Table of Contents
Teaching English Language Learners:
A Differentiated Approach To Language Development
Chapter 1: Where Do We Begin?
- Focus Questions
- Accessing Prior Knowledge: Learning In Another Language
- What Is The Need?
- Teacher Expectations
- The Zone Of Proximal Development
- Conditions Of Learning
- Effective Strategies For Teaching English Language Learners:
ELD And SDAIE
- Sheltered Instruction Or Specially Designed Academic
Instruction In English?
- ESL, ESOL Or ELD?
· Bilingual Education
And Achievement In English
Chapter 2: Background Knowledge For Teaching English Language
Learners
- Focus Questions
- Accessing Prior Knowledge: Acquiring A Second Language
- Four Principles Of Language Acquisition
- Communicative Competence
- Grammatical Competence
- Sociolinguistic Competence
- Discourse Competence
- Strategic Competence
- The Four Principles Of Language Acquisition Applied
- Principle 1: Comprehensible Input
- Principle 2: Contextualized Instruction
- Principle 3: Low Anxiety Environment
- Principle 4: Meaningful Engagement
- Additional Factors That Influence Language Learning
- Application To Practice
Chapter 3: Purposeful Instruction Planning: Begin With The End
In Mind
- Focus Questions
- Accessing Prior Knowledge: Previewing Texts
- Planning Instruction That Matters
- Traditional Planning: A View From Carol’s Classroom
- The Role Of Standards
- Understanding By Design
- Language Objectives
- Social Objectives
- Universal Design
- Components Of Universal Design And Access In Education
- Daily Lesson Planning
- Framework For Teaching English Language Learners
- Application To Practice
Chapter 4: Using Assessments To Guide Instruction
- Focus Questions
- Accessing Prior Knowledge: IQ Test
- Testing And Assessment — Why?
- Student Oral Language Observation Matrix (SOLOM)
- Sample Assessments Of Reading And Writing
- Interactive Writing Charts
- Running Records
- KWL Charts And Response Logs
- Teacher Created Tests
- Using Writing Samples
- Implementing An Assessment System
- Good Ideas About Assessments
- Application To Practice
Chapter 5: Oral Language: The Foundation Of Literacy
- Focus Questions
- Accessing Prior Knowledge: Language, Culture And Learning
- Learning And Social Interaction
- Comprehensible Output
- Organizing For Interaction
- Grouping Students
- Effective Group Work
- Language Development And Group Work
- Listening
- Questioning
- Teacher Questioning.
- Question And Teacher Expectations
Wait Time
- Student Questioning
- Question-Answer Relationships (Qar)
- How Do We Teach Students To Ask Questions?
- Students Helping Students
Reciprocal Teaching
- How Do We Teach Students To Use Reciprocal Teaching?
- Application To Practice
Chapter 6: Academic Language: From
Fluency To Proficiency
- Focus Questions
- Accessing Prior Knowledge: Developing Academic Language
- Academic Language Proficiency
- What Is Academic Language?
- Language Registers
- Reading Academic Language
- Vocabulary
- Word Learning Strategies
- Text Structures And Functions
- Writing For Academic Purposes
- Language Experience Approach
- Interactive Writing
- Writing Models
- Generative Sentences
- Word Pyramids
- Power Writing
- Found Poems
- Raft
- Writing To Learn
- Independent Writing Assignments
- Teaching Grammar
- Error Correction
- Application To Practice
Chapter 7: Integrating Language And Content: Developing
Knowledge Bases
· Focus Questions
· Accessing Prior
Knowledge: Making Meaning From Text
· Making Content
Comprehensible: Scaffolding
- Modeling
- Bridging
- Contextualization
- Schema-Building
- Metacognition
- Text Re-Presentation
- How Do Graphic Organizers Support Ells?
- Text Structure: From Text-To-Graphics And Back Again
- Integrating Language And Content: Frontloading
· Developing
Independence: Teaching Learning Strategies
· Calla (Cognitive
Academic Language Learning Approach)
· How Do We Teach
Learning Strategies?
- Mathematics
- Science
- Social Studies
- Literature
- Redundancy
- Application To Practice
Chapter 8: Teacher Expectations And Differentiating
Instruction
- Focus Questions
- Accessing Prior Knowledge: Learning Styles
· Teacher Expectations
And Student Achievement
- Heterogenous Or Homogeneous Classrooms?
- What Is Differentiation?
- Differentiating Sources, Processes, Products
- Uniqueness In Learning
· Using Varied
Grouping Configurations To Differentiate Instruction
- Grouping To Differentiate Language Instruction
- How Do I Plan For Differentiated Instruction?
- Application To Practice
Epilogue: Mary’s Top Ten: A Guide For Teaching English Language
Learners
Teacher Tools
1) Self-Evaluation Tool.
2) Instruction For English
Language Learners Observation And Reflection Guide.
3) Instruction For English
Language Learners Observation And Reflection Guide 2.
4) Unit Of Study.
5) Anticipation Guide.
6) English And Spanish
Cognates
7) Academic Word List
Promotional Information
Are you looking for a methods book to facilitate literacy and
academic development in your K-12 classroom? Building on a solid
foundation in language acquisition and learning theory, this book
will show you how to examine your own practice and design lessons
that consider the individual needs of English language learners and
accelerate their achievement. This book is designed to help
your students develop proficiency in both everyday and academic
English while developing listening, speaking, reading, and writing
skills. It also serves as a great guide for promoting high-level,
high-quality, and high-expectation instruction with respect to
language, literacy development, and academic achievement for all of
your students.
FEATURES:
Constructed from a strong research base, each chapter
highlights specific research topics to provide you with practical
ideas in applying this research to your own practices.
Accessing Prior Knowledge Activities allow you to engage
your own background knowledge in visualizing, brainstorming,
previewing, reflecting, and observing to help you get the most from
each chapter.
Spotlight on Instruction features visit classrooms of
effective teachers of English language learners providing an
authentic context as you learn.
Application to Practice case studies build upon one
another from chapter to chapter illustrating how to apply this
growing wealth of strategies in your own classroom.
Teacher Tools in the back of this book provide a
collection of reproducibles for use in your classroom,
including planning tools, writing assignments, and self reflection
tools.
About the Author
Carol Rothenberg is a staff developer in the area of
literacy and English language learners. Providing support and
guidance to teachers across content areas and grade levels, she
coaches them in planning, assessing, and reflecting on instruction.
She has worked with elementary and secondary schools throughout the
San Diego Unified School District, training teachers and
administrators on effective programs and instruction for English
language learners. An experienced classroom teacher, Carol has
taught bilingual special education, Spanish, and English to migrant
workers. She currently teaches classes for new teachers on
effective instruction of English language learners.
Reviews
Co-author Doug Fisher received this note: "Dr. Fisher, I have
read your book twice- back to back! I have never read any book two
times, but I found even more information on the second reading. It
is so interesting and so jam packed with information. I am an ELL
specialist and consultant. I will be teaching a class of teachers
next week and have add so much information to my plans for the
class after reading your book. I will definitely be promoting it
next week. Thank you so much for providing so much information and
insightful reasoning. I taught ELLs for over fifteen years. I used
many of the approaches and strategies that you advocate in your
book and they worked beautifully with my students. You and your
fellow author, Carol, do such an excellent job in providing insight
into why these strategies work for language learners. Thanks
again." -Linda Iza, ELL Specialist