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
