
How to Reach and Teach English Language Learners
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Content
- Cover
- Title Page
- Copyright Page
- About the Author
- About The Leadership and Learning Center
- Acknowledgments
- Contents
- Preface
- Introduction
- Where Are the Answers?
- Using This Resource
- PART ONE ENGLISH LANGUAGE LEARNERS
- Chapter 1: The Current State of Education for English Language Learners
- What Works with ELLs
- Is It Only About Degree of Implementation?
- How Long It Takes to Acquire English
- The New Wave of Immigration
- A Growing ELL Population
- Characteristics of the Current ELL Population
- Chapter 2: The Case for Urgency
- The Impact of the No Child Left Behind Act
- State Concentrations of School-Age Children of Immigrants
- Responding to the Challenges
- Chapter 3: Long-Term English Language Learners
- Chapter 4: How Children Acquire Language
- Part One Resources
- What Works with Long-Term English Learners
- Discussion Questions
- PART TWO GETTING READY TO TEACH
- Chapter 5: English Language Learner Instructional Programs
- Some Issues with the Home Language Survey
- English Language Learner Program Options
- Bilingual Programs
- Dual-Immersion Programs
- English-Immersion Programs
- English Mainstream
- Support Programs for ELLs
- English as a Second Language Instruction
- Sheltered Instruction
- Total Physical Response
- Conclusion
- Chapter 6: Levels of Language Acquisition
- How the Four Language Domains Develop in ELLs
- Common Misconceptions
- Conclusion
- Chapter 7: Assessing English Language Learners
- Formative and Summative Assessments
- The Assessment Process
- Monitoring Language Acquisition
- Complexities of Monitoring Language Acquisition
- Assessment in the ESL Classroom
- Assessment in the Mainstream Classroom
- Planning Differentiated Assessments
- A Word of Caution to Mainstream Teachers
- The Bottom Line
- Chapter 8: Grading English Language Learners
- Impact of an Inaccurate Grading System on Students and Parents
- What About the Teacher's Beliefs?
- How to Solve the Grading Issues
- Chapter 9: Identifying Language Acquisition Levels
- Creating Language Proficiency Assessments
- Using Assessment Results
- Part Two Resources
- Survey: Auditing Your English Language Learner Program
- Sample Supplemental Grading Report
- English Language Learner Profile Sheet
- Using the English Language Learner Profile Sheet
- Discussion Questions
- PART THREE REACHING ENGLISH LANGUAGE LEARNERS
- Chapter 10: Lowering the Affective Filter
- Establishing a Low Affective Filter
- Lowering the Affective Filter
- Ensuring the Environment Is Conducive to Learning
- Strategies for Lowering the Affective Filter
- A Peek into Two Classrooms
- Chapter 11: Connecting with Families of English Language Learners
- Where to Begin
- Making Parents and Families Feel Welcome
- Educational Opportunities for Parents
- Chapter 12: The Importance of Cultural Connections
- Funds of Knowledge
- Connecting with Families
- Part Three Resources
- Planning Resources for Family Nights
- Sample Parent Letter
- Parent Education Planning Checklist
- Family Night Planning Checklist
- Family Reading Night Parent Resources for Elementary Schools
- Before-Reading Strategies
- During-Reading Strategies
- After-Reading Strategies
- Family Night Parent Resources for Secondary School
- Discussion Questions
- PART FOUR TEACHING ENGLISH LANGUAGE LEARNERS
- Chapter 13: What We Do Matters: The Importance of High-Quality Instruction
- Action Research to Identify High-Impact Strategies
- Conducting Action Research
- Chapter 14: Using the Four Domains of Language in Teaching
- The Domains in Detail
- Listening
- Speaking
- Reading
- Writing
- Engaging Students Using the Four Domains of Language
- The Fifth Domain: Thinking
- Chapter 15: Making Content Comprehensible
- Chapter 16: Total Physical Response
- Chapter 17: Sheltered Instruction
- Examples of Sheltered Instruction
- Graphic Organizers and Concept Maps
- Schema Building
- Word Study
- Sheltered Instruction Strategies
- Conclusion
- Chapter 18: English as a Second Language
- How English Learners Are Placed in ESL Classes
- ESL Programs
- ESL Curriculum Materials
- Content-Based Instruction for ESL
- Content-Driven ESL
- Content-Based ESL
- Part Four Resources
- Assessing the Effectiveness of Our ESL Program
- PART FIVE TEACHING STRATEGIES ACROSS THE CONTENT AREAS
- Chapter 19: High-Impact Strategies for Teaching the Content Areas
- Chapter 20: Strategies for Reading
- Approaches to Reading for Elementary and Secondary English Learners
- Assessing Preexisting Reading Ability
- Comprehension: The Key to Accessing Content
- Background Knowledge
- The Strategy: Making Connections to Background Knowledge
- The Strategy: Making Connections-Text to Text, Text to Self, Text to World
- The Strategy: List-Group-Label
- Motivation and Attention
- The Strategy: Teaching Questioning
- The Strategy: Teaching Students How to Predict
- The Strategy: Tea Party
- Comprehension Strategies
- The Strategy: Reciprocal Teaching
- The Strategy: Creating Mental Images Through Visualization
- The Strategy: Interactive Reading
- Word Recognition
- Fluency
- Vocabulary Development
- The Strategy: Repeated Reading
- The Strategy: Key Vocabulary Prediction
- The Strategy: Word Maps
- Wide Reading: The Importance of Independent Reading
- The Strategy: Implementing Independent Reading
- Chapter 21: Strategies for Writing
- A Word About Grammar and Usage
- Writing in the Content Areas
- The Strategy: Implementing Writing Across the Curriculum
- The Strategy: Connecting Reading and Writing Through Content
- The Strategy: Developing Voice
- The Strategy: RAFT (Role, Audience, Format, Topic) Writing
- Chapter 22: Strategies for Math
- How to Help English Learners Achieve in Math
- Difficulties That English Learners Face in Math
- Strategies for Math
- Preinstruction Strategies
- The Strategy: Previewing the Lesson
- The Strategy: Vocabulary Instruction for Multiple-Meaning Words
- During-Instruction Strategies
- The Strategy: Group Solutions
- Other Strategies
- Postinstruction Strategies
- The Strategy: Paired Summarizing
- Chapter 23: Strategies for Other Content Areas
- Teaching Text Features
- The Strategy: Prereading Text
- The Strategy: K-Q-L
- Differentiation for Levels 1 and 2 English Learners
- The Strategy: REAP
- Part Five Resources
- Elementary Interest Survey: My Favorite Things
- Secondary Student Interest Survey
- Discussion Questions
- PART SIX PUTTING THESE PRACTICES TO WORK
- Chapter 24: How Can I Make These Practices Work for My English Learners?
- The Strategy: Microteaching
- The Strategy in Action
- Part Six Resources
- Microteaching Checklist
- Discussion Questions
- Notes
- Definitions and Key Terminology
- References
- Index
- EULA
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