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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. | |