{"product_id":"how-to-reach-and-teach-english-language-learners-isbn-9780470767610","title":"How to Reach and Teach English Language Learners","description":"Practical, ready-to-use ELL strategies firmly rooted in the latest research  \u003cp\u003eThis book provides practical strategies and tools for assessing and teaching even the most hard to reach English language learners across the content areas. Syrja offers educators the latest information on working with ELLs (including using formative assessments) and provides a wealth of classroom-tested models and measures. These tools have proven to be effective with ESL students at all levels, including Long Term English Learners (LTELs). Throughout the book, the author shares powerful research-based strategies and clearly illustrates how they should be implemented in the classroom for maximum impact.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eFilled with proven ideas and easy-to-implement tips for teaching ELLs\u003c\/li\u003e \u003cli\u003eDesigned to be a practical ELL\/ESL resource for classroom teachers\u003c\/li\u003e \u003cli\u003eSyrja, a former teacher and ESL student, is a noted expert in English language learning and a Professional Development  Associate with the Leadership and Learning Center\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eThis value-packed guide offers educators accessible and research-based classroom strategies for reaching and teaching ELLs.\u003c\/p\u003e \u003cp\u003eAbout the Author ix\u003c\/p\u003e \u003cp\u003eAbout The Leadership and Learning Center x\u003c\/p\u003e \u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003ePreface xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhere Are the Answers? 2\u003c\/p\u003e \u003cp\u003eUsing This Resource 2\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One English Language Learners\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: The Current State of Education for English Language Learners 5\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Works with ELLs 6\u003c\/p\u003e \u003cp\u003eIs It Only About Degree of Implementation? 7\u003c\/p\u003e \u003cp\u003eHow Long It Takes to Acquire English 8\u003c\/p\u003e \u003cp\u003eThe New Wave of Immigration 9\u003c\/p\u003e \u003cp\u003eA Growing ELL Population 9\u003c\/p\u003e \u003cp\u003eCharacteristics of the Current ELL Population 10\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: The Case for Urgency 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Impact of the No Child Left Behind Act 11\u003c\/p\u003e \u003cp\u003eState Concentrations of School-Age Children of Immigrants 13\u003c\/p\u003e \u003cp\u003eResponding to the Challenges 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: Long-Term English Language Learners 15\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: How Children Acquire Language 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePart One Resources 23\u003c\/p\u003e \u003cp\u003eWhat Works with Long-Term English Learners 23\u003c\/p\u003e \u003cp\u003eDiscussion Questions 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two Getting Ready To Teach\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: English Language Learner Instructional Programs 27\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSome Issues with the Home Language Survey 28\u003c\/p\u003e \u003cp\u003eEnglish Language Learner Program Options 29\u003c\/p\u003e \u003cp\u003eBilingual Programs 30\u003c\/p\u003e \u003cp\u003eDual-Immersion Programs 30\u003c\/p\u003e \u003cp\u003eEnglish-Immersion Programs 31\u003c\/p\u003e \u003cp\u003eEnglish Mainstream 31\u003c\/p\u003e \u003cp\u003eSupport Programs for ELLs 31\u003c\/p\u003e \u003cp\u003eEnglish as a Second Language Instruction 31\u003c\/p\u003e \u003cp\u003eSheltered Instruction 32\u003c\/p\u003e \u003cp\u003eTotal Physical Response 32\u003c\/p\u003e \u003cp\u003eConclusion 32\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Levels of Language Acquisition 33\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow the Four Language Domains Develop in ELLs 34\u003c\/p\u003e \u003cp\u003eCommon Misconceptions 34\u003c\/p\u003e \u003cp\u003eConclusion 37\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Assessing English Language Learners 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFormative and Summative Assessments 40\u003c\/p\u003e \u003cp\u003eThe Assessment Process 40\u003c\/p\u003e \u003cp\u003eMonitoring Language Acquisition 40\u003c\/p\u003e \u003cp\u003eComplexities of Monitoring Language Acquisition 40\u003c\/p\u003e \u003cp\u003eAssessment in the ESL Classroom 43\u003c\/p\u003e \u003cp\u003eAssessment in the Mainstream Classroom 43\u003c\/p\u003e \u003cp\u003ePlanning Differentiated Assessments 45\u003c\/p\u003e \u003cp\u003eA Word of Caution to Mainstream Teachers 48\u003c\/p\u003e \u003cp\u003eThe Bottom Line 49\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Grading English Language Learners 51\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eImpact of an Inaccurate Grading System on Students and Parents 52\u003c\/p\u003e \u003cp\u003eWhat About the Teacher’s Beliefs? 54\u003c\/p\u003e \u003cp\u003eHow to Solve the Grading Issues 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Identifying Language Acquisition Levels 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCreating Language Proficiency Assessments 58\u003c\/p\u003e \u003cp\u003eUsing Assessment Results 59\u003c\/p\u003e \u003cp\u003ePart Two Resources 61\u003c\/p\u003e \u003cp\u003eSurvey: Auditing Your English Language Learner Program 61\u003c\/p\u003e \u003cp\u003eSample Supplemental Grading Report 64\u003c\/p\u003e \u003cp\u003eEnglish Language Learner Profile Sheet 66\u003c\/p\u003e \u003cp\u003eUsing the English Language Learner Profile Sheet 68\u003c\/p\u003e \u003cp\u003eDiscussion Questions 69\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three Reaching English Language Learners\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Lowering the Affective Filter 73\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEstablishing a Low Affective Filter 74\u003c\/p\u003e \u003cp\u003eLowering the Affective Filter 75\u003c\/p\u003e \u003cp\u003eEnsuring the Environment Is Conducive to Learning 75\u003c\/p\u003e \u003cp\u003eStrategies for Lowering the Affective Filter 76\u003c\/p\u003e \u003cp\u003eA Peek into Two Classrooms 76\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11: Connecting With Families of English Language Learners 81\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhere to Begin 82\u003c\/p\u003e \u003cp\u003eMaking Parents and Families Feel Welcome 82\u003c\/p\u003e \u003cp\u003eEducational Opportunities for Parents 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12: The Importance of Cultural Connections 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFunds of Knowledge 88\u003c\/p\u003e \u003cp\u003eConnecting with Families 89\u003c\/p\u003e \u003cp\u003ePart Three Resources 91\u003c\/p\u003e \u003cp\u003ePlanning Resources for Family Nights 91\u003c\/p\u003e \u003cp\u003eSample Parent Letter 91\u003c\/p\u003e \u003cp\u003eParent Education Planning Checklist 92\u003c\/p\u003e \u003cp\u003eFamily Night Planning Checklist 92\u003c\/p\u003e \u003cp\u003eFamily Reading Night Parent Resources for Elementary Schools 93\u003c\/p\u003e \u003cp\u003eBefore-Reading Strategies 93\u003c\/p\u003e \u003cp\u003eDuring-Reading Strategies 93\u003c\/p\u003e \u003cp\u003eAfter-Reading Strategies 93\u003c\/p\u003e \u003cp\u003eFamily Night Parent Resources for Secondary School 93\u003c\/p\u003e \u003cp\u003eDiscussion Questions 94\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four Teaching English Language Learners\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13: What We Do Matters: The Importance of High-Quality Instruction 97\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAction Research to Identify High-Impact Strategies 98\u003c\/p\u003e \u003cp\u003eConducting Action Research 99\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14: Using the Four Domains of Language in Teaching 101\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Domains in Detail 102\u003c\/p\u003e \u003cp\u003eListening 102\u003c\/p\u003e \u003cp\u003eSpeaking 102\u003c\/p\u003e \u003cp\u003eReading 102\u003c\/p\u003e \u003cp\u003eWriting 103\u003c\/p\u003e \u003cp\u003eEngaging Students Using the Four Domains of Language 103\u003c\/p\u003e \u003cp\u003eThe Fifth Domain: Thinking 106\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15: Making Content Comprehensible 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16: Total Physical Response 111\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17: Sheltered Instruction 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExamples of Sheltered Instruction 116\u003c\/p\u003e \u003cp\u003eGraphic Organizers and Concept Maps 116\u003c\/p\u003e \u003cp\u003eSchema Building 117\u003c\/p\u003e \u003cp\u003eWord Study 117\u003c\/p\u003e \u003cp\u003eSheltered Instruction Strategies 117\u003c\/p\u003e \u003cp\u003eConclusion 118\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18: English as a Second Language 119\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow English Learners Are Placed in ESL Classes 120\u003c\/p\u003e \u003cp\u003eESL Programs 122\u003c\/p\u003e \u003cp\u003eESL Curriculum Materials 122\u003c\/p\u003e \u003cp\u003eContent-Based Instruction for ESL 123\u003c\/p\u003e \u003cp\u003eContent-Driven ESL 124\u003c\/p\u003e \u003cp\u003eContent-Based ESL 124\u003c\/p\u003e \u003cp\u003ePart Four Resources 127\u003c\/p\u003e \u003cp\u003eAssessing the Effectiveness of Our ESL Program 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Five Teaching Strategies Across The Content Areas\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19: High-Impact Strategies for Teaching the Content Areas 131\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20: Strategies for Reading 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eApproaches to Reading for Elementary and Secondary English Learners 134\u003c\/p\u003e \u003cp\u003eAssessing Preexisting Reading Ability 135\u003c\/p\u003e \u003cp\u003eComprehension: The Key to Accessing Content 136\u003c\/p\u003e \u003cp\u003eBackground Knowledge 137\u003c\/p\u003e \u003cp\u003eThe Strategy: Making Connections to Background Knowledge 137\u003c\/p\u003e \u003cp\u003eThe Strategy: Making Connections—Text to Text, Text to Self, Text to World 139\u003c\/p\u003e \u003cp\u003eThe Strategy: List-Group-Label 140\u003c\/p\u003e \u003cp\u003eMotivation and Attention 142\u003c\/p\u003e \u003cp\u003eThe Strategy: Teaching Questioning 142\u003c\/p\u003e \u003cp\u003eThe Strategy: Teaching Students How to Predict 144\u003c\/p\u003e \u003cp\u003eThe Strategy: Tea Party 146\u003c\/p\u003e \u003cp\u003eComprehension Strategies 148\u003c\/p\u003e \u003cp\u003eThe Strategy: Reciprocal Teaching 148\u003c\/p\u003e \u003cp\u003eThe Strategy: Creating Mental Images Through Visualization 155\u003c\/p\u003e \u003cp\u003eThe Strategy: Interactive Reading 155\u003c\/p\u003e \u003cp\u003eWord Recognition 158\u003c\/p\u003e \u003cp\u003eFluency 158\u003c\/p\u003e \u003cp\u003eVocabulary Development 159\u003c\/p\u003e \u003cp\u003eThe Strategy: Repeated Reading 160\u003c\/p\u003e \u003cp\u003eThe Strategy: Key Vocabulary Prediction 161\u003c\/p\u003e \u003cp\u003eThe Strategy: Word Maps 163\u003c\/p\u003e \u003cp\u003eWide Reading: The Importance of Independent Reading 165\u003c\/p\u003e \u003cp\u003eThe Strategy: Implementing Independent Reading 166\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21: Strategies for Writing 173\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Word About Grammar and Usage 174\u003c\/p\u003e \u003cp\u003eWriting in the Content Areas 174\u003c\/p\u003e \u003cp\u003eThe Strategy: Implementing Writing Across the Curriculum 174\u003c\/p\u003e \u003cp\u003eThe Strategy: Connecting Reading and Writing Through Content 176\u003c\/p\u003e \u003cp\u003eThe Strategy: Developing Voice 178\u003c\/p\u003e \u003cp\u003eThe Strategy: RAFT (Role, Audience, Format, Topic) Writing 179\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 22: Strategies for Math 183 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow to Help English Learners Achieve in Math 184\u003c\/p\u003e \u003cp\u003eDifficulties That English Learners Face in Math 185\u003c\/p\u003e \u003cp\u003eStrategies for Math 186\u003c\/p\u003e \u003cp\u003ePreinstruction Strategies 186\u003c\/p\u003e \u003cp\u003eThe Strategy: Previewing the Lesson 186\u003c\/p\u003e \u003cp\u003eThe Strategy: Vocabulary Instruction for Multiple-Meaning Words 189\u003c\/p\u003e \u003cp\u003eDuring-Instruction Strategies 194\u003c\/p\u003e \u003cp\u003eThe Strategy: Group Solutions 194\u003c\/p\u003e \u003cp\u003eOther Strategies 195\u003c\/p\u003e \u003cp\u003ePostinstruction Strategies 196\u003c\/p\u003e \u003cp\u003eThe Strategy: Paired Summarizing 197\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 23: Strategies for Other Content Areas 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTeaching Text Features 201\u003c\/p\u003e \u003cp\u003eThe Strategy: Prereading Text 204\u003c\/p\u003e \u003cp\u003eThe Strategy: K-Q-L 206\u003c\/p\u003e \u003cp\u003eDifferentiation for Levels 1 and 2 English Learners 208\u003c\/p\u003e \u003cp\u003eThe Strategy: REAP 208\u003c\/p\u003e \u003cp\u003ePart Five Resources 211\u003c\/p\u003e \u003cp\u003eElementary Interest Survey: My Favorite Things 212\u003c\/p\u003e \u003cp\u003eSecondary Student Interest Survey 213\u003c\/p\u003e \u003cp\u003eDiscussion Questions 214\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Six Putting These Practices To Work\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 24: How Can I Make These Practices Work for My English Learners? 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Strategy: Microteaching 218\u003c\/p\u003e \u003cp\u003eThe Strategy in Action 218\u003c\/p\u003e \u003cp\u003ePart Six Resources 223\u003c\/p\u003e \u003cp\u003eMicroteaching Checklist 223\u003c\/p\u003e \u003cp\u003eDiscussion Questions 224\u003c\/p\u003e \u003cp\u003eNotes 225\u003c\/p\u003e \u003cp\u003eDefinitions and Key Terminology 231\u003c\/p\u003e \u003cp\u003eReferences 237\u003c\/p\u003e \u003cp\u003eIndex 243\u003c\/p\u003e \u003cp\u003eRachel Carrillo Syrja, M.Ed., is a professional development associate with The Leadership and Learning Center. She has over eighteen years of experience in education ranging from classroom teacher and coach to professional development specialist.  She has spent much of her career specializing in instruction for English language learners. \u003c\/p\u003e   \u003cp\u003eWritten by a former English language learner who later became a classroom teacher and ELL specialist, this hands-on resource offers practical strategies and tools for assessing and teaching even the most hard-to-reach English language learners. The book is filled with the latest information and best practices for classroom teachers working with ELLs.\u003c\/p\u003e \u003cp\u003eHow to Reach and Teach English Language Learners contains practical suggestions for getting to know the needs of your English learners and provides a wealth of classroom-tested models and measures. These tools have proven to be effective with ESL students at all levels, including long-term English learners. Throughout the book, Syrja not only presents the strategies but also clearly demonstrates how best to implement them in a way that ensures success for your English learners.\u003c\/p\u003e \u003cp\u003eHow to Reach and Teach English Language Learners contains a wealth of information on a variety of topics including\u003c\/p\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eUnderstanding how children acquire language\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eIdentifying language acquisition levels\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eAssessing and grading English language learners\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eConnecting with the families of ELLs\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eUsing the four domains of language\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eMaking content comprehensible\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eTeaching strategies for reading, writing, math, and other content areas\u003c\/p\u003e \u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eWhile acknowledging there is no magic bullet to teaching ELLs, the author presents strategies and tools that are designed to help you discover what works for your students.\u003c\/p\u003e \u003cp\u003ePraise for How to Reach \u0026amp; Teach English Language Learners\u003c\/p\u003e \u003cp\u003e\"There couldn't be a more timely book for school leaders today! How to Reach \u0026amp; Teach English Language Learners delivers a compelling message that will inspire others to act and compel educators to create systemic changes that support a long ignored population in school organizations. Rachel Syrja, an educator, consultant, and most importantly, a second language learner herself, helps readers build clarity and gives practical ideas for implementing research-based strategies to improve ELL programs for any district.\"—Bonnie Bell, Ed.D., assistant superintendent,Claremont Unified School District, Claremont, California\u003c\/p\u003e \u003cp\u003e\"Rachel Syrja creates a 'one-stop-shop' for educators today. This is an essential and comprehensive resource that is written by a practitioner for practitioners.\"—Lisa Almeida, director of certification, The Leadership and Learning Center\u003c\/p\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003ePractical, research-based strategies and tools\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eAssessment models and teaching tips across all content areas\u003c\/p\u003e \u003c\/li\u003e \u003cli\u003e \u003cp\u003eSupports the needs of Long-Term English Learners (LTELs)\u003c\/p\u003e \u003c\/li\u003e \u003c\/ul\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989382709477,"sku":"NP9780470767610","price":32.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470767610.jpg?v=1761783895","url":"https:\/\/k12savings.com\/es\/products\/how-to-reach-and-teach-english-language-learners-isbn-9780470767610","provider":"K12savings","version":"1.0","type":"link"}