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| About the Authors | |
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| Acknowledgments | |
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| Introduction | |
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| Bonus Web Content | |
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| Getting Started With English Language Learners | |
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| ESL Instruction: The Big Picture | |
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| Some Facts About the ELL Population | |
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| A Primer on ESL Research | |
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| A Quick Tour of ESL Best Practices | |
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| ESL Classroom Basics: Building a Positive and Effective Learning Environment | |
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| The First R: Building Relationships | |
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| The Second R: Resources in the ESL Classroom | |
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| The Third R: Establishing Routines | |
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| Teaching Beginning English Language Learners | |
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| Key Elements of a Curriculum for Beginning ELLs | |
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| Key Elements of a Curriculum | |
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| Daily Instruction for Beginning ELLs | |
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| Reflection | |
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| Homework | |
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| Field Trips | |
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| Assessment | |
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| PictureWord Inductive Model Unit Plan | |
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| A SampleWeek in a Two-Period Beginning ESL Class | |
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| Year-Long Schedule | |
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| Other Activities | |
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| Teaching Intermediate English Language Learners | |
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| Key Elements of a Curriculum for Intermediate ELLs | |
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| Key Elements of a Curriculum | |
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| Daily Instruction for Intermediate ELLs | |
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| Reflection | |
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| Homework | |
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| Field Trips | |
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| Assessment | |
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| A Sample Unit: Problem-Solution | |
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| A SampleWeek in a Two-Period Intermediate ESL Class | |
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| Inductive Lesson Plan | |
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| Using Text to Generate AnalyticalWriting Lesson Plan | |
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| Other Activities | |
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| Teaching English Language Learners In The Content Areas | |
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| English Language Learners in the Mainstream Classroom | |
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| What Is the Organizing Cycle? | |
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| Teaching Social Studies | |
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| Building Relationships with Students | |
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| Teaching Science | |
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| One Size Does Not Fit All | |
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| Building Relationships with Students and Accessing Prior Knowledge | |
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| Identifying and Mentoring Students’ Leadership Potential | |
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| Learning by Doing | |
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| Reflection | |
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| An Important Final Note | |
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| Teaching Math | |
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| Making Math Relevant | |
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| Building Relationships with Students and Accessing Prior Knowledge | |
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| Identifying and Mentoring Students’ Leadership Potential and Learning by Doing | |
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| Reflection | |
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| Further Strategies To Ensure Success | |
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| Using Learning Games in the ESL Classroom | |
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| Research Support | |
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| What Are the Qualities of a Good Learning Game? | |
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| Handling Potential Challenges | |
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| Student Motivation | |
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| The Advantages of Being Bilingual orMultilingual Lesson Plan | |
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| The Qualities of a Successful Language Learner Lesson Plan | |
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| Textbook Integration | |
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| Error Correction | |
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| Limited Access to Educational Technology | |
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| Multilevel Classes | |
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| Primary Language Use in the ESL Classroom | |
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| Classroom Management | |
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| Book Selection | |
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| Assessing English Language Learners | |
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| Assessing ELLs: Key Principles | |
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| Afterword | |
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| Notes | |
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| Index | |