9780130984623

This updated edition includes a rich assortment of practical features to support teachers as they meet the challenges of the 21st-century classroom. All of the strategies in this book are aligned to the TESOL standards and have been field-tested in diverse classrooms. A DVD illustrates select strategies being used in a classroom dominated by English learners.

Adrienne Herrell is a professor of reading/language arts at California State University, Fresno.

SECTION I THEORETICAL OVERVIEW

SECTION II STRATEGIES FOR ENHANCING INSTRUCTION THROUGH PLANNING

Predictable Routines and Signals: Reducing Anxiety

15

(4)

Visual Scaffolding: Providing Language Support Through Visual Images

19

(4)

Realia Strategies: Connecting Language Acquisition to the Real World

23

(4)

Interactive Read-Aloud: Reading Designed to Support Understanding

27

(6)

Advance Organizers: Getting the Mind in Gear for Instruction

33

(5)

Preview/Review: Building Vocabulary and Concepts to Support Understanding

38

(3)

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

41

(5)

Academic Language Scaffolding: Supporting Student Use of Language in Academic Settings

46

(5)

Language Framework Planning: Creating a Framework for Language Success

51

(6)

Skills Grouping: Planning for More Individualized Instruction

57

(8)

SECTION III STRATEGIES FOR SUPPORTING STUDENT INVOLVEMENT

Total Physical Response: Integrating Movement into Language Acquisition

65

(4)

Shared Reading: Demonstrating How Reading Works

69

(5)

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

74

(4)

Manipulative Strategies: Using Objects to Connect Concepts

78

(4)

Partner Work: Practicing Verbal Interaction

82

(5)

Communication Games: Creating Opportunities for Verbal Interaction

87

(4)

Bilingual Books and Labels: Supporting Biliteracy Awareness

91

(6)

Cooperative Learning: Group Interactions to Accomplish Goals

97

(6)

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

103

(7)

Learning Centers: Extending Learning Through Hands-On Practice

110

(9)

Imaging: Creating Visual Pictures to Support Understanding

119

(5)

Integrated Curriculum Projects: Using Authentic Projects to Bring Knowledge Together

124

(6)

Sorting Activities: Organizing Information into Categories

130

(4)

Collaborative Reading: What to Do When They Can't Read the Textbook

134

(4)

Multimedia Presentations: Oral Reports for the New Millennium

138

(6)

Reciprocal Teaching: Group Work with an Interactive Structure

144

(7)

SECTION IV STRATEGIES FOR BUILDING VOCABULARY AND FLUENCY

Modeled Talk: Showing While You Talk

151

(5)

Reporting Back: Verbal Practice in Curricular Connections

156

(4)

Vocabulary Role Play: Building Vocabulary Through Dramatization

160

(5)

Vocabulary Processing: A Multistrategy Approach to Building and Using Vocabulary

165

(7)

Word Walls: Displaying and Organizing Words for Easy Access

172

(6)

Story Reenactment: Making Stories Come to Life!

178

(3)

Scripting: Practicing Verbal Interactions

181

(5)

Talk Show: Practicing Verbal Communication to Build Confidence, Vocabulary, and Comprehension

186

(5)

Writing Workshop: Supporting the Acquisition of English Writing Competence

191

(8)

SECTION V STRATEGIES FOR BUILDING COMPREHENSION

Read-Aloud Plus: Using This to Support Understanding While Teaching Comprehension Strategies

199

(4)

Language Experience Approach: Building on an Experience to Create a Written Account

203

(4)

Interactive Writing: Developing Writing Skills Through Active Scaffolding

207

(4)

Guided Reading: Providing Individual Support Within a Group Setting

211

(4)

Peer Tutoring: Students Supporting Student Learning

215

(4)

Cloze: Using Context to Create Meaning

219

(5)

Attribute Charting: Organizing Information to Support Understanding

224

(6)

Cohesion Links: Understanding the Glue That Holds Paragraphs Together

230

(5)

Learning Strategy Instruction: Acquiring Self-Help Skills

235

(7)

Dictoglos: A Strategy for Improving Listening and Oral Communication Skills

242

(4)

Free Voluntary Reading: Nothing Helps Reading Like Reading

246

(7)

Repetition and Innovation: Getting to Deep Comprehension Through Multiple Interactions with a Book

253

(7)

GIST: Exploring Tough Text

260

(6)

Syntax Surgery: Visually Manipulating English Grammar

266

(5)

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

271

(7)

An Informal Multiple Intelligences Survey

278

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

The United States becomes more ethnically and linguistically diverse every year. More than 90 percent of new residents come from non-English-speaking countries. The number of students with non-English-speaking backgrounds represents the fastest growing group of this population. In the last decade, the total student enrollment in public schools increased by only 14 percent, while the number of English learners grew 70 percent and is projected to grow even more (National Clearinghouse for Bilingual Education, 1999). The 2000 U.S. Census identified 20 percent of school-age children as non-native English speakers (Jamieson, Curry, & Martinez, 2001). Teachers everywhere are faced with enormous challenges in their classrooms. They are expected to meet the needs of an increasingly diverse population each year. There is more content to teach each year, as well. Teachers are now expected to integrate technology and teach to myriad standards, and they are judged by the standardized test scores achieved by their students, with no excuses tolerated and little understanding of the challenges they face daily in the classroom. This second edition ofFifty Strategies for Teaching English Language Learnersincludes a number of features to support teachers in meeting some of the more daunting challenges of the 21 st century classroom. WHAT'S NEW IN THE SECOND EDITION? Organization This edition is organized to serve as a resource book, not just a text. The book is arranged in five sections. Section I: Theoretical Overviewsupports the teacher in understanding the basic principles of teaching and assessing English learners. Section II: Strategies for Enhancing Instruction through Planninggives suggestions of ways to integrate the basic principles addressed in Section I into effective classroom lessons. This section focuses on the adaptations necessary in making ordinary lessons extraordinary in helping ELL students understand the content being taught and acquire the English necessary for successful participation in English-only classrooms. The last three sections in the book address specific learning goals. Section III: Strategies for Supporting Student Involvementsupports the teacher in ensuring active participation by all students. This is an important factor in enhancing the success of English learners in the classroom. Section IV: Strategies for Building Vocabulary and Fluencygives a number of vocabulary and fluency-building approaches. Section V: Strategies for Building Comprehensioncompletes the text by providing active-learning approaches to helping students make sense of the instruction and readings they encounter. Each section begins with easy-to-implement strategies and progresses to more involved approaches. It should be noted that all 50 strategies have been thoroughly field-tested in highly diverse classrooms in California, Florida, and Alaska. Standards Base The national TESOL (Teachers of English to Students of Other Languages) Standards are used as the standards base for this text (TESOL, 1997). A matrix of the TESOL Standards and the 50 strategies in the text demonstrates the standards supported by each strategy (see Standards Matrix in Table P.1 on page xii). At the beginning of each strategy there is a list of the TESOL Standards supported by that strategy. In addition, there are examples of the outcome behaviors that could be expected as a result of the teaching strategy listed for each of the three grade-level ranges (pre-K-3, 4--8, and 9-12) of the TESOL Standards at the conclusion of each strategy. These are included to help teachers visualize the type of student behaviors they should begin to see in their English learners as a result of lessons planned to enhance both content knowledge and English development. Assessment In addition to the assessment strategies explained in the

Fifty Strategies for Teaching English Language Learners

0130984620

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