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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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| Your English Language Learner | |
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| Orientation | |
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| Demographic Information about English Learners | |
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| English Learners and Academic Achievement | |
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| Principles of Instruction for Second Language Acquisition | |
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| Ensure that Learners Develop both a Rich Repertoire of Formulaic Expressions and Rule-Based Competence | |
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| Ensure that ELLs Focus Predominantly on Meaning | |
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| Ensure that Learners also Focus on Form | |
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| Develop Implicit Knowledge of the Second Language without Neglecting Explicit Knowledge | |
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| Take into Account the Learner's Built-in Syllabus | |
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| Utilize Extensive Second Language Input | |
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| Provide Opportunities for Output | |
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| Provide Opportunity to Interact in the Second Language | |
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| Take Account of Individual Differences in Learners | |
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| Examine Free as well as Controlled Production when Assessing Learners' Second Language Proficiency | |
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| Practice Culturally Responsive Teaching | |
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| Set High Standards for all Students | |
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| ESOL Program Models | |
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| English as a Second Language instruction (ESL) | |
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| Sheltered English Instruction (SEI) | |
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| Newcomer Programs | |
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| Transitional Bilingual Education (TBE) | |
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| Developmental Bilingual Education Programs (DBE) | |
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| Dual Language Programs | |
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| Bilingual Immersion Programs | |
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| Heritage Language Programs | |
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| Fostering Parent Involvement | |
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| Title III Requirements for Parental Involvement | |
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| Barriers to and Suggested Solutions for Parental Involvement | |
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| Principles of English / Language Arts Teaching and Learning | |
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| English / Language Arts-Focused ESOL Research | |
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| Students' Native Language | |
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| Talk and Interaction | |
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| Emphasis on Students' Experiences | |
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| Text Selection | |
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| Instructional Conversations | |
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| Literature Study Groups | |
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| Cognitive Strategies | |
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| Teaching Strategies | |
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| Writing Instruction | |
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| Assessment | |
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| Conclusion | |
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| English Language Learners and the Common Core State Standards | |
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| Overview of the Standards | |
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| English Language Proficiency and the Standards | |
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| Recommendations for Teaching ELLs and the Standards | |
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| Assessment | |
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| Conclusion and Implications | |
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| Teaching English / Language Arts | |
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| Introduction | |
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| Reading Strategies | |
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| Steps to Introduce Reading Strategies | |
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| Reading Surveys (Levels 1-4) | |
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| Understanding the Organizational Structure of a Text (Levels 3 and 4) | |
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| Using Graphic Organizers (Levels 1-4) | |
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| Text Features (Levels 2-4) | |
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| Anticipation Guides (Levels 1-4) | |
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| Concept Maps (Levels 1-4) | |
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| Author's Promise (Levels 1-4) | |
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| Predicting and Confirming Activity (Levels 1-4) | |
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| Talking to the Text (Levels 2-4) | |
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| Double Entry Journals (Levels 2-4) | |
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| Literature Circles (Levels 2-4) | |
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| Directed Reading Sequence: Summarizing, Identifying Main Ideas and Details (Levels 2-4) | |
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| Story Map (Levels 1-4) | |
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| Character Maps and Charts (Levels 1-4) | |
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| Dramatic Tableaux (Levels 1-4) | |
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| Children's Information Picture Books (Levels 1-4) | |
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| CRITICS: Distinguishing Between Fact and Opinion | |
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| PIE and Point of View Comic Strips | |
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| Discussion Questions for Reading Strategies | |
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| Reading Literature | |
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| Making Classic Works of Literature More Accessible (Levels 1-4) | |
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| Updating the Classics (Levels 1-4) | |
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| Using Adolescent Literature as a Bridge to the Classics (Levels 3 and 4) | |
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| Using Adolescent Literature to Make Textual Connections (Levels 3 and 4) | |
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| Using Adolescent Literature to Introduce the Language of Literature (Levels 2-4) | |
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| Paideia Seminar (Levels 1-4) | |
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| Close Readings (Levels 1-4) | |
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| Creating Timelines as a During-reading Activity (Levels 1-4) | |
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| Discussion Questions | |
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| Writing | |
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| Writing with Magnetic Poetry (Levels 1-4) | |
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| Word Choice + Audience = Voice (Levels 2-4) | |
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| Integrating Textual Support (Levels 2-4) | |
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| Organizing Academic Writing (Levels 2-4) | |
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| Composing with Computers (Levels 1-4) | |
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| Contrastive Rhetoric (Levels 2-4) | |
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| Read-Around-Groups or RAGs (Levels 2-4) | |
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| Discussion Questions | |
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| Grammar | |
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| Grammar from Nursery Rhymes to Hip Hop (Levels 1-4) | |
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| Studying Parts of Speech with Artwork (Levels 1-4) | |
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| Sentence Combining (Levels 2-4) | |
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| Grammar in LEGO LAND (Levels 1-4) | |
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| Imitating our Favorites (Levels 3 and 4) | |
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| Preparing Students to Write Research Reports (Levels 1-4) | |
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| Examining One Sentence Closely (Levels 2-4) | |
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| Discussion Questions | |
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| Vocabulary Development | |
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| Types of Vocabulary | |
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| Word Knowledge Check (Levels 1-4) | |
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| Fostering Word Consciousness (Levels 1-4) | |
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| Helping Webster Become Bilingual | |
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| Word Walls (Levels 1-4) | |
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| Cognates (Levels 1-4) | |
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| Draw the Word: Visual Representations (Levels 1-4) | |
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| Semantic Maps (Levels 1-4) | |
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| Vocabulary Squares (Levels 1-4) | |
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| Words in Context (Levels 1-4) | |
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| Vocabulary Bookmarks (Levels 3 and 4) | |
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| Vocabulary Charades (Levels 1-4) | |
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| Vocabulary Bingo (Levels 1-4) | |
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| Wide Reading and Reading Aloud (Levels 1-4) | |
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| Dictionaries (Levels 1-4) | |
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| Discussion Questions | |
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| Speaking and Listening | |
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| Introduction | |
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| Creating Language-Teaching Opportunities (Levels 1-4) | |
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| Jazz Chants (Levels 1-4) | |
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| Using Music in ELA (Levels 1-4) | |
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| Teaching Conditionals and Promises with Napoleon Dynamite (Levels 1-4) | |
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| Role Play with TV Commercials (Levels 1-4) | |
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| Connecting Story Telling and Literature (Levels 1-4) | |
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| What's in the Bag? (Levels 1-4) | |
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| Watch, Role play, Improvise (Levels 1-4) | |
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| Fumble Rules (Levels 1-4) | |
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| Multiple-Choice Questions (Levels 1-4) | |
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| Puns: Explain, Complete, Construct (Levels 3 and 4) | |
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| Oral Presentation of a Poem (Levels 1-4) | |
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| Showing Films (Levels 1-4) | |
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| Class Discussions Using Small Groups (Levels 1-4) | |
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| Total Physical Response (TPR) (Levels 1-4) | |
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| Readers' Theatre (Levels 1-4) | |
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| Discussion Questions | |
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| Technology in the English Language Arts Classroom | |
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| Introduction | |
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| Using Blogs in ELA Classrooms (Levels 1-4) | |
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| Using Social Networking Sites in ELA Classrooms (Levels 1-4) | |
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| Using Wikis in ELA Classrooms (Levels 1-4) | |
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| Using an Electronic Text Corpus (Levels 1-4) | |
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| Using Video-Sharing Sites (Levels 1-4) | |
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| E-Portfolios in ELA Classrooms (Levels 1-4) | |
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| Podcasting for ELLs (Levels 1-4) | |
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| Conclusion | |
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| Discussion Questions | |
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| Developing a Unit of Study for a Complete Work | |
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| Thematic Units | |
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| The Unit Rationale | |
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| Unit Goals | |
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| Assessment | |
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| Lessons and Activities | |
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| Concluding Remarks | |
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| Discussion Questions | |
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| Resources | |
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| Internet Resources for Teachers | |
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| Professional Organizations and Journals | |
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| Research Centers and Institutes | |
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| Classroom Teaching Resources | |
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| Culturally Responsive Teaching | |
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| Clipart and Images | |
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| Literature for Teachers | |
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| Best Practice in ELL Instruction | |
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| Cultural Information | |
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| Teachers' Manuals and Guides | |
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| Apps | |
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| Internet Resources for ELLs | |
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| Online Dictionaries | |
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| Dictionaries | |
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| Online Translation Services | |
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| Internet Sites: English Language Support | |
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| Audio-Visual Materials | |
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| Glossary | |
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| References | |
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| Index | |