- Page 1 and 2: U.S. Department of Education NEWCOM
- Page 3 and 4: Contents Introduction . . . . . . .
- Page 5 and 6: Chapter 5: Establishing Partnership
- Page 7 and 8: CHAPTER 1: Who Are Our Newcomers? A
- Page 9 and 10: Terms Used to Describe Newcomers
- Page 11 and 12: Cultural Contributions Immigrants b
- Page 13 and 14: IMMIGRANT SPOTLIGHT Paola Moya, CEO
- Page 15 and 16: CHAPTER 1 RESOURCES PROFESSIONAL RE
- Page 17 and 18: CHAPTER 1 RESOURCES PROFESSIONAL RE
- Page 19: CHAPTER 1 RESOURCES PROFESSIONAL RE
- Page 23 and 24: CHAPTER 1 RESOURCES Resource List A
- Page 25 and 26: CHAPTER 1 RESOURCES Jacoby, T. (200
- Page 27 and 28: CHAPTER 1 RESOURCES U.S. Citizenshi
- Page 29 and 30: CHAPTER 2: Welcoming Newcomers to a
- Page 31 and 32: It is fundamental to schools’ wor
- Page 33 and 34: 3. Communication with students and
- Page 35 and 36: 3. Communication with students and
- Page 37 and 38: classes for parents, and an array o
- Page 39 and 40: Process and Practice Components of
- Page 41 and 42: Practice and Process Components of
- Page 43 and 44: Practice and Process Components of
- Page 45 and 46: CHAPTER 2 CLASSROOM TOOL Connecting
- Page 47 and 48: CHAPTER 2 SCHOOLWIDE TOOL New York
- Page 49 and 50: CHAPTER 2 PROFESSIONAL REFLECTION A
- Page 51 and 52: CHAPTER 2 PROFESSIONAL REFLECTION A
- Page 53 and 54: CHAPTER 2 RESOURCES de Vise, D. (20
- Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
- Page 57 and 58: CHAPTER 2 RESOURCES U.S. Department
- Page 59 and 60: Cultivating Global Competencies New
- Page 61 and 62: These perspectives provide a platfo
- Page 63 and 64: process; learning a second language
- Page 65 and 66: • gain control of their own learn
- Page 67 and 68: Misconceptions (continued) • Deve
- Page 69 and 70: Key Attributes of Dual Language Edu
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their individual needs. The focus o
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CHAPTER 3 CLASSROOM TOOL Subject-Sp
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CHAPTER 3 CLASSROOM TOOL Checklist
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CHAPTER 3 PROFESSIONAL REFLECTION A
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CHAPTER 3 PROFESSIONAL REFLECTION A
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CHAPTER 3 RESOURCES Resource List A
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CHAPTER 3 RESOURCES English Languag
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CHAPTER 3 RESOURCES Institute for I
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CHAPTER 3 RESOURCES Robertson, K. (
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CHAPTER 3 RESOURCES U.S. Department
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CHAPTER 3 RESOURCES WIDA. (n.d.). A
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Social Emotional Well-Being and Stu
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Social Emotional Skills Development
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to understand and tap into students
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Integrating Social Emotional and Ac
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CHAPTER 4 CLASSROOM TOOL 10 Teachin
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CHAPTER 4 CLASSROOM TOOL Problem-So
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CHAPTER 4 SCHOOLWIDE TOOL Core Stre
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CHAPTER 4 SCHOOLWIDE TOOL Discrimin
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CHAPTER 4 SCHOOLWIDE TOOL Develop a
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CHAPTER 4 PROFESSIONAL REFLECTION A
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CHAPTER 4 PROFESSIONAL REFLECTION A
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CHAPTER 4 PROFESSIONAL REFLECTION A
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CHAPTER 4 RESOURCES Birman, D. (200
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CHAPTER 4 RESOURCES de los Reyes, E
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CHAPTER 4 RESOURCES Karcher, M. (20
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CHAPTER 4 RESOURCES Responsive Clas
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CHAPTER 4 RESOURCES Suárez-Orozco,
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CHAPTER 4 RESOURCES WestEd. (2014).
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Highly successful schools spend tim
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Schools should develop strategies t
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Processes and Strategies to Facilit
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Model and Support Parents’ Engage
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Stories From the Field: Four Blog P
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 PROFESSIONAL REFLECTION A
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CHAPTER 5 PROFESSIONAL REFLECTION A
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CHAPTER 5 PROFESSIONAL REFLECTION A
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CHAPTER 5 PROFESSIONAL REFLECTION A
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CHAPTER 5 RESOURCES Bridging Refuge
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CHAPTER 5 RESOURCES Education Devel
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CHAPTER 5 RESOURCES Mapp, K. L., &
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education