These guides offer strategies for teaching reading and content area material to older ELLs. Many of the books also address social and emotional needs, as well as the responsibilities that many adolescent ELLs have at home.
After a brief exploration of theoretical and cultural considerations when teaching content to ELLs, Jodi Reiss outlines 102 strategies that can be used in grades 3-12. Content and ELL educators alike will benefit from her approach of combining a conceptual framework with practical examples, as well as her advice on selecting core concepts when reviewing content standards.
Product Description: The Freemans provide the information busy secondary teachers need to work effectively with English learners and struggling readers. They examine academic language at different levels: the text level, the paragraph level, the sentence level, and the word level. For each, they provide examples of academic language and specific strategies teachers can use as they teach language arts, science, math, and social studies.
This book is part of a series by Margo Gottlieb and Gisela Ernst-Slavit about academic language as it relates to English language proficiency and the Common Core. This title focuses on middle school math topics such as geometric solids, ratios and proportions, and congruency.
More than a decade of implementation has generated new insights into what exemplary teacher collaboration looks like, which essential frameworks must be established, and how integrated approaches to ELD services benefit all stakeholders. Essentially a roadmap to the many different ways we can all work together, this second edition of Collaborating for English Learners features:
Product Description: Concha Delgado Gaitan, an award-winning professor, scholar, and first-generation Latina college graduate, shares winning strategies for creating effective college-readiness programs for Latino students at the district and school level.
Drawing on more than fifteen years' experience teaching English language learners, Marilyn Pryle has designed and classroom-tested these ten writing assignments that support the particular needs of ELLs. Each assignment includes whole-class lessons to introduce the topic and teach about genre; leveled mini-lessons that address students' needs at the beginner, intermediate, and advanced language-proficiency levels; reproducible prewriting activities; and a rubric.
This book, highly recommended by upper elementary, middle, and high school teachers, offers monthly activities, sample lessons, and word lists to help students become fluent decoders and spellers. Students will learn how to apply reading and writing strategies through age-appropriate strateges.
This very readable book is an excellent introduction to English Learners, the obstacles they face at school, and research-based instructional approaches to help these students succeed. The authors explore the strengths/weaknesses of various ESL programs; identify ten features of school improvement to support ELs; and offer specific strategies for both language and content-area instruction.
This comprehensive discussion of content instruction for ELLs provides detailed information on planning and implementing effective instruction in math, science, social studies, and language arts. The authors include a thorough treatment of topics such as second language acquisition, academic literacy, and building academic language within the context of the content area classroom. The second part of the text devotes a separate chapter to each of the four content areas discussed, complete with lesson plans prepared by master teachers and mini-lessons for language development.
While the instructional material in this follow-up to the elementary guide written by Samway and Taylor contains a fair amount of overlapping questions and strategies with the first book, there are a number of sociocultural themes covered that are particular to older students. Relevant topics include gender roles, student responsibility, slang, and cultural conflicts.
Product description: This practical classroom resource helps teachers address the needs of students with non-parallel schooling, and immigrant English learners who are two or more years below grade level when they enter secondary school. It addresses standards and high stakes testing, arguing that teachers need specialized knowledge to assess English learners in literacy and academic content.
In this guide, literacy expert Margarita Calderón offers a number of strategies for teaching reading at the upper grades, including vocabulary development, comprehension, and reading in the content areas. She provides a number of hands-on examples throughout the text, and addresses the challenges of teaching basic literacy skills to older students.
In 2008, journalist Brooke Hauser wrote an article for The New York Times about the senior prom at a Brooklyn high school serving newcomer immigrant students. Hauser then decided to spend a year entrenched with teachers and students at the school, following students from their very first traumatic days of school all the way to their graduation ceremony.
Product Description: Professor Danling Fu draws on her classroom experience with ELLs to share an approach to writing instruction that puts the literacy knowledge students bring from their native language and putting writing at the center of the curriculum. She describes the helpful role native literacy plays in building written English fluency as writers use code-switching and movement between languages to scaffold transitional writing, even in cases where teachers do not know a student's home language.