9781119364962

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SEMESTER	$29.70	Aug 02
QUARTER	$28.22	Jul 19
SHORT TERM	$26.73	Jun 21

Practical strategies to support your English language learners

The ELL Teacher’s Toolbox is a practical, valuable resource to be used by teachers of English Language Learners, in teacher education credential programs, and by staff development professionals and coaches. It provides hundreds of innovative and research-based instructional strategies you can use to support all levels of English Language Learners.

Written by proven authors in the field, the book is divided into two main sections: Reading/Writing and Speaking/Listening. Each of those sections includes “Top Ten” favorites and between 40 and 70 strategies that can be used as part of multiple lessons and across content areas.

Contains 60% new strategies
Features ready-to-use lesson plans
Includes reproducible handouts
Offers technology integration ideas

The percentage of public school students in the U.S. who are English language learners grows each year—and with this book, you’ll get a ton of fresh, innovative strategies to add to your teaching arsenal.

LARRY FERLAZZO teaches English, social studies, and International Baccalaureate Theory of Knowledge classes to English Language Learners and mainstream students at Luther Burbank High School in Sacramento, California. He has written eight previous books and has won numerous awards, including the Leadership For A Changing World Award from the Ford Foundation, and was the grand prize winner of the International Reading Association Award For Technology and Reading.

KATIE HULL SYPNIESKI has worked with English language learners at the secondary level for 21 years in the Sacramento City Unified School District. She currently teaches middle school English language arts and English language development at Rosa Parks K–8 School.

FERLAZZO and HULL SYPNIESKI are the coauthors of The ESL/ELL Teacher's Survival Guide and Navigating the Common Core with English Language Learners, both from Jossey-Bass/Wiley.

Contents

About the Authors xxix

Acknowledgments xxxi

Introduction 1

I Reading and Writing 3

1. Independent Reading 5

What Is It? 5

Why We Like It 5

Supporting Research 5

Common Core Connections 6

Application 6

Selecting Books 6

Student-Teacher Check-Ins 7

Writing and Talking About Books 7

Publishing Student Successes 8

Working with Students Not Literate in Their Home Language 8

Student Handouts and Examples 9

What Could Go Wrong? 9

Technology Connections 9

Attribution 10

Figures 10

Figure 1.1 End-of-Quarter Reading Reflection 10

Figure 1.2 My Year of Reading Visual Project 11

Figure 1.3 My Year of Reading Student Example 11

2. Literary Conversations 13

What Is It? 13

Why We Like It 13

Supporting Research 13

Common Core Connections 14

Application 14

Book Trailers 14

Book Talks 15

Partner Reading 15

Book Interviews 16

Golden Lines 16

Creative Response Prompts 16

Student Handouts and Examples 17

What Could Go Wrong? 17

Technology Connections 18

Attribution 18

Figures 19

Figure 2.1 Book Trailer 19

Figure 2.2 Book Talk 20

Figure 2.3 Partner-Reading Instructions 21

Figure 2.4 Book Interview 22

3. Graphic Organizers 23

What Is It? 23

Why We Like It 23

Supporting Research 24

Common Core Connections 24

Application 24

Reading 24

Writing 25

Student Handouts and Examples 27

What Could Go Wrong? 27

Technology Connections 28

Attribution 28

Figures 29

Figure 3.1 Narrative Word Chart 29

Figure 3.2 Identifying Words While Reading 30

Figure 3.3 Five Senses Chart 30

Figure 3.4 Five Senses Chart Student Example 31

Figure 3.5 Setting 32

Figure 3.6 Main Characters 33

Figure 3.7 Supporting Characters 34

Figure 3.8 Theme 35

Figure 3.9 Conflict Map 36

Figure 3.10 Story Events 37

Figure 3.11 Dialogue 38

Figure 3.12 Write Your Story 39

4. Vocabulary 41

What Is It? 41

Why We Like It 42

Supporting Research 42

Common Core Connections 43

Application 43

Four Words Sheet 43

Word Chart 43

Teaching New Words During Reading 44

Academic Vocabulary 44

Clines 45

Word Webs 46

Interactive Word Wall 46

Cognates 48

From Clues to Words 48

Student Handouts and Examples 49

What Could Go Wrong? 49

Technology Connections 49

Attribution 50

Figures 51

Figure 4.1 Four Words Sheet 51

Figure 4.2 Question and Sentence Starters List 52

Figure 4.3 Narrative Word Chart 53

Figure 4.4 Identifying Words While Reading 54

Figure 4.5 Clines 55

5. Activating Prior Knowledge 57

What Is It? 57

Why We Like It 58

Supporting Research 58

Common Core Connections 58

Application 58

KWL Charts 59

Anticipation Guides 59

Multimedia 59

Quick writes 60

Preparatory Texts 60

Field Trips—Real or Virtual 60

Student Handout and Example 61

What Could Go Wrong? 61

Technology Connections 61

Figure 62

Figure 5.1 Anticipation Guide 62

6. Sequencing 65

What Is It? 65

Why We Like It 65

Supporting Research 66

Common Core Connections 66

Application 66

Strip Stories 66

Sentence Scrambles 68

Comic Strips 68

Student Handouts and Examples 68

What Could Go Wrong? 69

Technology Connections 69

Attribution 69

Figures 70

Figure 6.1 First Day of School Strip Story (Student Handout) 70

Figure 6.2 First Day of School Strip Story (Teacher Answer Key) 71

Figure 6.3 Mexico Strip Story (Student Handout) 72

Figure 6.4 Mexico Strip Story (Teacher Answer Key) 73

Figure 6.5 Strip Story Instructions 74

7. Clozes 75

What Is It? 75

Why We Like It 75

Supporting Research 75

Common Core Connections 76

Application 76

Student Handouts and Examples 78

What Could Go Wrong? 78

Technology Connections 79

Attribution 79

Figures 80

Figure 7.1 Cloze with No Answers Shown—Jobs (Student Handout) 80

Figure 7.2 Cloze with No Answers Shown—Jobs (Teacher Answer Key) 80

Figure 7.3 Cloze with No Answers Shown—Art and Music (Student Handout) 80

Figure 7.4 Cloze with No Answers Shown—Art and Music (Teacher Answer Key) 81

Figure 7.5 Cloze with Word Bank—Helen Keller (Student Handout) 81

Figure 7.6 Cloze with Word Bank—Helen Keller (Teacher Answer Key) 82

Figure 7.7 Cloze with Word Bank at End of Sentences—Cesar Chavez (Student Handout) 82

Figure 7.8 Cloze with Word Bank at End of Sentences—Cesar Chavez (Teacher Answer Key) 83

Figure 7.9 Cloze with Letter Blanks—Juan and Maria (Student Handout) 83

Figure 7.10 Cloze with Letter Blanks—Juan and Maria (Teacher Answer Key) 83

Figure 7.11 Cloze with No Blanks—US History (Student Handout) 84

Figure 7.12 Cloze with No Blanks—US History (Teacher Answer Key) 85

Figure 7.13 Persuading My Parents Cloze and Mimic Write 85

Figure 7.14 Persuading My Parents (Student Sample) 86

Figure 7.15 Instructions for Making a Cloze 86

8. Language Experience Approach (LEA) 87

What Is It? 87

Why We Like It 87

Supporting Research 87

Common Core Connections 87

Application 88

Student Handout and Example 89

What Could Go Wrong? 89

Technology Connection 90

Attribution 90

Figure 90

Figure 8.1 Language Experience Approach Model 90

9. Jigsaw 91

What Is It? 91

Why We Like It 91

Supporting Research 91

Common Core Connections 92

Application 92

Beginners and Low-Intermediates 92

High-Intermediates and Advanced 94

Student Handouts and Examples 96

What Could Go Wrong? 96

Technology Connections 96

Attribution 97

Figures 97

Figure 9.1 Driver’s License Jigsaw 97

Figure 9.2 Driver’s License Activity 98

Figure 9.3 Nina’s Break-In Part 1: Jigsaw 99

Figure 9.4 Nina’s Break-In Part 2: Questions About the Story 100

Figure 9.5 Nina’s Break-In: How to Use This Jigsaw 101

Figure 9.6 Student Jigsaw Instructions 102

10. Reading Comprehension 103

What Is It? 103

Why We Like It 104

Supporting Research 104

Reading Strategies 104

Read Alouds and Think Alouds 105

Close Reading 105

Common Core Connections 105

Application 105

Reading Strategies 105

Read Alouds and Think Alouds 107

Whole-Class Readings 108

Close Reading 113

Student Handouts and Examples 117

What Could Go Wrong? 117

Technology Connections 117

Attribution 118

Figures 119

Figure 10.1 Reading Strategies Word Chart 119

Figure 10.2 Think Aloud Example 120

Figure 10.3 Benefits of Reading Data Set 121

Figure 10.4 “What People Say About” Graphic Organizer 122

11. Inductive Learning 123

What Is It? 123

Why We Like It 123

Supporting Research 124

Common Core Connections 124

Application 124

Picture Word Inductive Model (PWIM) 124

Text, Phonics, and Picture Data Sets 126

Concept Attainment 128

Student Handouts and Examples 129

What Could Go Wrong? 129

Technology Connections 129

Attribution 130

Figures 130

Figure 11.1 A Man in the Kitchen 130

Figure 11.2 Kitchen Picture Cloze Sentences 131

Figure 11.3 International New Year’s Traditions Data Set (for Intermediates) 132

Figure 11.4 John F. Kennedy Data Set (for Intermediates) 133

Figure 11.5 Seasons of the Year Data Set (for Beginners) 134

Figure 11.6 Data Set Instructions 134

Figure 11.7 Page from Sounds Easy! Phonics, Spelling, and Pronunciation Practice 135

Figure 11.8 Concept Attainment Example on Adjectives and Periods 136

Figure 11.9 Concept Attainment Example on Has and Have 136

12. Concept Attainment—Plus! 137

What Is It? 137

Why We Like It 137

Supporting Research 137

Common Core Connections 137

Application 138

Student Handouts and Examples 139

What Could Go Wrong? 139

Technology Connections 139

Figures 140

Figure 12.1 Student Example and Correction 140

Figure 12.2 Student Annotation of Mistakes 141

Figure 12.3 Teacher Mimic Write of Student Mistakes 142

Figure 12.4 Teacher Mimic Write with Student Corrections 143

Figure 12.5 Student Writing Prompt and Response 144

13. Sentence Navigators and Sentence Builders 145

What Is It? 145

Why We Like It 145

Supporting Research 145

Common Core Connections 146

Application 146

Student Handouts and Examples 147

What Could Go Wrong? 147

Technology Connection 147

Attribution 147

Figures 148

Figure 13.1 Model Sentence Navigator Answering Questions 148

Figure 13.2 Blank Sentence Navigator Answering Questions 149

Figure 13.3 Blank Sentence Navigator for Any Sentence 150

14. Writing Frames and Writing Structures 151

What Is It? 151

Why We Like It 151

Supporting Research 152

Common Core Connections 152

Application 152

Writing Frames 152

Writing Structures 153

Student Handouts and Examples 155

What Could Go Wrong? 155

Technology Connections 156

Attribution 156

Figures 156

Figure 14.1 George Washington Writing Frame 156

Figure 14.2 Mexico Writing Frame 157

Figure 14.3 Mexico Writing Structure 158

Figure 14.4 ABC Writing Structure 159

Figure 14.5 PEE Writing Structure 160

Figure 14.6 RACE Writing Structure 161

Figure 14.7 AREE! Writing Structure 162

Figure 14.8 AREE! Writing Structure Teaching Grid 163

15. Quoting, Summarizing, and Paraphrasing 165

What Is It? 165

Why We Like It 165

Supporting Research 166

Common Core Connections 166

Application 166

Quoting 166

Summarizing 167

Paraphrasing 168

Student Handouts and Examples 170

What Could Go Wrong? 170

Technology Connection 170

Figures 171

Figure 15.1 Summarizing Examples 171

Figure 15.2 Concept Attainment Paraphrasing 1 172

Figure 15.3 Concept Attainment Paraphrasing 2 173

Figure 15.4 Paraphrase Sheet 174

16. Cooperative Writing 175

What Is It? 175

Why We Like It 175

Supporting Research 176

Common Core Connections 176

Application 176

Cooperative Drawings 176

Chain Stories 177

Cooperative Storytelling 178

Sticky Chats 179

What Could Go Wrong? 180

Technology Connections 180

Attribution 181

17. Using Photos or Other Images in Reading and Writing 183

What Is It? 183

Why We Like It 183

Supporting Research 184

Common Core Connections 184

Application 184

Slideshow Annotation 184

Close-Read Photos and Other Images 184

Unveiling Parts of an Image 185

Writing Captions and Cloze Captions 185

Compare and Contrast 186

Picture Story 187

Student Handouts and Examples 187

What Could Go Wrong? 187

Technology Connections 188

Attribution 188

Figures 189

Figure 17.1 Slideshow Notes 189

Figure 17.2 Examining an Image 190

Figure 17.3 Examining an Image (for Intermediates) 191

18. Writer’s Notebook 193

What Is It? 193

Why We Like It 193

Supporting Research 194

Common Core Connections 194

Application 194

Getting Started 194

How Students Use Them 196

How Teachers Use Them 197

Student Handouts and Examples 197

What Could Go Wrong? 197

Technology Connection 198

Attribution 198

Figures 198

Figure 18.1 Student Example of a Heart Map 198

Figure 18.2 Prompts for Responding to My Reading 199

19. Error Correction Strategies 201

What Is It? 201

Why We Like It 201

Supporting Research 202

Common Core Connections 203

Application 203

Concept Attainment and Concept Attainment Plus 203

Games 203

Encourage a Growth Mind-Set 204

Giving Individual Feedback 204

What Could Go Wrong? 205

Technology Connections 205

Attribution 205

20. Revision 207

What Is It? 207

Why We Like It 207

Supporting Research 208

Common Core Connections 208

Application 208

Student Handout and Example 210

What Could Go Wrong? 210

Technology Connections 210

Figure 212

Figure 20.1 Peer Review Sheet 212

21. Problem-Posing 213

What Is It? 213

Why We Like It 213

Supporting Research 213

Common Core Connections 214

Application 214

Student Handout and Example 217

What Could Go Wrong? 217

Technology Connections 218

Attribution 218

Figure 219

Figure 21.1 Problem-Posing Graphic Organizer 219

22. Micro-Progressions 221

What Is It? 221

Why We Like It 221

Supporting Research 222

Common Core Connections 222

Application 222

Student Handouts and Examples 225

What Could Go Wrong? 225

Attribution 225

Figures 226

Figure 22.1 Micro-Progression—Claim and Evidence 226

Figure 22.2 Micro-Progression—Predictions 226

23. Learning Games for Reading and Writing 227

What Is It? 227

Why We Like It 227

Supporting Research 228

Common Core Connections 228

Application 228

Nine Box Grid 228

Phonic Darts 229

Fill-in-the-Blank 229

Flyswatter Game (with or Without Flyswatters) 230

Name It 231

Round-and-Round She Goes 231

Writing Bingo 231

Sentence Scrambles 232

Academic Language Sentences 233

Pictionary 234

Team-Writing Sentences 234

Hangman 234

Categories 235

What Doesn’t Belong? 235

Student Handouts and Examples 235

What Could Go Wrong? 235

Technology Connections 236

Attribution 238

Figures 238

Figure 23.1 Nine Box Grid with Health Care Words Example 238

Figure 23.2 Nine Box Grid Template 239

II Speaking and Listening 241

24. Dictation 243

What Is It? 243

Why We Like It 243

Supporting Research 243

Common Core Connections 243

Application 244

Paired Dictation 244

Dictogloss (and Variations) 244

Picture Dictation 246

Information Gap 246

What Could Go Wrong? 247

Technology Connections 247

Attribution 248

25. Conversation Practice 249

What Is It? 249

Why We Like It 249

Supporting Research 249

Common Core Connections 250

Application 250

Dialogues 250

3–2-1 251

Ask-Answer-Add 252

Conversation Cheat Sheets 253

Self-Assessment 253

Student Handouts and Examples 253

What Could Go Wrong? 254

Technology Connections 254

Attribution 254

Figures 255

Figure 25.1 Holiday Dialogue 255

Figure 25.2 Dialogue Scramble 255

Figure 25.3 Dialogue Scramble (Teacher Answer Key) 256

26. Total Physical Response (TPR) 257

What Is It? 257

Why We Like It 257

Supporting Research 257

Common Core Connections 257

Application 258

TPR Extension Activity 258

What Could Go Wrong? 259

Technology Connections 259

Attribution 260

27. Music 261

What Is It? 261

Why We Like It 261

Supporting Research 261

Common Core Connections 262

Application 262

Typical Sequence 262

Topical Projects 265

Personalized Song Lessons 266

Chants 267

Student Handouts and Examples 267

What Could Go Wrong? 267

Technology Connections 268

Attribution 268

Figures 269

Figure 27.1 Song Lyric Analysis Sheet 269

Figure 27.2 My Favorite Song 271

Figure 27.3 Information Chants 273

28. Using Photos or Other Images in Speaking and Listening 275

What Is It? 275

Why We Like It 275

Supporting Research 275

Common Core Connections 276

Application 276

Photo Collages 276

Back and Forth 276

If Animals or Inanimate Objects Could Talk 277

Student Handout and Example 277

What Could Go Wrong? 277

Technology Connections 277

Attribution 277

Figure 278

Figure 28.1 Back-and-Forth Page 278

29. Video 279

What Is It? 279

Why We Like It 279

Supporting Research 280

Common Core Connections 280

Application 280

Guidelines 280

Typical Sequence 281

Back to the Screen 283

Sequencing 283

True or False 284

Pause and Predict 284

How-To Videos 285

Student Handouts and Examples 285

What Could Go Wrong? 285

Technology Connections 285

Attribution 286

Figures 287

Figure 29.1 Video Thinking Sheet 287

Figure 29.2 Pause and Predict Sheet 288

30. Oral Presentations 289

What Is It? 289

Why We Like It 289

Supporting Research 289

Common Core Connections 290

Application 290

Guidelines 290

Teaching Presentation Skills 292

Short Presentations 294

Long Presentations 298

Student Handouts and Examples 300

What Could Go Wrong? 300

Technology Connections 300

Attribution 301

Figures 302

Figure 30.1 Presentation Peer Evaluation Rubric 302

Figure 30.2 Speaking Dos and Don’ts 303

Figure 30.3 Listening Dos and Don’ts 303

Figure 30.4 Talking Points PresentationModel and Outline 304

Figure 30.5 Top Five Outline 306

Figure 30.6 Home Culture Planning Sheet 307

Figure 30.7 Sentence Stems for Oral Presentations 308

Figure 30.8 Oral Presentation Feedback Form 309

31. Listening 311

What Is It? 311

Why We Like It 311

Supporting Research 312

Common Core Connections 312

Application 312

The Why and the How: Listening Benefits and Metacognitive Listening 312

Listening Language Frames 314

More Listening Ideas 314

Student Handouts and Examples 316

What Could Go Wrong? 316

Technology Connections 316

Attribution 317

Figures 317

Figure 31.1 Listening Practice Sheet 317

Figure 31.2 Listening Frames 318

Figure 31.3 Sample Dialogue 319

32. Debate 321

What Is It? 321

Why We Like It 321

Supporting Research 321

Common Core Connections 322

Application 322

Student Handout and Example 324

What Could Go Wrong? 324

Technology Connection 324

Figure 325

Figure 32.1 Debate Language 325

33. Learning Games for Speaking and Listening 327

What Is It? 327

Why We Like It 327

Supporting Research 327

Common Core Connections 328

Application 328

Nine Box Grid 328

Answer—Question 328

Letter Scavenger Hunt 329

Sound Effects 330

Guess the Word 330

Telephone 330

Running Dictation 331

Student Handout and Example 331

What Could Go Wrong? 331

Technology Connections 331

Attribution 332

Figure 332

Figure 33.1 Nine Box Grid 332

III Additional Key Strategies 333

34. Differentiation for ELLs in Mainstream Classes 335

What Is It? 335

Why We Like It 336

Supporting Research 336

Common Core Connections 336

Application 336

Dos and Don’ts 336

Newcomer in Class 340

What Could Go Wrong? 342

Technology Connections 343

Attribution 344

35. Supporting ELL Students with Interrupted Formal Education (SIFEs) 345

What Is It? 345

Why We Like It 346

Supporting Research 346

Common Core Connections 346

Application 346

Online Support 346

Phonics Instruction 347

Home Language Instruction 347

Encouragement, Patience, and Support 347

What Could Go Wrong? 348

Technology Connections 349

36. Culturally Responsive Teaching 351

What Is It? 351

Why We Like It 352

Supporting Research 352

Common Core Connections 352

Application 352

How Well Do I Know My Students? 352

Do My Words Reflect a Culturally Responsive Mind-Set When I Am Talking to Students and About Students? 353

How Are My Instructional Practices Culturally Responsive? 354

How Is the Curriculum I Am Using Culturally Responsive? 355

What Could Go Wrong? 356

Technology Connections 356

37. Peer Teaching and Learning 359

What Is It? 359

Why We Like It 359

Supporting Research 359

Common Core Connections 359

Application 360

Empathy Project 360

Peer Tutoring 361

Peer Mentoring 362

Sister Classes 362

Everyone Is a Teacher 363

Student Handouts and Examples 364

What Could Go Wrong? 364

Technology Connections 364

Attribution 365

Figures 366

Figure 37.1 Personal Story Outline 366

Figure 37.2 Story Sharing 367

Figure 37.3 Writing Prompt: Building Empathy 368

Figure 37.4 Story-Sharing Listening Chart 369

Figure 37.5 Peer Mentor Guidelines 370

Figure 37.6 Everyone Is a Teacher Poster 371

Figure 37.7 Everyone Is a Teacher Goal-Setting Chart 372

Figure 37.8 Student Example of Goal-Setting Chart 373

38. Co-Teaching 375

What Is It? 375

Why We Like It 375

Supporting Research 375

Common Core Connections 376

Application 376

Co-Teaching Don’ts and Dos 376

Technology Connection 378

Attribution 378

39. Working with Parents and Guardians 379

What Is It? 379

Why We Like It 379

Supporting Research 380

Common Core Connections 381

Application 381

Communicating with Parents 381

Supporting Parents 382

Inviting Families to Participate in Classroom Learning 383

What Could Go Wrong? 383

Technology Connections 384

Attribution 384

40. Learning Stations 385

What Is It? 385

Why We Like It 385

Supporting Research 385

Common Core Connections 385

Application 386

What Could Go Wrong? 387

Technology Connection 388

41. Beginning the School Year 389

What Is It? 389

Why We Like It 389

Supporting Research 389

Common Core Connections 390

Application 390

Greeting Students 390

Student Names 391

Course Expectations Activity 391

Letter Exchange 391

Partner Introductions 392

Student Handouts and Examples 395

What Could Go Wrong? 395

Technology Connections 395

Attribution 396

Figures 396

Figure 41.1 Course Expectations 396

Figure 41.2 Course Expectations Questions 398

Figure 41.3 Partner Introductions 399

Figure 41.4 My Summer 400

42. Ending the School Year 401

What Is It? 401

Why We Like It 401

Supporting Research 401

Common Core Connections 402

Application 402

Activities for the Last Few Months of School 402

Activities for the Last Few Days of School 405

Encouraging Summer Practice 407

Student Handouts and Examples 407

What Could Go Wrong? 408

Technology Connections 408

Attribution 409

Figures 409

Figure 42.1 Finishing Strong Goal Sheet 409

Figure 42.2 Lesson Plan 410

Figure 42.3 My Year Directions 412

Figure 42.4 Writing Improvement Rubric 413

Figure 42.5 Improvement Rubric Reflection Questions 414

43. Beginning and Ending of Class 415

What Is It? 415

Why We Like It 415

Supporting Research 416

Common Core Connections 416

Application 416

Do-Now Activities 416

Closure Activities 419

What Could Go Wrong? 421

Technology Connections 421

Attribution 422

44. Textbooks 423

What Is It? 423

Why We Like It 423

Supporting Research 424

Common Core Connections 424

Application 424

What Could Go Wrong? 426

Technology Connection 426

Attribution 426

45. Using Technology 427

What Is It? 427

Why We Like It 427

Supporting Research 428

Common Core Connections 428

Application 428

Teaching Others 429

Independent Study 429

Homework 431

Learning to Type and Use the Keyboard 432

Student Handouts and Examples 432

What Could Go Wrong? 432

Technology Connections 433

Attribution 433

Figures 434

Figure 45.1 Student-Led Lesson Plan 434

Figure 45.2 Lesson Guide 435

Figure 45.3 Weekly Computer Independent Study Plan 436

Figure 45.4 Personalized Learning Weekly Test 437

Figure 45.5 Daily Computer Plan & Reflection 439

Appendix: English Language Arts Standards—Anchor Standards 441

College and Career Readiness Anchor Standards for Reading 441

College and Career Readiness Anchor Standards for Writing 443

College and Career Readiness Anchor Standards for Speaking and Listening 444

College and Career Readiness Anchor Standards for Language 445

Technological Connections: Web Resources 447

References 461

Index 499

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The Ell Teacher's Toolbox

The Ell Teacher's Toolbox

1119364965

Summary

Author Biography

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