catalog to learn about professional learning opportunities related to this resource.

DETAILS Grades K–1: $16.95 • 2005 WestEd • 978-0-914409-44-1

Grades 2–3: $16.95 • 2005 WestEd • 978-0-914409-45-8

Grades 4–8: $16.95 • 2005 WestEd • 978-0-914409-46-5

SET: $40.00 (Save 15% by ordering the set.)

Poster dimensions: 24” x 36” Teaching Guides: 7” x 8.5”

Bridging Cultures between Home and School: A Guide for Teachers ELISE TRUMBULL, CARRIE ROTHSTEIN-FISCH, PATRICIA M. GREENFIELD, AND BLANCA QUIROZ

Teaching students from a range of cultural backgrounds is easier when teachers understand both the mainstream culture of schools and the cultures of their students. This guide provides a framework for learning about culture, along with many teacher-created strategies for making classrooms more successful for students, particularly those from immigrant Latino backgrounds.

The book highlights the importance of parents and teachers

working in concert to ensure that all students receive a high

quality education.… This is a must read for all educators interested

in ensuring culturally inclusive schools.

— Multicultural Perspectives

PROFESSIONAL LEARNINGSee page 10 in this catalog to learn about professional learning opportunities related to this resource.

DETAILS $42.95 • 200 pages • 2001 Routledge • 978-0-8058-3519-9


Discussion Builders Posters Set: Grades K–1, 2–3, and 4–8 CARNE BARNETT-CLARKE AND ALMA RAMÍREZ

Discussion Builders sentence stems give students a platform for voicing their ideas and questions, valuing others’ contributions, and incorporating increasingly sophisticated thinking strategies. Students learn through active participation in classroom discussions, and accompanying teachers’ guides explain how to get students talking and thinking more conceptually, in any subject. Proven powerful for English learners and students of all achievement levels, the posters scaffold progressively more complex reasoning and use of academic language across the grades. Grades K–1 help students present, expand upon, and reflect on important ideas. Grades 2–3 prompt students to use these skills at more sophisticated levels. Grades 4–8 strengthen students’ complex reasoning.

b RESOURCES: FORMATIVE ASSESSMENT

Formative Assessment

MORE ONLINEVisit WestEd.org/mss for free samples of student work.

DETAILS Print: $19.95 • 112 pages • 2014 WestEd • 978-1-938287-12-1 eBook: $16.95 • 112 pages • 2014 WestEd • 978-1-938287-21-3

Formative Assessment Task Bank E-Books KIRSTEN DAEHLER, JENNIFER FOLSOM, CATHY CARROLL, MARDI GALE, AND JENNIFER MENDENHALL

An ideal complement to WestEd’s Making Sense of Student Work protocol, this collection of digital formative assessment task banks in science and math are designed to allow students to share their thinking.

These accessible and interesting tasks go beyond facts or simple recall and encourage students to think; require students to decide what knowledge to apply when; can be solved in a number of ways; give students a chance to explain their thinking and ways of figuring things out; and ask students to communicate in several modes. The tasks can be used to augment existing instructional activities.

DETAILS SCIENCEEnergy: $6.95 • 48 pages • 2014 WestEd • 978-1-938287-16-9

Matter: $ 6.95 • 46 pages • 2014 WestEd • 978-1-938287-18-3

Force & Motion: $6.95 • 46 pages 2014 • WestEd • 978-1-938287-17-6

Genes & Traits: $6.95 • 25 pages 2015 • WestEd • 978-1-938287-28-2

MATHThe Number System: $6.95 25 pages 2014 • WestEd 978-1-938287-19-0

Equations & Expressions: $6.95 25 pages • 2014 • WestEd 978-1-938287-20-6


Making Sense of Student Work: A Protocol for Teacher Collaboration KIRSTEN DAEHLER, JENNIFER FOLSOM, AND JENNIFER MENDENHALL

When teachers closely examine words and drawings created during the learning process, they gain a valuable window into their stu-dents’ thinking. By examining student work, teachers can identify what students understand and where gaps in their understanding can be leveraged as opportunities for improvement. Making Sense of Student Work is a self-facilitated protocol, ideal for collaborative groups of 3–24 teachers. It is divided into five two-hour sessions, each with a specific focus — exploring mental models, investigating learning gaps, thinking through instructional next steps, analyzing tasks, and modifying tasks.

This protocol supports teachers who want to understand what

their students know and how they reason so that they can

leverage learning in productive ways.

— Linda Darling-Hammond, Professor of Education, Stanford University

RESOURCES: FORMATIVE ASSESSMENT b PAGE 21

DETAILS $26.95 • 176 pages • 2013 Harvard Education Press 978-1-61250-551-0

Assessment-Centered Teaching: A Reflective Practice KATHY DIRANNA, ELLEN OSMUNDSON, JO TOPPS, LYNN BARAKOS, MARYL GEARHART, KAREN CERWIN, DIANE CARNAHAN, AND CRAIG STRANG

Because assessment and instruction are two sides of the same coin, it is critical for teachers to not only assess what students understand, but also use that information to adjust their teaching. Assessment-Cen-tered Teaching (ACT) is a unique practice that allows teachers to gather information during instruction to uncover learning gaps and guide students toward deeper understandings of complex ideas. Suitable for all grade levels, this resource describes how reflective practitioners can use the ACT portfolio to reflect on, modify, and improve their curriculum and instruction.

Valuable for practitioners who wish to improve their teaching

and their students’ learning, and for researchers concerned with

putting ideas of formative assessment into teaching practice.

— Richard J. Shavelson, Margaret Jack Professor of Education, Stanford University

PROFESSIONAL LEARNING AVAILABLEContact Kathy DiRanna (e: [email protected], t: 714.812.0288) for information about professional learning.

DETAILS $39.95 • 224 pages • 2008 Corwin • 978-1-4129-5463-1


Formative Assessment in Practice: A Process of Inquiry and Action MARGARET HERITAGE

This practical guide to formative assessment is grounded in the belief that:

© Assessment should be in the best interest of all students

© Students should be involved in the decisions that ensue from assessment use

© Opportunities to learn, progress, and succeed should be available to all children equally

The book addresses students’ own role in learning about themselves as learners and examines the classroom as a community of practice. Chapters on learning progressions and the policy contexts that support formative assessment are included. Skillfully interweaving theory and practice, this book is an invaluable resource for teachers, teacher educators, and those interested in the academic and policy aspects of assessment.

Formative Assessment

b RESOURCES: K–8 MATH CURRICULUM & SCIENCE COURSES FOR TEACHERS

Math Curriculum & Science Courses for Teachers

MORE ONLINEVisit WestEd.org/mpp for free samples and more information.

DETAILS Grades K–1: $165.00 320 pages • 2010 • WestEd 978-0-914409-58-8 Grades 2–3: $165.00 352 pages • 2010 • WestEd 978-0-914409-59-5 Grades 4–6: $165.00 368 pages • 2010 • WestEd 978-0-914409-60-1 Grades 6–8: $165.00 368 pages • 2010 • WestEd 978-0-914409-61-8

Making Sense of SCIENCE Courses KIRSTEN DAEHLER, JENNIFER FOLSOM, AND MAYUMI SHINOHARA

Making Sense of SCIENCE (MSS) is a comprehensive set of teacher professional learning courses that focus on core topics of K–12 earth, life, and physical science. Rigorous studies show that MSS improves students’ science achievement — especially English language learners and students with poor literacy skills. The materials include everything needed to lead MSS courses:

© Facilitator Guide with extensive support materials and detailed procedures

© Teacher Book with teaching, science, and literacy investigations, along with a follow-up component, Looking at Student Work (Available separately as Making Sense of Student Work on page 20.)

© Digital materials including certificates, handouts, and charts

Additional CoursesSoon-to-be-published MSS courses: Organisms, Earth Systems, Weather & Climate, Plate Tectonics, and Electric Circuits

MORE ONLINEVisit WestEd.org/mss for more information, or email [email protected]

PROFESSIONAL LEARNING AVAILABLEContact Louise DuCray (e: [email protected], t: 650.381.6407) to learn about professional learning related to this resource.

DETAILS Genes & Traits: $249.95 • 2015 WestEd • 978-1-938287-27-5

Matter: $249.95 • 2012 • WestEd 978-1-938287-02-2

Force & Motion: $249.95 • 2011 WestEd • 978-0-914409-77-9

Energy: $249.95 • 2011 • WestEd 978-0-914409-78-6


Math Pathways & Pitfalls K–8 Curriculum CARNE BARNETT-CLARKE AND ALMA B. RAMÍREZ, WITH DEBRA COGGINS

This K–8 curriculum helps students tackle stubborn pitfalls head-on and transform them into pathways for learning key mathematical topics. In rigorous research studies, Math Pathways & Pitfalls significantly increased student achievement for diverse students, including for English learners, in all grades tested.

DVDISBN: 978-0-914409-74-8© WestEd 2010

Videos

WestEd.org

UNITS

K–3

Early and Whole Number Concepts

Place Value and Whole Number Operations

Resources and Lesson Masters

CDISBN: 978-0-914409-69-4© WestEd 2010

Early and Whole Number Concepts with Algebra Readiness

WestEd.org

DVDISBN: 978-0-914409-74-8© WestEd 2010

Videos

WestEd.org

UNITS

K–3

Early and Whole Number Concepts

Place Value and Whole Number Operations

Place Value and Whole Number Operations with Algebra Readiness


CDISBN: 978-0-914409-73-1© WestEd 2010

WestEd.org

DVDISBN: 978-0-914409-63-2© WestEd 2010

Videos

WestEd.org

Fractions and Decimals

Percents, Ratios, and Proportions

UNITS

4–7


CDISBN: 978-0-914409-71-7© WestEd 2010

Percents, Ratios, and Proportions with Algebra Readiness

WestEd.org

DVDISBN: 978-0-914409-63-2© WestEd 2010

Videos

WestEd.org

Fractions and Decimals

Percents, Ratios, and Proportions

UNITS

4–7


CDISBN: 978-0-914409-62-5© WestEd 2010

Fractions and Decimals with Algebra Readiness

WestEd.org

Digital Resources

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Let us put our unparalleled and wide- ranging expertise to work for you.

Visit WestEd.org for more information or contact us today at 877.493.7833 or [email protected]

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About WestEd / WestEd — a nonpartisan, nonprofit research, development, and service agency — works with education and other communities throughout the United States and abroad to promote excellence, achieve equity, and improve learning for children, youth, and adults. WestEd has more than a dozen offices nationwide, from Washington and Massachusetts to Arizona and California, with headquarters in San Francisco. For more information, visit WestEd.org, call 877.493.7833, or email us at [email protected].

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also available

WestEd.org/SDI-Catalog-2016WestEd.org/STEM-Catalog-2016

Making Sense of SCIENCE: Genes & Traits for Teachers of Grades 5-12PAGE 14

Field Guide to Geometric Transformations, Congruence, and SimilarityPAGE 16

Math Pathways & Pitfalls: Fractions and Decimals with Algebra Readiness, Lessons and Teaching Manual, Grades 4-6PAGE 18

Moving Leadership Standards Into Everyday Work: Descriptions of Practice, Second EditionPAGE 14

Growing Into Equity: Professional Learning and Personalization in High-Achieving SchoolsPAGE 16

Mentoring New Teachers Through Collaborative CoachingPAGE 18

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