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

• Application To Practice

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

• 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

• 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

·        Focus Questions

·        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)

• 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:

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