Summary

Provides teachers with a rich assortment of practical English Language Learner strategies aligned to TESOL standards that have been field-tested in diverse classrooms. Each strategy includes a brief explanation, step-by-step instructions on how to plan and use the strategy, and two classroom scenarios demonstrating how the strategy can be adapted for different grade levels and content areas. Covers language and literacy development strategies, technology strategies, and assessment strategies to support and scaffold learning for English learners. For K-12 teachers.

Author Biography

Adrienne Herrell is a visiting professor at Florida State University. She taught classes in early literacy, assessment, and strategies for teaching English language learners at California State University, Fresno until her retirement in 2004. Fifty Strategies for Teaching English Language Learners, Fourth Edition, is Dr. Herrell’s fifteenth book for Pearson. Her previous books include Camcorder in the Classroom with Joel Fowler; Fifty Strategies for Teaching English Language Learners; Reflective Planning, Teaching, and Evaluation: K–12 with Judy Eby and Michael Jordan; and Fifty Active Learning Strategies for Improving Vocabulary, Fluency, and Comprehension with Michael Jordan. Dr. Herrell’s writing and research are built on her experiences teaching in Florida’s public schools for 23 years. She and co-author Dr. Jordan are engaged in research in public schools in California, Florida, and Alaska to validate the effectiveness of the strategies described in this text.

Michael Jordan—recently retired from California State University, Fresno—has taught primary grades through high school in Georgia, Alabama, Florida, and California. Dr. Jordan is an actor, education director, and former B-52 pilot. He and Dr. Herrell incorporate many dramatic reenactment strategies in their joint research working with vocabulary and comprehension development in children learning English in public schools. Fifty Strategies for Teaching English Language Learners, Third Edition, is Dr. Jordan’s eighth book for Pearson. His previous books include Fifty Strategies for Teaching English Language Learners; Reflective Planning, Teaching, and Evaluation: K–12 with Judy Eby and Adrienne Herrell; and Fifty Active Learning Strategies for Improving Vocabulary, Fluency, and Comprehension, and 35 Classroom Management Strategies: Promoting Learning and Building Community with Adrienne Herrell. He has published several articles on interactive script writing and vocabulary development to enhance reading comprehension for children.

Drs. Herrell and Jordan serve as educational consultants to a number of school districts across the nation and have presented widely on the subject of reading and comprehension at national and international conferences.

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Adrienne Herrell is a visiting professor at Florida State University. She taught classes in early literacy, assessment, and strategies for teaching English language learners at California State University, Fresno until her retirement in 2004. Dr. Herrell’s writing and research are built on her experiences teaching in Florida’s public schools for 23 years. She and co-author Dr. Jordan are engaged in research in public schools in California, Florida, and Alaska to validate the effectiveness of the strategies described in this text.

Michael Jordan recently retired from California State University, Fresno–has taught primary grades through high school in Georgia, Alabama, Florida, and California. He and Dr. Herrell incorporate many dramatic reenactment strategies in their joint research working with vocabulary and comprehension development in children learning English in public schools. Dr. Jordan is an actor, education director, and former B-52 pilot, and has published several articles on interactive script writing and vocabulary development to enhance reading comprehension for children.

ABOUT THE AUTHORS

PREFACE

STRATEGIES ON VIDEO

SECTION I

THEORETICAL OVERVIEW

SECTION II

STRATEGIES FOR SUPPORTING ACTIVE INVOLVEMENT

1 Predictable Routines and Signals: Reducing Anxiety

2 Preview/Review: Building Vocabulary and Concepts to Support Understanding

3 Visual Scaffolding: Providing Language Support Through Visual Images

4 Small Groups and Partners: Interactions to Enhance Instruction

5 Learning Centers: Extending Learning Through Hands-on Practice

6 Cooperative Learning: Group Interactions to Accomplish Goals

7¿¿¿ Scripting: Practicing Verbal Interactions

8¿¿¿ Multiple Intelligences Strategies: Teaching and Testing to Student-Preferred Learning Modes

9¿¿¿ Culture Studies: Learning Research Skills and Valuing Home Culture in One Project

10¿¿ Manipulatives Strategies: Using Objects to Connect Concepts

11¿¿ KWL and Data Charts: Researching and Organizing Information

SECTION III

STRATEGIES for LANGUAGE DEVELOPMENT

12 ¿¿ Total Physical Response: Integrating Movement into Language Acquisition

13¿¿¿ Realia Strategies: Connecting Language Acquisition to the Real World .

14¿¿¿ Modeled Talk: Showing While You Talk

15¿¿¿ Vocabulary Role-Play: Building Vocabulary Through Dramatization

16¿¿¿ Leveled Questions: Adjusting Questioning Strategies to the Language Levels of Students

17¿¿¿ Collecting and Processing Words: Making Vocabulary Your Own

18¿¿¿ Reporting Back: Verbal Practice in Curriculum Connections

19¿¿¿ Story Reenactment: Making Stories Come to Life!

20¿¿¿ Language Focus Lessons: Planning Lessons to Support the Acquisition of English Vocabulary and Structures

21¿¿¿ Language Framework Planning: Creating Lessons that Support Academic Language & Content Acquisition

22¿¿¿ Syntax Surgery: ¿Visually Manipulating English Grammar

23¿¿¿ Communication Games: Creating Opportunities for Verbal Interaction

SECTION IV

STRATEGIES FOR LITERACY DEVELOPMENT

24¿¿¿ Moving into Reading: Using interactive read-aloud& shared reading to foster comprehension

25¿¿¿ Sorting Activities: Organizing Information into Categories

26¿¿¿ Read Aloud Plus: Using Strategies to Support Comprehension

27¿¿¿ Guided Reading: Providing Individual Support within a Group Setting

28¿¿¿ Scaffolding English Writing: Matching Instruction to Language Development

29¿ Imaging: Creating Visual Pictures to Support Understanding

30¿ Cohesion Links: Understanding the Glue that Holds Paragraphs Together

31¿ Bilingual Books and Labels: Supporting Biliteracy Awareness

32¿ Read, Pair, Share: Working with a Partner to Negotiate Meaning

33 Repetition and Innovation: Getting to Deep Comprehension Through

¿¿¿¿ Multiple Interactions with a Book

34¿¿¿ Cloze: Using Context to Create meaning

35¿ Free Voluntary Reading: Nothing Helps reading Like Reading

36¿ Repeated Readings: Using Script Writing and Reader’s Theatre to Develop Comprehension and Fluency

SECTION V

STRATEGIES FOR CONTENT INSTRUCTION

37¿¿¿ Advance Organizers: Getting the Mind in Gear for Instruction

38¿¿¿ Learning Strategy Instruction: Acquiring Self-Help Skills

39¿¿¿ Integrated Curriculum Projects: Using Authentic Projects to Bring Knowledge Together

40¿¿¿ Attribute Charting: Organizing Information to Support Understanding

41¿¿¿ Dictoglos: Improving Listening & Communication Skills

42¿¿¿ GIST: Exploring Tough Text

43¿¿¿ Tutorials: Closing the Achievement Gap

44¿¿¿ Graphic Organizers: Visually Representing Ideas, Text, & Connections

45¿¿¿ Microselection: Finding Key Words & Main Ideas

46¿¿ Collaborative Reading: What to do When They Can’t Read the Textbook¿

SECTION VI

¿TECHNOLOGY STRATEGIES

47¿¿¿ Multimedia Presentations: Oral Reports for the New Millennium

48¿¿¿ Interactive Comprehension Building: Using Technology to Build Background Knowledge

49¿¿¿ Wiki Building: ¿Using Websites to Support Reading, Writing, and Vocabulary Development

50¿¿¿ Handheld Computer and Smartphones: Applications In and Out of the Classroom

Teacher Resources

¿¿¿¿ A¿¿¿ An Informal Multiple Intelligences Survey

¿¿¿¿ B¿¿¿ English Language Development Profiles

¿¿¿¿ C¿¿¿ English Language Development

A TESOL Standard Correlation Chart

Supplemental Materials

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