This book provides practical strategies and tools for assessing and teaching even the most hard to reach English language learners across the content areas. Syrja offers educators the latest information on working with ELLs (including using formative assessments) and provides a wealth of classroom-tested models and measures. These tools have proven to be effective with ESL students at all levels, including Long Term English Learners (LTELs). Throughout the book, the author shares powerful research-based strategies and clearly illustrates how they should be implemented in the classroom for maximum impact.
This value-packed guide offers educators accessible and research-based classroom strategies for reaching and teaching ELLs.
Key Features
- Filled with proven ideas and easy-to-implement tips for teaching ELLs.
- Designed to be a practical ELL/ESL resource for classroom teachers.
- Syrja, a former teacher and ESL student, is a noted expert in English language learning and a Professional Development Associate with the Leadership and Learning Center.
Contents
- About the Author
- About The Leadership and Learning Center
- Acknowledgments
- Preface
- Introduction
- Where Are the Answers?
- Using This Resource
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
- 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
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
- EnglishMainstream
- Support Programs for ELLs
- English as a Second Language Instruction
- Sheltered Instruction
- Total Physical Response
- Conclusion
- How the Four Language Domains Develop in ELLs
- CommonMisconceptions
- Conclusion
- 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
- AWord of Caution to Mainstream Teachers
- The Bottom Line
- Impact of an Inaccurate Grading System on Students and Parents
- What About the Teacher’s Beliefs?
- How to Solve the Grading Issues
- 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
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
- Where to Begin
- Making Parents and Families Feel Welcome
- Educational Opportunities for Parents
- 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
Chapter 13: What We Do Matters: The Importance of High-Quality
- Instruction
- Action Research to Identify High-Impact Strategies
- Conducting Action Research
- 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 ConceptMaps 116
- Schema Building
- Word Study
- Sheltered Instruction Strategies
- Conclusion
- 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
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 toWorld
- 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
- AWord 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
- 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
- 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
Chapter 24: How Can IMake These PracticesWork for My English
- Learners?
- The Strategy: Microteaching
- The Strategy in Action
- Part Six Resources
- Microteaching Checklist
- Discussion Questions
- Notes
- Definitions and Key Terminology
- References
About the Author
- Rachel Carrillo Syrja, M.Ed., is a professional development associate with The Leadership and Learning Center. She has over eighteen years of experience in education ranging from classroom teacher and coach to professional development specialist. She has spent much of her career specializing in instruction for English language learners.
Product Details
- Paperback: 272 pages
- Publisher: Jossey-Bass; 1 edition (September 6, 2011)
- Language: English
- ISBN-10: 0470767618
- ISBN-13: 978-0470767610
- Product Dimensions: 8.5 x 0.5 x 11 inches
List Price: $29.95