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| About the Author | |
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| About The Leadership and Learning Center | |
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| Acknowledgments | |
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| Preface | |
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| Introduction | |
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| Where Are the Answers? | |
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| Using This Resource | |
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| English Language Learners | |
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| The Current State of Education for English Language Learners | |
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| What Works with ELLs | |
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| Is It Only About Degree of Implementation? | |
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| How Long It Takes to Acquire English | |
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| The New Wave of Immigration | |
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| A Growing ELL Population | |
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| Characteristics of the Current ELL Population | |
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| The Case for Urgency | |
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| The Impact of the No Child Left Behind Act | |
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| State Concentrations of School-Age Children of Immigrants | |
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| Responding to the Challenges | |
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| Long-Term English Language Learners | |
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| How Children Acquire Language | |
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| Resources | |
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| What Works with Long-Term English Learners | |
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| Discussion Questions | |
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| Getting Ready To Teach | |
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| English Language Learner Instructional Programs | |
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| Some Issues with the Home Language Survey | |
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| English Language Learner Program Options | |
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| Bilingual Programs | |
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| Dual-Immersion Programs | |
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| English-Immersion Programs | |
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| EnglishMainstream | |
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| Support Programs for ELLs | |
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| English as a Second Language Instruction | |
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| Sheltered Instruction | |
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| Total Physical Response | |
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| Conclusion | |
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| Levels of Language Acquisition | |
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| How the Four Language Domains Develop in ELLs | |
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| CommonMisconceptions | |
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| Conclusion | |
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| Assessing English Language Learners | |
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| Formative and Summative Assessments | |
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| The Assessment Process | |
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| Monitoring Language Acquisition | |
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| Complexities of Monitoring Language Acquisition | |
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| Assessment in the ESL Classroom | |
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| Assessment in the Mainstream Classroom | |
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| Planning Differentiated Assessments | |
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| AWord of Caution to Mainstream Teachers | |
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| The Bottom Line | |
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| Grading English Language Learners | |
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| Impact of an Inaccurate Grading System on Students and Parents | |
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| What About the Teacher's Beliefs? | |
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| How to Solve the Grading Issues | |
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| Identifying Language Acquisition Levels | |
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| Creating Language Proficiency Assessments | |
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| Using Assessment Results | |
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| Resources | |
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| Survey: Auditing Your English Language Learner Program | |
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| Sample Supplemental Grading Report | |
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| English Language Learner Profile Sheet | |
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| Using the English Language Learner Profile Sheet | |
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| Discussion Questions | |
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| Reaching English Language Learners | |
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| Lowering the Affective Filter | |
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| Establishing a Low Affective Filter | |
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| Lowering the Affective Filter | |
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| Ensuring the Environment Is Conducive to Learning | |
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| Strategies for Lowering the Affective Filter | |
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| A Peek into Two Classrooms | |
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| Connecting with Families of English Language Learners | |
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| Where to Begin | |
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| Making Parents and Families Feel Welcome | |
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| Educational Opportunities for Parents | |
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| The Importance of Cultural Connections | |
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| Funds of Knowledge | |
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| Connecting with Families | |
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| Resources | |
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| Planning Resources for Family Nights | |
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| Sample Parent Letter | |
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| Parent Education Planning Checklist | |
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| Family Night Planning Checklist | |
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| Family Reading Night Parent Resources for Elementary Schools | |
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| Before-Reading Strategies | |
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| During-Reading Strategies | |
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| After-Reading Strategies | |
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| Family Night Parent Resources for Secondary School | |
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| Discussion Questions | |
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| Teaching English Language Learners | |
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| What We Do Matters: The Importance of High-Quality Instruction | |
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| Action Research to Identify High-Impact Strategies | |
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| Conducting Action Research | |
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| Using the Four Domains of Language in Teaching | |
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| The Domains in Detail | |
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| Listening | |
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| Speaking | |
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| Reading | |
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| Writing | |
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| Engaging Students Using the Four Domains of Language | |
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| The Fifth Domain: Thinking | |
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| Making Content Comprehensible | |
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| Total Physical Response | |
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| Sheltered Instruction | |
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| Examples of Sheltered Instruction | |
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| Graphic Organizers and ConceptMaps | |
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| Schema Building | |
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| Word Study | |
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| Sheltered Instruction Strategies | |
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| Conclusion | |
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| English as a Second Language | |
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| How English Learners Are Placed in ESL Classes | |
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| ESL Programs | |
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| ESL Curriculum Materials | |
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| Content-Based Instruction for ESL | |
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| Content-Driven ESL | |
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| Content-Based ESL | |
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| Resources | |
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| Assessing the Effectiveness of Our ESL Program | |
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| Teaching Strategies Across The Content Areas | |
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| High-Impact Strategies for Teaching the Content Areas | |
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| Strategies for Reading | |
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| Approaches to Reading for Elementary and Secondary English Learners | |
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| Assessing Preexisting Reading Ability | |
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| Comprehension: The Key to Accessing Content | |
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| Background Knowledge | |
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| The Strategy: Making Connections to Background Knowledge | |
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| The Strategy: Making Connections-Text to Text, Text to Self, Text toWorld | |
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| The Strategy: List-Group-Label | |
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| Motivation and Attention | |
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| The Strategy: Teaching Questioning | |
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| The Strategy: Teaching Students How to Predict | |
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| The Strategy: Tea Party | |
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| Comprehension Strategies | |
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| The Strategy: Reciprocal Teaching | |
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| The Strategy: Creating Mental Images Through Visualization | |
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| The Strategy: Interactive Reading | |
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| Word Recognition | |
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| Fluency | |
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| Vocabulary Development | |
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| The Strategy: Repeated Reading | |
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| The Strategy: Key Vocabulary Prediction | |
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| The Strategy: Word Maps | |
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| Wide Reading: The Importance of Independent Reading | |
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| The Strategy: Implementing Independent Reading | |
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| Strategies forWriting | |
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| AWord About Grammar and Usage | |
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| Writing in the Content Areas | |
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| The Strategy: Implementing Writing Across the Curriculum | |
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| The Strategy: Connecting Reading and Writing Through Content | |
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| The Strategy: Developing Voice | |
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| The Strategy: RAFT (Role, Audience, Format, Topic) Writing | |
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| Strategies forMath | |
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| How to Help English Learners Achieve in Math | |
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| Difficulties That English Learners Face in Math | |
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| Strategies for Math | |
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| Preinstruction Strategies | |
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| The Strategy: Previewing the Lesson | |
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| The Strategy: Vocabulary Instruction for Multiple-Meaning Words | |
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| During-Instruction Strategies | |
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| The Strategy: Group Solutions | |
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| Other Strategies | |
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| Postinstruction Strategies | |
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| The Strategy: Paired Summarizing | |
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| Strategies for Other Content Areas | |
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| Teaching Text Features | |
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| The Strategy: Prereading Text | |
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| The Strategy: K-Q-L | |
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| Differentiation for Levels 1 and 2 English Learners | |
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| The Strategy: REAP | |
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| Resources | |
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| Elementary Interest Survey: My Favorite Things | |
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| Secondary Student Interest Survey | |
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| Discussion Questions | |
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| Putting These Practices To Work | |
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| How Can IMake These PracticesWork for My English Learners? | |
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| The Strategy: Microteaching | |
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| The Strategy in Action | |
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| Resources | |
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| Microteaching Checklist | |
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| Discussion Questions | |
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| Notes | |
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| Definitions and Key Terminology | |
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| References | |
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| Index | |
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| For my beautiful Haley. | |