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List of Illustrations | |
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Foreword: Finding Cats and Dogs in the Zoo, by Ofelia Garcia | |
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Acknowledgments | |
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About the Authors | |
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The Language Component: From Social to Academic Language | |
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Introduction: Making Content Accessible to English Learners and Struggling Students | |
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Building Language: How and Why | |
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Background Knowledge and Its Relationship With Vocabulary | |
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The Role that Background Knowledge Plays in Our Learning | |
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Morphology and Syntax | |
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Figurative Language<l>7</l> | |
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Questions for Reflection | |
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From Social to Academic Language: a Curriculum of Talk | |
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Developing Oral Language | |
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The Social and Academic Language Continuum | |
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What Is a Curriculum of Talk? | |
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Goals of a Curriculum of Talk: The Role of Conversation | |
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Different Types of Classroom Conversations That Support Listening and Speaking in the Classroom<l>7</l> | |
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Questions for Reflection | |
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Structures of Balanced Literacy That Support English Language Learners and Struggling Students | |
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What Is Balanced Literacy? | |
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Literacy Practices That Support Language Growth | |
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Adapting Balanced Literacy Components | |
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Interactive Real Aloud | |
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Shared Reading | |
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Shared Writing<l>7</l> | |
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Questions for Reflection | |
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The Lesson Component: Sample Units to Integrate Content and Language Goals | |
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Language Arts Unit: Memoir (Grades 3-6) | |
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Introduction | |
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The English Language Learner and Memoir | |
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Breaking the Plan Into Doable Parts | |
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Immersion in the Genre Through Read Aloud | |
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Developing Knowledge About the Genre After Reading Many Memoirs | |
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Addressing Language Needs | |
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Elements of Cohesion | |
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Figurative Language<l>7</l> | |
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Teacher Self-Assessment for the Unit | |
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Social Studies Unit: Colonial Times and the American Revolution (Grade 4) | |
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The English Language Learner and the Social Studies Curriculum | |
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Concepts and Teaching Tools | |
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Breaking the Plan Into Doable Parts | |
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Anchoring the Unit in a Read Aloud | |
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Thinking Skills Used Throughout the Unit: Language Prompts | |
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Vocabulary Development | |
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Shared Reading: Working With Language Goals | |
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Shared Writing<l>7</l> | |
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Teacher Self-Assessment for the Unit | |
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Science Unit: Plant and Animal Adaptations (Grades 5-6) | |
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The English Language Learner and Science | |
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Planning the Unit | |
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Breaking the Plan Into Doable Parts | |
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Shared Reading | |
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Developing Critical Thinking Skills Through Read Aloud | |
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Experiment: Plant Adaptations | |
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Individual Book Reports<l>7</l> | |
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Teacher Self-Assessment for the Unit | |
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Thematic Unit: The Rainforest (Grades 2-3) | |
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The English Language Learner and Thematic Units | |
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Planning the Unit | |
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Breaking the Plan Into Doable Parts | |
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Social Studies and Math Concepts | |
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Science | |
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Language Arts | |
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The Rainforest of the Amazon: The Play<l>7</l> | |
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Teacher Self-Assessment for the Unit | |
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Conclusion | |
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References | |
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Index | |