Rachel Carrillo Syrja

How to Reach and Teach English Language Learners

Practical Strategies to Ensure Success

• Broschiertes Buch

Produktbeschreibung

Practical, ready-to-use ELL strategies firmly rooted in the latest research

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.
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

This value-packed guide offers educators accessible and research-based classroom strategies for reaching and teaching ELLs.

Produktdetails

• J-B Ed - Reach and Teach .
• Verlag: Wiley & Sons
• 1. Auflage
• Seitenzahl: 272
• Erscheinungstermin: 6. September 2011
• Englisch
• Abmessung: 280mm x 216mm x 15mm
• Gewicht: 697g
• ISBN-13: 9780470767610
• ISBN-10: 0470767618
• Artikelnr.: 33259914

Autorenporträt

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.

Inhaltsangabe

About the Author ix About The Leadership and Learning Center x
Acknowledgments xi Preface xxi Introduction 1 Where Are the Answers? 2
Using This Resource 2 PART ONE ENGLISH LANGUAGE LEARNERS Chapter 1: The
Current State of Education for English Language Learners 5 What Works with
ELLs 6 Is It Only About Degree of Implementation? 7 How Long It Takes to
Acquire English 8 The New Wave of Immigration 9 A Growing ELL Population 9
Characteristics of the Current ELL Population 10 Chapter 2: The Case for
Urgency 11 The Impact of the No Child Left Behind Act 11 State
Concentrations of School-Age Children of Immigrants 13 Responding to the
Challenges 14 Chapter 3: Long-Term English Language Learners 15 Chapter 4:
How Children Acquire Language 19 Part One Resources 23 What Works with
Long-Term English Learners 23 Discussion Questions 24 PART TWO GETTING
READY TO TEACH Chapter 5: English Language Learner Instructional Programs
27 Some Issues with the Home Language Survey 28 English Language Learner
Program Options 29 Bilingual Programs 30 Dual-Immersion Programs 30
English-Immersion Programs 31 EnglishMainstream 31 Support Programs for
ELLs 31 English as a Second Language Instruction 31 Sheltered Instruction
32 Total Physical Response 32 Conclusion 32 Chapter 6: Levels of Language
Acquisition 33 How the Four Language Domains Develop in ELLs 34
CommonMisconceptions 34 Conclusion 37 Chapter 7: Assessing English Language
Learners 39 Formative and Summative Assessments 40 The Assessment Process
40 Monitoring Language Acquisition 40 Complexities of Monitoring Language
Acquisition 40 Assessment in the ESL Classroom 43 Assessment in the
Mainstream Classroom 43 Planning Differentiated Assessments 45 AWord of
Caution to Mainstream Teachers 48 The Bottom Line 49 Chapter 8: Grading
English Language Learners 51 Impact of an Inaccurate Grading System on
Students and Parents 52 What About the Teacher's Beliefs? 54 How to Solve
the Grading Issues 54 Chapter 9: Identifying Language Acquisition Levels 57
Creating Language Proficiency Assessments 58 Using Assessment Results 59
Part Two Resources 61 Survey: Auditing Your English Language Learner
Program 61 Sample Supplemental Grading Report 64 English Language Learner
Profile Sheet 66 Using the English Language Learner Profile Sheet 68
Discussion Questions 69 PART THREE REACHING ENGLISH LANGUAGE LEARNERS
Chapter 10: Lowering the Affective Filter 73 Establishing a Low Affective
Filter 74 Lowering the Affective Filter 75 Ensuring the Environment Is
Conducive to Learning 75 Strategies for Lowering the Affective Filter 76 A
Peek into Two Classrooms 76 Chapter 11: Connecting with Families of English
Language Learners 81 Where to Begin 82 Making Parents and Families Feel
Welcome 82 Educational Opportunities for Parents 84 Chapter 12: The
Importance of Cultural Connections 87 Funds of Knowledge 88 Connecting with
Families 89 Part Three Resources 91 Planning Resources for Family Nights 91
Sample Parent Letter 91 Parent Education Planning Checklist 92 Family Night
Planning Checklist 92 Family Reading Night Parent Resources for Elementary
Schools 93 Before-Reading Strategies 93 During-Reading Strategies 93
After-Reading Strategies 93 Family Night Parent Resources for Secondary
School 93 Discussion Questions 94 PART FOUR TEACHING ENGLISH LANGUAGE
LEARNERS Chapter 13: What We Do Matters: The Importance of High-Quality
Instruction 97 Action Research to Identify High-Impact Strategies 98
Conducting Action Research 99 Chapter 14: Using the Four Domains of
Language in Teaching 101 The Domains in Detail 102 Listening 102 Speaking
102 Reading 102 Writing 103 Engaging Students Using the Four Domains of
Language 103 The Fifth Domain: Thinking 106 Chapter 15: Making Content
Comprehensible 107 Chapter 16: Total Physical Response 111 Chapter 17:
Sheltered Instruction 115 Examples of Sheltered Instruction 116 Graphic
Organizers and ConceptMaps 116 Schema Building 117 Word Study 117 Sheltered
Instruction Strategies 117 Conclusion 118 Chapter 18: English as a Second
Language 119 How English Learners Are Placed in ESL Classes 120 ESL
Programs 122 ESL Curriculum Materials 122 Content-Based Instruction for ESL
123 Content-Driven ESL 124 Content-Based ESL 124 Part Four Resources 127
Assessing the Effectiveness of Our ESL Program 127 PART FIVE TEACHING
STRATEGIES ACROSS THE CONTENT AREAS Chapter 19: High-Impact Strategies for
Teaching the Content Areas 131 Chapter 20: Strategies for Reading 133
Approaches to Reading for Elementary and Secondary English Learners 134
Assessing Preexisting Reading Ability 135 Comprehension: The Key to
Accessing Content 136 Background Knowledge 137 The Strategy: Making
Connections to Background Knowledge 137 The Strategy: Making
Connections--Text to Text, Text to Self, Text toWorld 139 The Strategy:
List-Group-Label 140 Motivation and Attention 142 The Strategy: Teaching
Questioning 142 The Strategy: Teaching Students How to Predict 144 The
Strategy: Tea Party 146 Comprehension Strategies 148 The Strategy:
Reciprocal Teaching 148 The Strategy: Creating Mental Images Through
Visualization 155 The Strategy: Interactive Reading 155 Word Recognition
158 Fluency 158 Vocabulary Development 159 The Strategy: Repeated Reading
160 The Strategy: Key Vocabulary Prediction 161 The Strategy: Word Maps 163
Wide Reading: The Importance of Independent Reading 165 The Strategy:
Implementing Independent Reading 166 Chapter 21: Strategies forWriting 173
AWord About Grammar and Usage 174 Writing in the Content Areas 174 The
Strategy: Implementing Writing Across the Curriculum 174 The Strategy:
Connecting Reading and Writing Through Content 176 The Strategy: Developing
Voice 178 The Strategy: RAFT (Role, Audience, Format, Topic) Writing 179
Chapter 22: Strategies forMath 183 How to Help English Learners Achieve in
Math 184 Difficulties That English Learners Face in Math 185 Strategies for
Math 186 Preinstruction Strategies 186 The Strategy: Previewing the Lesson
186 The Strategy: Vocabulary Instruction for Multiple-Meaning Words 189
During-Instruction Strategies 194 The Strategy: Group Solutions 194 Other
Strategies 195 Postinstruction Strategies 196 The Strategy: Paired
Summarizing 197 Chapter 23: Strategies for Other Content Areas 199 Teaching
Text Features 201 The Strategy: Prereading Text 204 The Strategy: K-Q-L 206
Differentiation for Levels 1 and 2 English Learners 208 The Strategy: REAP
208 Part Five Resources 211 Elementary Interest Survey: My Favorite Things
212 Secondary Student Interest Survey 213 Discussion Questions 214 PART SIX
PUTTING THESE PRACTICES TO WORK Chapter 24: How Can IMake These
PracticesWork for My English Learners? 217 The Strategy: Microteaching 218
The Strategy in Action 218 Part Six Resources 223 Microteaching Checklist
223 Discussion Questions 224 Notes 225 Definitions and Key Terminology 231
References 237 Index 243 For my beautiful Haley.