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| List of Figures | |
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| List of Tables | |
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| Series Introduction | |
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| Acknowledgments | |
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| Introduction | |
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| Teachers and ELLs | |
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| Who Can Benefit from this Book? | |
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| How to Use this Book | |
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| Your English Language Learner Tony Erben | |
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| Orientation | |
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| The Process of English Language Learning and What to Expect | |
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| Give ELLs Many Opportunities to Read, to Write, to Listen to, and to Discuss Oral and Written English Texts Expressed in a Variety of Ways | |
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| Draw Attention to Patterns of English Language Structure | |
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| Give ELLs Classroom Time to Use Their English Productively | |
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| Give ELLs Opportunities to Notice Their Errors and to Correct Their English | |
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| Construct Activities that Maximize Opportunities for ELLs to Interact with Others in English | |
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| Constructing a Curriculum with Language Needs in Mind | |
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| Deciding on the Best ESOL Program | |
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| Teaching for English Language Development | |
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| Not All ELLs Are the Same | |
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| Stages of Cultural Adjustment | |
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| Cultural Practices at School | |
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| Culturally Responsive Pedagogy | |
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| Not All Parents Are the Same: Home-School Communication | |
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| Ideas: On Fostering Access | |
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| Ideas: On Fostering Approachability | |
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| Ideas: On Achieving Good Follow-Through | |
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| English Language Learners with Special Needs | |
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| Gifted ELL Students | |
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| Conclusion | |
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| Principles of Social Studies Teaching and Learning | |
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| Principles of Social Studies Teaching and Learning | |
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| Elements of an Instructional Program | |
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| How Instruction Unfolds | |
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| Social Studies-Focused ELL Research | |
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| Classroom Environment | |
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| Pedagogical Orientation, Practice, and Reflection | |
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| Culturally Sensitive Pedagogy | |
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| General Approaches for Teaching Social Studies to ELLs | |
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| Language Use | |
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| Content-Centered Instruction | |
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| Sheltered Instruction | |
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| Individualized and Differentiated Instruction | |
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| Technology-Based Instruction and Learning | |
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| Discussion and Questioning | |
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| Discovery and Exploration | |
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| Cooperative Learning Skills | |
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| Enacting the Social Studies Curriculum | |
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| Textbooks and Trade Books | |
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| Graphic Organizers and Realia | |
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| Demonstrations and Total Physical Response | |
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| Role Playing and Simulations | |
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| Visual Resources | |
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| Assessment | |
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| Conclusion | |
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| Teaching Social Studies | |
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| Introduction | |
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| Geography | |
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| Kinesthetic Learning and Stratified Questioning: The Concept of Scale (Levels 1-4) | |
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| Kinesthetic Learning and Visual Aids: Africa: Physical Geography and Population Distribution (Levels 3 and 4) | |
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| K-W-L-Q-H, Visual Aids, Guided Imagery, and Stratified Questioning: Women's Work in Southern India (Levels 2-4) | |
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| Discovery Exercise Using Visual Aids and Stratified Questioning: Adaptation of the Environment: Place Where Native Americans Lived (Levels 1-4) | |
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| U.S. History | |
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| Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 1-4) | |
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| Visual Aids, Cartography, and Critical Thinking: Lewis and Clark Activity 2: Cartography (Levels 3 and 4) | |
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| Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark Extension Activity: Creating a Diorama (Levels 1-4) | |
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| Cooperative Learning, Peer Teaching, and Primary Documents: Lewis and Clark Activity 3: Primary Documents Using Cooperative Learning (Levels 3 and 4) | |
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| Bar Graphs and Historical Photograph Analysis: City Life 1860-1920s (Levels 2 and 3) | |
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| Timelines and Stratified Questioning Strategy: Woodrow Wilson (Levels 1-4) | |
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| Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music: Women in WWII (Levels 1-4) | |
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| Eisenhower's Military-Industrial Complex Speech, 1961: Simplifying Text and Role Playing (Levels 3 and 4) | |
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| World History | |
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| Culturally Sensitive Pedagogy, Visual Aids, Stratified Questioning, and Research Skills: World Origins of Our Class (Levels 1-4) | |
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| Visual Aids, Guided Observation, Word Wall, and Stratified Questioning: The Agricultural Revolution (Levels 1 and 2) | |
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| Realia, Word Wall, and Visual Aids: The Renaissance (Levels 1-4) | |
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| Visual Aids and Primary Source Documents: Cultural Encounter and Exploration (Levels 3 and 4) | |
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| Simplified Text and Concept Map: The Enlightenment (Levels 2-4) | |
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| Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial Revolution: The Cases of Great Britain and Japan (Levels 1-4) | |
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| Visual Aids, Role Playing, Guided Reading, and Stratified Questioning: Japanese Americans During WWII (Levels 1-4) | |
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| Role Playing and Cooperative Learning: Factory Life in the Twentieth Century (Levels 2-4) | |
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| Government and Civics | |
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| Graphic Organizers and Visuals: The Duties, Responsibilities, and Rights of United States Citizens (Levels 1 and 2) | |
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| Peer Teaching and Visual Aids: Political Cartoons (Levels 2-4) | |
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| Teaching with Primary Sources (Levels 2-4) | |
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| Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3 and 4) | |
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| Language Development through Simplifying Complex Text and Using Visual Aids: Women's Suffrage (Levels 3 and 4) | |
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| Cooperative Learning, Computer Technology, and Alternative Assessments: Political Bumper Stickers (Levels 1-4) | |
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| Visual Aids and Graphic Organizers: Executive Powers (Levels 1-4) | |
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| Economics | |
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| Visuals and Simplified Text to Develop Key Vocabulary (Levels 1 and 2) | |
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| Graphic Organizers and Role Playing: "Half a Loaf is Better than None": International Trade and Development (Levels 3 and 4) | |
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| Visual Aids, Realia, Total Physical Response, and Stratified Questioning Strategy: Goods and Services (Levels 1-4) | |
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| Visual Aids and Cooperative Learning: The Economic Concept of Scarcity (Levels 2-4) | |
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| Cooperative Learning: Setting Priorities and Making Choices: A Lesson in Personal Budgeting (Levels 3 and 4) | |
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| Graphic Organizers and Cooperative Learning: Consumer Credit and Debt (Levels 2-4) | |
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| Visual Aids and Stratified Questioning Strategy: Advertising (Levels 1-4) | |
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| Anthropology, Sociology, and Psychology | |
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| Cooperative Learning and Visual Aids: Mental Cartography (Levels 1-4) | |
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| Visuals, Graphic Organizer, and Modified Assessment: Religions of the World (Levels 1 and 2) | |
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| Visual Aids, Realia, Object-Based Learning: Archaeological Artifacts (Levels 1 and 2) | |
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| Simplifying Complex Language: Cultural Anthropology: Seeing Through Others' Eyes (Levels 3 and 4) | |
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| Alternative Assessments: Sociology: Surveys and Opinion Polls (Levels 2-4) | |
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| Visual Aids, Graphic Organizer, and Effective Closure: Psychology: Identity Formation (Levels 1-4) | |
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| Controversial Issues in the Social Studies Classroom | |
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| Cooperative Learning, Kinesthetic Activities, and Stratified Questioning Strategy: The Paper Chase (Levels 1-4) | |
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| Using Technology, Audio-Visual Materials, and Cooperative Learning: Controversial Issues at Home and Abroad (Levels 2-4) | |
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| Political Cartoons, Values Clarification, and Role Playing: Immigration: Whom Should We Allow In? (Levels 1-4) | |
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| Simplified Text, Guided Note Taking, Visual Aids, and Cooperative Learning: Human Rights (Levels 2-4) | |
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| Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 2-4) | |
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| Cooperative Learning, Critical Thinking, and Research Skills: The Dead-Red Sea Canal (Levels 3 and 4) | |
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| Resources | |
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| Internet Resources for Teachers | |
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| Print and Associated Resources for Teachers | |
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| Resources for Students | |
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| Glossary | |
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| Notes | |
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| References | |
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| Index | |