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| Differentiated Early literacy for English Language Learners | |
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| Introduction | |
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| English Language Learners and Standards | |
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| Tips for increasing parental involvement | |
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| Strategies and activities that fit | |
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| How to use this book | |
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| TESOL Goals & Standards | |
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| Identifying Proficiency Levels | |
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| Matching Instructional Strategies and Student Activities | |
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| Quick Assessment of ELD Levels of Proficiency | |
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| Detailing each level of proficiency | |
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| ELD behavioral indicators across Reading/Language Arts Domains | |
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| Reference Guide for Teacher Strategies and Student Activities | |
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| TESOL Summative Assessment Tool | |
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| Sample English Learner Profile | |
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| Strategies to develop listening and speaking | |
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| TESOL goals and standards | |
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| Teacher Talk | |
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| Total Physical Response: Instructional techniques and management strategies | |
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| Grouping students according to language level | |
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| Using Humor and Word Play to Facilitate Social Interaction | |
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| Matching questions and responses to levels of proficiency | |
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| Teaching the Mechanics of Handwriting, Grammar and Spelling | |
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| TESOL goals and standards | |
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| Language mechanics across levels of proficiency | |
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| Handwriting | |
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| Letters sorted by shape and case | |
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| Use of total physical response with handwriting | |
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| Grammar | |
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| The world's shortest sentences | |
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| Color code parts of speech | |
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| Teaching prepositional phrases | |
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| Spelling | |
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| Stages of developmental spelling and English language development | |
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| Activities to address spelling | |
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| Vocabulary Development | |
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| TESOL goals and standards | |
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| Understanding Vocabulary Development from an English Language Learner's Perspective | |
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| A Range of Strategies for Making Vocabulary and Concepts Comprehensible | |
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| Strategies for Vocabulary Development across Levels of proficiency | |
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| How can a real object or experience be used to teach the word? | |
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| How can a visual, or model, be used to teach the word? | |
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| Is the word conceptual or abstract? Use unpacking strategies | |
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| Spanish Cognates | |
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| Primary language support | |
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| Use similes and metaphorical thinking with word study charts | |
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| Developing Fluency | |
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| Interactive Games to Develop Fluency with New Vocabulary | |
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| Developing Descriptive Vocabulary | |
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| Getting started with Inspiration software | |
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| Supporting Reading Instruction | |
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| TESOL goals and standards | |
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| Reading in the long run | |
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| Warming up | |
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| Responding to reading | |
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| Strength training/word power | |
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| Web-based resources | |
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| Speed and Pacing/Fluency | |
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| Visualizing/imagining | |
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| Shared read aloud activities | |
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| Developing a love for the task | |
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| Reading Interest Inventory | |
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| Rating quality books | |
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| Training logs | |
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| Charting classroom reading | |
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| Getting started with PowerPoint | |
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| Teaching Writing Across Proficiency Levels | |
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| TESOL goals and standards | |
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| All children are writers | |
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| The Writing Process | |
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| Writing Activities Across Levels of Proficiency | |
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| Interactive Writing Activities for Beginners | |
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| Managing Journal Writing | |
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| Individual Writing Activities for Beginners | |
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| Collaborative Writing Activities for Early Intermediate and Intermediate Levels | |
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| Interactive Writing Activities for Early Intermediate and Intermediate Levels | |
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| Individual Writing Activities for Early Intermediate and Intermediate Levels | |
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| Collaborative Writing Activities for Early Advanced and Advanced Levels | |
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| Interactive Writing Activities for Early Advanced and Advanced Levels | |
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| Individual Writing Activities for Early Advanced and Advanced Levels | |
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| Writing Assessment Across Levels of Proficiency | |
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| Writing Assessment Tools Appropriate for Beginning English Learners | |
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| Writing Assessment Tools Appropriate for Early Intermediate & Intermediate English Learners | |
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| Writing Assessment Tools Appropriate for Early Advanced & Advanced English Learners | |