Larry Ferlazzo, Katie Hull Sypnieski

The ESL/ELL Teacher's Survival Guide (eBook, ePUB)

Ready-to-Use Strategies, Tools, and Activities for Teaching All Levels

• Format: ePub

Produktbeschreibung

Maximize the educational potential of your ESL/ELL class with this singular resource The ESL/ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels, 2nd Edition offers readers a comprehensive range of instructional strategies and educational resources for teaching English. The newly revised 2nd Edition includes brand new chapters on: * Working with Long-Term English Language Learners * Teaching English internationally * Teaching Elementary Age ELLs * Teaching Adult ELLs * Teaching ELLs with learning challenges * Culturally Responsive Instruction * Effective online instruction * Working with co-teachers and para-professionals In addition to the new chapters, The ESL/ELL Teacher's Survival Guide contains updated material on topics including math, science, social studies, Common Core Standards, the Next Generation Science Standards and 150 pages of new, highly engaging content. An essential resource for anyone involved in teaching English as a Second Language to students of all ages, this book is perfect for general education teachers and ESL specialists for students in grades six through twelve. It's also highly instructive for teachers of adult ESL classes, elementary and teacher educators, and resource specialists.

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Produktdetails

• Verlag: John Wiley & Sons
• Seitenzahl: 576
• Erscheinungstermin: 11. April 2022
• Englisch
• ISBN-13: 9781119550419
• Artikelnr.: 63895448

Autorenporträt

Larry Ferlazzo teaches English Language Learners and English-proficient students at Luther Burbank High School in Sacramento, California. He is the author or editor of twelve books on education, and writes a weekly teacher advice column for Education Week. Katie Hull Sypnieski teaches English Language Learners and English-proficient students at Arthur A. Benjamin Health Professions High School in Sacramento, California. She is a Teacher Consultant with the Area 3 Writing Project at the University of California, Davis and is a co-author of The ELL Teacher's Toolbox and Navigating the Common Core with English Language Learners.

Inhaltsangabe

About the Authors vii

Acknowledgments xv

About the Contributors xvii

Introduction xxi

PART ONE: GETTING STARTED WITH ENGLISH LANGUAGE LEARNERS 1

1 ELL Instruction: The Big Picture 3

ELL Population Growth 4

How Are English Language Learners Described? 5

Adolescent English Language Learners 7

A Primer on ELL Research 8

A Quick Tour of ELL Best Practices 12

2 ELL Classroom Basics: Building a Positive and Effective Learning Environment 17

The First R: Building Relationships 18

The Second R: Resources in the ELL Classroom 36

The Third R: Establishing Routines 43

PART TWO: TEACHING BEGINNING ENGLISH LANGUAGE LEARNERS 47

3 Key Elements of a Curriculum for Beginning ELLs 49

Key Elements of a Curriculum 50

4 Daily Instruction for Beginning ELLs 115

Picture Word Inductive Model Unit Plan 116

PART THREE: TEACHING INTERMEDIATE ENGLISH LANGUAGE LEARNERS 161

5 Key Elements of a Curriculum for Intermediate ELLs 163

Key Elements of a Curriculum 164

6 Daily Instruction for Intermediate ELLs 213

Designing Thematic Genre Units 213

A Sample Unit: Problem-Solution 215

Sample Lesson Plans 245

Inductive Lesson Plan 245

Using Text to Generate Analytical Writing Lesson Plan 251

A Sample Week in a Two-Period Intermediate ELL Class 258

PART FOUR: TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS 263

7 English Language Learners in the Mainstream Classroom 265

What Is the Organizing Cycle? 267

8 Teaching Social Studies 283

Building Relationships with Students 284

9 Teaching Science 301

Introduction: Science and Language 302

10 Teaching Math 315

Introduction 316

Challenge: Reading Mathematics Texts 317

Challenge: Knowledge of Appropriate Academic Vocabulary 319

Challenge: Participating in Mathematics Conversations 321

Challenge: Understanding Abstract Concepts 324

PART FIVE: WORKING WITH SPECIFIC GROUPS OF ENGLISH LANGUAGE LEARNERS 327

11 Supporting Long-Term English Language Learners 329

Who Are Long-Term

English Language Learners? 330

How Can We Best Support LTELLs? 330

How Did Larry and His School Try to Put These Recommendations into Action? 331

12 Working with Elementary ELLs 339

Who Are Elementary English Learners? 340

Do Elementary English Language Learners Have Different Needs? Does Their Instruction Need to be Different from that of Older English Learners? 342

Program Types in Elementary 342

The Core Elements of Supportive Instruction for Elementary English Language Learners 345

What Does a Model Classroom that is Highly Supportive of Elementary English Learners Look Like? 345

What Does a Model Classroom that is Highly Supportive of Elementary English Learners Sound Like? 347

What Does a Model Classroom that is Highly Supportive of Elementary ELLs Feel Like? 349

Instructional Strategies that Support Elementary ELLs 352

13 Teaching Adult Ells 355

The Differences in Teaching English to Adults Versus Children 356

How to Foster Success with Adult Learners 362

14 Teaching ELLs with Learning Differences 371

Considerations for Further Investigation 372

Considerations for Determining Services 373

Considerations for Placement/Scheduling 375

Resources 376

PART SIX: FURTHER STRATEGIES TO ENSURE SUCCESS 377
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