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
LearnersTeacher 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 Cognates7) 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
