Teaching English Language Learners A Differentiated Approach

by Rothenberg, Carol

• ISBN13: 9780131704398
• ISBN10: 0131704397
• Edition: 1st
• Format: Paperback
• Copyright: 2006-10-16
• Publisher: Pearson

Summary

Teaching English Language Learners: A Differentiated Approach to Language Development, 1/e Doug Fisher and Carol Rothenberg Are you looking for a methods book to facilitate literacy and academic development in your K-12 classroom? Building on a solid foundation in language acquisition and learning theory, this text will show you how to examine your own practice and design lessons that consider the individual needs of English language learners and accelerate their achievement. This text is designed to help your students develop proficiency in both everyday and academic English while developing listening, speaking, reading, and writing skills. It also serves as a great guide for promoting high-level, high-quality, and high-expectation instruction with respect to language, literacy development, and academic achievement for all of your students. Features of this text: Constructed from a strong research base, each chapter highlights specific research topics to provide you with practical ideas in applying this research to your own practices. Accessing Prior Knowledge Activities allow you to engage your own background knowledge in visualizing, brainstorming, previewing, reflecting, and observing to help you get the most from each chapter. Spotlight on Instruction features visit classrooms of effective teachers of English language learners providing an authentic context as you learn. Application to Practice case studies build upon one another from chapter to chapter illustrating how to apply this growing wealth of strategies in your own classroom. Teacher Tools in the back of this book provide a collection of reproducibles for use in your classroom, including planning tools, writing assignments, and self reflection tools. Related Books from Merrill Education: Fifty Strategies for Teaching English Language Learners , Second Edition, Adrienne L. Herrell and Michael L. Jordan, ISBN: 0-13-098462-0 102 Content Strategies for English Language Learners: Teaching for Academic Success in Grades 3-12, Jodi Reiss, ISBN: 0-13-221819-4

Author Biography

Carol Rothenberg is a staff developer in the area of literacy and English language learners. Providing support and guidance to teachers across content areas and grade levels, she coaches them in planning, assessing, and reflecting on instruction. She has worked with elementary and secondary schools throughout the San Diego Unified School District, training teachers and administrators on effective programs and instruction for English language learners. An experienced classroom teacher, Carol has taught bilingual special education, Spanish, and English to migrant workers. She currently teaches classes for new teachers on effective instruction of English language learners.

Table of Contents

A Differentiated Approach: Core Principles of Learning	2	(30)
Focus Questions	3	(1)
Accessing Prior Knowledge: Learning in Another Language	3	(1)
What Is the Need?	4	(2)
Proficiency Descriptors	6	(6)
Teacher Expectations	12	(2)
Research in Focus: Funds of Knowledge	14	(1)
Spotlight on Instruction: Program Models for Teaching English Language Learners	15	(3)
Research in Focus: Bilingual Education	18	(1)
Effective Practices	19	(1)
The Zone of Proximal Development	20	(2)
Spotlight on Instruction: The Application of ZPD	22	(1)
Conditions of Learning	23	(2)
Effective Strategies for Teaching English Language Learners: ELD and SDAIE	25	(1)
Sheltered Instruction or Specially Designed Academic Instruction in English?	26	(1)
ESL, ESOL, or ELD?	27	(1)
Bilingual Education and Achievement in English	28	(1)
Application to Practice	29	(1)
Case Study: Target a Student	29	(1)
References	29	(3)
Language Acquisition: Dimensions of Proficiency	32	(22)
Focus Questions	33	(1)
Accessing Prior Knowledge: Acquiring a Second Language	34	(1)
Four Principles of Language Acquisition	34	(1)
What Is Language Proficiency?	35	(1)
BICS and CALP	35	(1)
Research in Focus: Dimensions of Language Proficiency	36	(4)
Communicative competence	38	(2)
Spotlight on Instruction: Structured Note-Taking	40	(1)
The Four Principles of Language Acquisition Applied	41	(3)
Principle 1: Comprehensible input	41	(3)
Spotlight on Instruction: Making Directions for Assignments Comprehensible	44	(4)
Principle 2: Contextualized instruction	45	(2)
Principle 3: Low-anxiety environment	47	(1)
Principle 4: Meaningful engagement	47	(1)
Additional Factors That Influence Language Learning	48	(2)
Primary Language	48	(1)
Age	49	(1)
Personality	50	(1)
Motivation	50	(1)
Application to Practice	50	(1)
Case Study: Investigate Your Target Student	50	(1)
Planning and Instruction: Using What You Know about Your Students	51	(1)
References	51	(3)
Purposeful Planning: Equal Access for All	54	(22)
Focus Questions	55	(1)
Accessing Prior Knowledge: Previewing Text	55	(1)
Planning Instruction That Matters	55	(1)
Traditional Planning: A View from Carol's Classroom	55	(1)
The Role of Standards	56	(2)
Understanding by Design	58	(1)
Research in Focus: Standards for Effective Teaching	59	(1)
Spotlight on Instruction: Language and Social Objectives	60	(1)
Universal Design	61	(2)
Universal design and access in education	61	(2)
Spotlight on Instruction: Planning for All Students	63	(2)
Daily Lesson Planning	65	(1)
Research in Focus: Designing Effective Lessons	65	(4)
Common features of lesson plans	68	(1)
A Framework for Teaching English Language Learners	69	(3)
Spotlight on Instruction: Frontloading Language and Background Knowledge	72	(1)
Application to Practice	73	(1)
Case Study: Frontloading	73	(1)
Planning and Instruction: Creating Standards-Based Lessons	73	(1)
References	73	(3)
Assessment: Guide to Purposeful Planning	76	(30)
Focus Questions	77	(1)
Accessing Prior Knowledge: IQ Test	77	(1)
Testing and Assessment---Why?	78	(2)
Student Oral Language Observation Matrix (SOLOM)	80	(2)
Administering the SOLOM	81	(1)
Scoring the SOLOM	81	(1)
Using the SOLOM	81	(1)
Spotlight on Instruction: Asessing Oral Language	82	(1)
Sample Assessments of Reading and Writing	83	(4)
Interactive writing charts	84	(1)
Running records	85	(2)
Research in Focus: Grouping---Heterogeneous or Homogeneous?	87	(6)
KWL charts and response logs	89	(2)
Teacher-created tests	91	(1)
Using writing samples	91	(2)
Implementing an Assessment System	93	(4)
Setting goals and purposes	94	(1)
Collecting data	95	(2)
Interpreting data	97	(1)
Effective Practices	97	(2)
Use daily teaching events	97	(1)
Match assessments to instructional practices	98	(1)
Use a variety of tools	98	(1)
Plan instruction after assessments	98	(1)
Make assessments recursive	99	(1)
Conclusion	99	(1)
Application to Practice	100	(1)
Case Study: Using the SOLOM	100	(1)
Planning and Instruction: Identifying Assessment Tools	100	(1)
References	101	(5)
Oral Language: The Foundation of Literacy	106	(30)
Focus Questions	107	(1)
Accessing Prior Knowledge: Language, Culture, and Learning	107	(1)
Learning and Social Interaction	107	(2)
Research in Focus: Oral Language in the Classroom	109	(1)
Comprehensible Output	110	(1)
Organizing for Interaction	110	(2)
Language and content	111	(1)
Grouping Students	112	(1)
Effective group work	113	(1)
Spotlight on Instruction: Providing Clear Instructions	113	(6)
Language development and group work	116	(3)
Questioning	119	(1)
Teacher questioning	119	(1)
Research in Focus: Levels of Questions	120	(6)
Questioning and teacher expectations	121	(2)
Student questioning	123	(1)
Question-answer relationships (QAR)	124	(1)
How do we teach students to ask questions?	124	(2)
Students Helping Students	126	(3)
Reciprocal Teaching	127	(1)
How do we teach students to use Reciprocal Teaching?	128	(1)
Conclusion	129	(1)
Application to Practice	129	(1)
Case Study: Oral Language Development	129	(1)
Planning and Instruction: Student Talk	129	(2)
References	131	(5)
Academic Language: Building Proficiency	136	(50)
Focus Questions	137	(1)
Accessing Prior Knowledge: Developing Academic Language	137	(1)
Academic Language Proficiency	138	(1)
What Is Academic Language?	138	(1)
Language Registers	139	(1)
Research in Focus: Language Registers	140	(1)
Reading Academic Language	141	(4)
Research in Focus: Independent Reading and Vocabulary	145	(11)
Vocabulary	145	(11)
Spotlight on Instruction: An Interactive Word Wall	156	(5)
Word learning strategies	157	(4)
Text Structures and Functions	161	(1)
Writing for Academic Purposes	162	(2)
Language experience approach	163	(1)
Spotlight on Instruction: Language Experience Approach	164	(4)
Interactive writing	166	(1)
Writing models	167	(1)
Generative sentences	168	(1)
Spotlight on Instruction: Teaching Grammar	168	(7)
Word pyramids	169	(1)
Power Writing	170	(1)
Found poems	171	(1)
RAFT	171	(1)
Writing to learn	172	(1)
Independent writing assignments	173	(2)
Spotlight on Instruction: Academic Language: From Listening to Speaking to Writing	175	(1)
Teaching Grammar	176	(2)
Error Correction	178	(3)
Factors to consider in correcting errors	179	(2)
Application to Practice	181	(1)
Case Study: Writing Instruction	181	(1)
Planning and Instruction: Planning for Language	181	(1)
References	181	(5)
Grade-Level Content: Integrating Language and Learning	186	(38)
Focus Questions	187	(1)
Accessing Prior Knowledge: Making Meaning from Text	187	(1)
Making Content Comprehensible: Scaffolding	188	(1)
Research in Focus: Classroom Conditions That Support English Language Learners	188	(2)
Modeling	189	(1)
Bridging	189	(1)
Research in Focus: Modeling through Read Alouds	190	(1)
Contextualization	190	(1)
Schema-building	190	(1)
Metacognition	191	(1)
Text re-presentation	191	(1)
Spotlight on Instruction: Scaffolding in Action	191	(1)
Developing Independence in Using Effective Learning Strategies: Graphic Organizers	192	(3)
How do graphic organizers support ELLs?	192	(3)
Text Structure: From Text to Graphics and Back Again	195	(1)
Research in Focus: Graphic Organizers	196	(3)
Planning	196	(1)
Instruction	197	(1)
Practice	197	(2)
Integrating Language and Content: Teaching the Academic Language That Allows Students to Express Their Learning	199	(1)
Integrating language and content: Frontloading	200	(1)
Spotlight on Instruction: Using Sentence Frames	200	(1)
Developing Independence: Teaching Learning Strategies	201	(3)
CALLA: Cognitive Academic Language Learning Approach	201	(1)
Metacognitive strategies	202	(1)
Cognitive strategies	202	(1)
Social/affective strategies	202	(1)
Types of learning: What, how, and why	202	(1)
How do we teach learning strategies?	203	(1)
Sequence of instruction	203	(1)
Assessing use of learning strategies	204	(1)
Math, Science, Social Studies, and Literature	204	(11)
Mathematics	204	(4)
Science	208	(2)
Social studies	210	(3)
Literature	213	(2)
Spotlight on Instruction: Less Is More	215	(1)
Focus on Key Ideas	215	(4)
Identify essential standards	216	(1)
Spiral the curriculum	217	(1)
Redundancy	218	(1)
Application to Practice	219	(1)
Case Study: Teaching Content	219	(1)
Planning and Instruction: Revise Your Unit of Study	219	(3)
References	222	(2)
Differentiated Instruction: High Expectations for All	224	(27)
Focus Questions	225	(1)
Accessing Prior Knowledge: Learning Styles	225	(1)
Research in Focus: Teacher Expectations	226	(1)
Teacher Expectations and Student Achievement	227	(11)
Interactions that facilitate student achievement	228	(10)
Heterogeneous or Homogeneous Classrooms?	238	(2)
What Is Differentiation?	240	(3)
Differentiating sources, processes, products	240	(2)
Uniqueness in learning	242	(1)
Research in Focus: Multiple Intelligences	243	(3)
Using varied grouping configurations to differentiate instruction	244	(1)
Grouping to differentiate language instruction	245	(1)
Spotlight on Instruction: Differentiating Sources and Processes	246	(1)
Planning for Differentiated Instruction	247	(1)
Differentiation and scaffolding	247	(1)
Application to Practice	248	(1)
Case Study: Learning Styles and Interests	248	(1)
Planning and Instruction: Design a Differentiated Lesson	249	(1)
References	249	(2)
Epilogue: Mary's Top Ten: A Guide for Teaching English Language Learners	251	(4)
Teacher Tools	255	(12)
Self-Assessment Tool	256	(1)
Instruction for English Language Learners Observation and Reflection Guide	257	(1)
Instruction for English Language Learners Observation and Reflection Guide 2	258	(1)
Unit of Study	259	(4)
Anticipation Guide	263	(4)
Index	267