25,99 €
Mehr erfahren.
- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Serie: The Teacher's Toolbox Series
- Sprache: Englisch
Set your English language learners up for success with this effective resource
The ELL Teacher's Toolbox 2.0 is a valuable, updated resource that teachers of English Language Learners (ELLs) can use to improve student outcomes. With hundreds of innovative strategies and activities to bring to your classroom, this book can be used with learners of all levels and in any instructional setting. This revised edition provides the latest enhancements to the instructional tools—along with 16 new chapters that you can add to your teaching repertoire. New content includes coverage of artificial intelligence, online learning environments, and differentiated instruction. Graphics and visuals make it easy to understand and adapt the content to your unique teaching situation.
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
For the growing number of ELLs in public schools, effective ELL instruction can mean the difference between long-term academic success and continued struggling. In this book, you'll find countless practical ideas to add to your teaching arsenal—or for training and coaching ELL teachers—so you can support your students on their journey.
Sie lesen das E-Book in den Legimi-Apps auf:
Seitenzahl: 954
Veröffentlichungsjahr: 2025
Ähnliche
Table of Contents
Cover
Table of Contents
Praise for
The ELL Teacher’s Toolbox 2.0
Title Page
Copyright
About the Authors
Acknowledgments
Introduction
PART I: Reading and Writing
STRATEGY 1: Independent Reading
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations for Independent Reading
Technology Connections
Attribution
STRATEGY 2: Text Engineering
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Technology Connections
Attribution
Note
STRATEGY 3: Graphic Organizers
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 4: Vocabulary
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Picture Dictionaries
Teaching Online
What Could Go Wrong?
Differentiation Recommendations for Vocabulary
Technology Connections
Attribution
STRATEGY 5: Activating Prior Knowledge
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
STRATEGY 6: Sequencing
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiating Recommendations for Sequencing Activities
Technology Connections
Attribution
STRATEGY 7: Clozes
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 8: Language Experience Approach (LEA)
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 9: Jigsaw
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 10: Reading Comprehension
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 11: Inductive Learning
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 12: Retrieval Practice
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
STRATEGY 13: Teaching Grammar
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 14: Writing Frames and Writing Structures
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 15: Quoting, Summarizing, and Paraphrasing
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connection
STRATEGY 16: Choice Boards/Learning Menus
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connection
Attribution
STRATEGY 17: Using Photos or Other Images in Reading and Writing
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 18: QSSSA
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
STRATEGY 19: Error Correction Strategies
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 20: Revision
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
STRATEGY 21: Problem‐Posing
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 22: Project‐Based Learning and Problem‐Based Learning
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
STRATEGY 23: Learning Games for Reading and Writing
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
PART II: Speaking and Listening
STRATEGY 24: Dictation
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 25: Conversation Practice
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 26: Total Physical Response (TPR)
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 27: Music
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
Note
STRATEGY 28: Using Photos or Other Images in Speaking and Listening
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 29: Video
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 30: Listening
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
Differentiation Recommendations
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 31: Learning Games for Speaking and Listening
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
PART III: Additional Key Strategies
STRATEGY 32: Differentiation for ELLs in Content Classes with English‐Proficient Students
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 33: Supporting ELL Students with Interrupted Formal Education (SIFEs)
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Teaching Online
Technology Connections
STRATEGY 34: Working with Long‐Term ELLs
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Technology Connections
STRATEGY 35: Multilevel Classes
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Technology Connections
STRATEGY 36: Culturally Responsive Teaching
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Technology Connections
STRATEGY 37: Social Emotional Learning
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 38: Motivation
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 39: Peer Teaching and Learning
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 40: Co‐Teaching
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online and Technology Connections
Attribution
STRATEGY 41: Working with Parents and Guardians
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 42: Translanguaging
What Is It?
Why We Like It
Application
What Could Go Wrong?
Technology Connections
Note
STRATEGY 43: Beginning the School Year
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 44: Ending the School Year
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 45: Beginning and Ending of Class
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 46: Zero‐Prep Activities
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
STRATEGY 47: Using Technology
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Teaching Online
What Could Go Wrong?
Differentiation Recommendations
Technology Connections
Attribution
STRATEGY 48: Interactive Word Walls
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Technology Connections
STRATEGY 49: Assessment
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 50: Accelerated Learning
What Is It?
Why We Like It
Application
Teaching Online
What Could Go Wrong?
Technology Connections
Appendix: English Language Arts Standards—Anchor Standards
Index
End User License Agreement
List of Illustrations
Chapter 1
Figure 1.1 End‐of‐Quarter Reading Reflection
Figure 1.2 My Year of Reading Visual Project
Figure 1.3 My Year of Reading Student Example
Chapter 2
Figure 2.1 Engineered Text Example
Chapter 3
Figure 3.1 Narrative Word Chart
Figure 3.2 Identifying Words While Reading
Figure 3.3 Five Senses Chart
Figure 3.4 Five Senses Chart Student Example
Figure 3.5 Setting
Figure 3.6 Main Characters
Figure 3.7 Supporting Characters
Figure 3.8 Theme
Figure 3.9 Conflict Map
Figure 3.10 Story Events
Figure 3.11 Dialogue
Figure 3.12 Write Your Story
Chapter 4
Figure 4.1 Four Words Sheet
Figure 4.2 Question and Sentence Starters List
Figure 4.3 Narrative Word Chart
Figure 4.4 Identifying Words While Reading
Figure 4.5 Five Steps to Teaching Context Clues
Figure 4.6 109 Academic Language Oral Practice Prompts
Figure 4.7 Clines
Chapter 5
Figure 5.1 Anticipation Guide
Figure 5.2 Upstander Word Chart
Chapter 6
Figure 6.1 First Day of School Strip Story (Student Handout)
Figure 6.2 First Day of School Strip Story (Teacher Answer Key)
Figure 6.3 Mexico Strip Story (Student Handout)
Figure 6.4 Mexico Strip Story (Teacher Answer Key)
Source:
www.history.com/t...
Figure 6.5 Strip Story Instructions
Figure 6.6 Day of the Dead Strip Story (Student Handout)
Figure 6.7 Day of the Dead Strip Story (Teacher Answer Key)
Chapter 7
Figure 7.1 Cloze with No Answers Shown—Jobs (Student Handout)
Figure 7.2 Cloze with No Answers Shown—Jobs (Teacher Answer Key)
Figure 7.3 Cloze with No Answers Shown—Art and Music (Student Handout)
Figure 7.4 Cloze with No Answers Shown—Art and Music (Teacher Answer Key)
Figure 7.5 Cloze with Word Bank—Helen Keller (Student Handout)
Figure 7.6 Cloze with Word Bank—Helen Keller (Teacher Answer Key)
Figure 7.7 Cloze with Word Bank at End of Sentences—Cesar Chavez (Student Ha...
Figure 7.8 Cloze with Word Bank at End of Sentences—Cesar Chavez (Teacher An...
Figure 7.9 Cloze with Phrase Blanks—Kamala Harris (Student Handout)
Figure 7.10 Cloze with Phrase Blanks—Kamala Harris (Teacher Answer Key)
Figure 7.11 Cloze with Letter Blanks—Juan and Maria (Student Handout)
Figure 7.12 Cloze with Letter Blanks—Juan and Maria (Teacher Answer Key)
Figure 7.13 Cloze with No Blanks—US History (Student Handout)
Figure 7.14 Cloze with No Blanks—US History (Teacher Answer Key)
Figure 7.15 Persuading My Parents Cloze and Mimic Write
Figure 7.16 Persuading My Parents (Student Sample)
Figure 7.17 Instructions for Making a Cloze
Chapter 8
Figure 8.1 Language Experience Approach Model
Chapter 9
Figure 9.1 Driver's License Jigsaw
Figure 9.2 Driver's License Activity
Figure 9.3 Nina's Break‐In Part 1: Jigsaw
Source:
Reproduced with permissio...
Figure 9.4 Nina's Break‐In Part 2: Questions About the Story
Source:
Reprodu...
Figure 9.5 Nina's Break‐In: How to Use This Jigsaw
Source:
Reproduced with p...
Figure 9.6 Student Jigsaw Instructions
Figure 9.7 Student Textbook Jigsaw Instructions
Figure 9.8 Student Sentence Starters
Chapter 10
Figure 10.1 Reading Strategies Word Chart
Figure 10.2 Think Aloud Example
Figure 10.3 Benefits of Reading Data Set
Figure 10.4 “What People Say About…” Graphic Organizer
Chapter 11
Figure 11.1 A Man in the Kitchen
Figure 11.2 Kitchen Picture Cloze Sentences
Figure 11.3 International New Year's Traditions Data Set (for Intermediates)...
Figure 11.4 John F. Kennedy Data Set (for Intermediates)
Figure 11.5 Seasons of the Year Data Set (for Beginners)
Figure 11.6 Data Set Instructions
Figure 11.7 Page from
Sounds Easy! Phonics, Spelling, and Pronunciation Prac
...
Figure 11.8 Concept Attainment Example on Adjectives and Periods
Figure 11.9 Concept Attainment Example on
Has
and
Have
Figure 11.10 Writing an Essay Flow Chart
Figure 11.11 ChatGPT‐Created Text Data Set
Chapter 12
Figure 12.1 Knowledge Read Aloud
Figure 12.2 Memory Read Aloud
Figure 12.3 Learning and Remember Read Aloud
Chapter 13
Figure 13.1 Sentence Puzzle
Figure 13.2 Expanded Sentence Scramble & Answer Sheet
Chapter 14
Figure 14.1 George Washington Writing Frame
Figure 14.2 Mexico Writing Frame
Figure 14.3 Writing About a Movie
Figure 14.4 Writing About a Book
Figure 14.5 Mexico Writing Structure
Figure 14.6 ABC Writing Structure
Figure 14.7 PEE Writing Structure
Source:
Reprinted with permission of Antoi...
Figure 14.8 RACE Writing Structure
Figure 14.9 AREE! Writing Structure
Source:
Reproduced with permission of Ma...
Figure 14.10 AREE! Writing Structure Teaching Grid
Source:
Reproduced with p...
Chapter 15
Figure 15.1 Summarizing Examples
Figure 15.2 Concept Attainment Paraphrasing 1
Figure 15.3 Concept Attainment Paraphrasing 2
Figure 15.4 Paraphrase Sheet
Chapter 16
Figure 16.1 Newcomers Quarterly Assessment
Figure 16.2 Homework Choice Board
Figure 16.3 Choice Board Makeover (should be presented vertically)
Chapter 17
Figure 17.1 Slideshow Notes
Figure 17.2 Examining an Image
Source:
The National Archives Education Staff...
Figure 17.3 Examining an Image (for Intermediates)
Figure 17.4 Bloom's Questions for Images
Figure 17.5 Window Swap Assignments
Figure 17.6 Wonders Of Street View
Chapter 18
Figure 18.1 Example of a Structured Visual
Figure 18.2 Example Signals
Figure 18.3 Example “Who First” Indicators
Figure 18.4 Elementary QSSSA Examples From
QSSSA
(p. 8–9), by Seidlitz et al...
Figure 18.5 Secondary QSSSA Examples From
QSSSA
(p. 8–9), by Seidlitz et al....
Figure 18.6 QSSSA Script (see the Technology Connections for an online versi...
Chapter 19
Figure 19.1 Improvement Rubric Originally published in Helping Students Moti...
Chapter 20
Figure 20.1 Peer Review Sheet
Chapter 21
Figure 21.1 Problem‐Posing Graphic Organizer
Chapter 22
Figure 22.1 Home Culture Project (a much‐expanded version of a similar figur...
Figure 22.2 Community Problem Research Form: What Do We Know About the Probl...
Figure 22.3 Object Writing Frame
Chapter 23
Figure 23.1 Nine Box Grid with Health Care Words Example
Figure 23.2 Nine Box Grid Template
Chapter 25
Figure 25.1 Holiday Dialogue
Figure 25.2 Dialogue Scramble
Figure 25.3 Dialogue Scramble (Teacher Answer Key)
Figure 25.4 Mexican American War Critical Thinking Dialogue
Figure 25.5 Conversation Starters (note there is a longer version of this Fi...
Chapter 26
Figure 26.1 TPR Story Planning Sheet
Chapter 27
Figure 27.1 Song Lyric Analysis Sheet
Figure 27.2 My Favorite Song
Figure 27.3 Information Chants
Chapter 28
Figure 28.1 Back‐and‐Forth Page
Chapter 29
Figure 29.1 Video Thinking Sheet
Figure 29.2 Pause and Predict Sheet
Figure 29.3 Thematic Report: My Favorite Story
Chapter 30
Figure 30.1 Listening Practice Sheet
Figure 30.2 Listening Frames
Figure 30.3 Sample Dialogue
Chapter 31
Figure 31.1 Nine Box Grid
Chapter 35
Figure 35.1 Student‐Led Picture Word Inductive Model Lesson
Chapter 37
Figure 37.1 Changing Mindsets Infographic
Figure 37.2 Growth Mindset Stories
Figure 37.3 Growth Mindset Paragraph Frame
Chapter 38
Figure 38.1 Goal‐Setting Form One
Figure 38.2 Goal‐Setting Form Two
Figure 38.3 Goal Review Form
Figure 38.4 Visualization Read Aloud
Figure 38.5 Bilingual or Multilingual Advantages Read Aloud
Chapter 39
Figure 39.1 Personal Story Outline
Figure 39.2 Story Sharing
Source:
Reproduced with permission of Nichole Scri...
Figure 39.3 Writing Prompt: Building Empathy
Source:
Reproduced with permis...
Figure 39.4 Story‐Sharing Listening Chart
Figure 39.5 Peer Tutor Advice/Guidelines
Figure 39.6 Peer Mentor Guidelines
Figure 39.7 Peer Mentor Form
Figure 39.8 Peer Mentor Focus Questions
Figure 39.9 Dialogue Journal Prompts
Figure 39.10 Everyone Is a Teacher Poster
Figure 39.11 Everyone Is a Teacher Goal‐Setting Chart
Figure 39.12 Student Example of Goal‐Setting Chart
Chapter 41
Figure 41.1 Template for Student Family Letter
Chapter 43
Figure 43.1 Course Expectations
Figure 43.2 Course Expectations Questions
Figure 43.3 Partner Introductions
Figure 43.4 My Summer
Chapter 44
Figure 44.1 Finishing Strong Goal Sheet
Figure 44.2 Lesson Plan
Figure 44.3 My Year Directions
Source:
Modified from Helping Students Motiva...
Figure 44.4 Writing Improvement Rubric
Source:
Modified from Helping Student
...
Figure 44.5 Improvement Rubric Reflection Questions
Figure 44.6 Year‐in‐Review Instructions and Planning Sheet
Figure 44.7 Sample Anonymous ELL Class Evaluation Sheet
Chapter 47
Figure 47.1 Student‐Led Lesson Plan
Figure 47.2 Lesson Guide
Figure 47.3 Weekly Computer Independent Study Plan
Figure 47.4 Personalized Learning Weekly Test
Figure 47.5 Daily Computer Plan and Reflection
Chapter 48
Figure 48.1 Literary Genres Tree Map
Figure 48.2 Pyramid/Triangle Chart
Figure 48.3 Narrative Words Content Frame
Figure 48.4 Forms of Government Content Frame
Figure 48.5 Communities Venn Diagram
Figure 48.6 Bubble Map/Web Diagram Example
Figure 48.7 Story Map Example
Figure 48.8 BME Sequence Chart
Figure 48.9 Communities Example of an Onion Diagram
Figure 48.10 Elementary Prepositions Interactive Word Wall Example
Figure 48.11 Photographs of Classroom Examples
Chapter 49
Figure 49.1 Intermediate‐Level Initial Assessment
Figure 49.2 Beginner‐Level Initial Assessment
Figure 49.3 Sample Friday Quiz
Figure 49.4 Example Prompts with Scaffolding
Figure 49.5 Visual Representation of Student Quiz Scores
Chapter 50
Figure 50.1 Instruction for After‐School Tutors
Figure 50.2 Student Personal Report Form
Guide
Cover
Table of Contents
Praise for The ELL Teacher’s Toolbox 2.0
Title Page
Copyright
About the Authors
Acknowledgments
Introduction
Begin Reading
Appendix: English Language Arts Standards—Anchor Standards
Index
End User License Agreement
Pages
i
v
vi
xxi
xxii
xxiii
1
2
3
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
351
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
564
565
566
567
568
Praise for The ELL Teacher’s Toolbox 2.0
“This collection of immediately usable strategies is a godsend for teachers of English language learners, which should be no surprise to fans of Ferlazzo and Sypnieski. This is a book you'll want to put on the desk of all the ELL teachers you know.”
— Dr. Shanna Peeples, National Teacher of the Year 2015
“A grab‐and‐go book of strategies for teachers of English learners. With this book, all educators can be teachers of both content and language at the same time. The ELL Teacher's Toolbox 2.0 turns principles into practices.”
—Tan Huynh, teacher, consultant, blogger at EmpoweringELLs.com
“This book combines clear strategies by teachers for teachers in real classrooms. It includes a research base, points out connections to standards, and has tips on what to watch out for. A genuine all‐in‐one approach that's a winning formula for the classroom!”
—Giselle Lundy‐Ponce, American Federation of Teachers
The ELL Teacher's Toolbox 2.0
Hundreds of Practical Ideas to Support Your Students
LARRY FERLAZZO AND KATIE HULL SYPNIESKI
Copyright © 2025 John Wiley & Sons, Inc. All rights, including for text and data mining, AI training, and similar technologies, are reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.
Published simultaneously in Canada.
ISBNs: 9781394171675 (paperback), 9781394171682 (ePub), 9781394171699 (ePDF)
Except as expressly noted below, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per‐copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750‐8400, fax (978) 750‐4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748‐6011, fax (201) 748‐6008, or online at http://www.wiley.com/go/permission.
Certain pages from this book (except those for which reprint permission must be obtained from the primary sources) are designed for educational/training purposes and may be reproduced. These pages are designated by the appearance of copyright notices at the foot of the page. This free permission is restricted to limited customization of these materials for your organization and the paper reproduction of the materials for educational/training events. It does not allow for systematic or large‐scale reproduction, distribution (more than 100 copies per page, per year), transmission, electronic reproduction or inclusion in any publications offered for sale or used for commercial purposes—none of which may be done without prior written permission of the Publisher.
The manufacturer’s authorized representative according to the EU General Product Safety Regulation is Wiley‐VCH GmbH, Boschstr. 12, 69469 Weinheim, Germany, e‐mail: [email protected]
Trademarks: Wiley and the Wiley logo are trademarks or registered trademarks of John Wiley & Sons, Inc. and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property of their respective owners. John Wiley & Sons, Inc. is not associated with any product or vendor mentioned in this book.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
For general information on our other products and services, please contact our Customer Care Department within the United States at (800) 762‐2974, outside the United States at (317) 572‐ 3993. For product technical support, you can find answers to frequently asked questions or reach us via live chat at https://support.wiley.com.
If you believe you've found a mistake in this book, please bring it to our attention by emailing our reader support team at [email protected] with the subject line “Possible Book Errata Submission.”
Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic formats. For more information about Wiley products, visit our web site at www.wiley.com.
Library of Congress Control Number is Available:
Cover Design: Wiley
Cover Art: © Thomas Vogel/iStockphoto
About the Authors
Larry Ferlazzo teaches English and social studies to English language learners and English‐proficient students at Luther Burbank High School in Sacramento, California. He has written, co‐authored, or edited 13 books on education.
He 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.
He writes a popular education blog at http://larryferlazzo.edublogs.org and writes a weekly teacher advice column for Education Week. His articles on education policy have appeared regularly in the Washington Post. In addition, his work has appeared in publications such as the New York Times, ASCD's Educational Leadership, Social Policy, and Language Magazine.
Ferlazzo was a community organizer for 19 years prior to becoming a public school teacher. He is married and has three children and five grandchildren.
Katie Hull Sypnieski has taught English language learners of all proficiency levels and English‐proficient students in the Sacramento City Unified School District. She has served as a teaching consultant with the Area 3 Writing Project housed at University of California – Davis for the past 24 years.
She has co‐authored three books on teaching ELLs and has co‐edited three books on education. She has published articles and instructional videos for Education Week. In addition, she has co‐authored articles for Edutopia, the New York Times Learning Network, and ASCD's Educational Leadership.
Sypnieski currently teaches English to English language learners and English‐proficient students at Arthur A. Benjamin Health Professions High School in Sacramento, California. She is married and has three children.
Larry and Katie have co‐authored two other books on teaching English language learners, The ESL ELL Teacher's Survival Guide and Navigating the Common Core with English Language Learners, both from Jossey‐Bass/Wiley.
Acknowledgments
Larry Ferlazzo: I'd like to thank my family—Stacia, Rich, Shea, Ava, Nik, Katie, Karli, Federico, and especially my wife, Jan—for their support. In addition, I need to express appreciation to my co‐author, Katie Hull Sypnieski, who has also been a colleague and friend for more than 20 years. I would like to thank my many colleagues at Luther Burbank High School, including Principal Jim Peterson, for their assistance over the years. Probably most important, I'd like to thank the many English language learner students who have made me a better teacher—and a better person.
Katie Hull Sypnieski: I would like to thank all the students I've had over the years for their determination, for their creative energy, and for helping me to grow as an educator and as a person. In addition, I am grateful for all of the support I have received from my colleagues, especially Larry Ferlazzo, my co‐author, co‐teacher, and friend. Finally, to all of my family members, especially my husband, David, and children, Drew, Ryan, and Rachel, I want to thank you for supporting me in this process—you are the best!
Larry and Katie: We must offer a big thank‐you to Amy Fandrei and Pete Gaughan at Jossey‐Bass for their patience and guidance in preparing this book, and to Jennifer Borgioli Binis at Schoolmarm Advisors for her assistance in developing our manuscript submission.
And, of course, we have to thank the four contributors to this second edition who authored chapters (you can see their complete biographies elsewhere in this book):
Valentina Gonzalez
Carol Salva
Carlota Holder
Stephen Fleenor
Introduction
We are back!
Bigger!
And even better!
The first edition of The ELL Teacher's Toolbox contained 45 chapters highlighting hundreds of strategies we had used in the classroom during our then‐combined 35 years of experience in the classroom.
Now, we have well over 40 years combined classroom experience. And with that added experience, we have added 16 new chapters and have revised all 45 previous ones—some in minor ways, and others from top to bottom.
Most chapters now have a new differentiation chart, recommending ways to make each strategy accessible to students of all English proficiency levels.
We also discuss artificial intelligence in most chapters; however, keep in mind it's evolving so quickly that some of our comments may not be relevant by the time you read them.
But even as our ed tech recommendations become outdated, links to Larry's constantly updated blog will keep you up‐to‐date.
We have so much new content that a substantial amount, including 11 chapters, can now be found online and is freely available to everyone—no registration is required. In addition, most exhibits and figures from the book are there for downloading. To make space for more chapters in the hard‐copy version, we also put references for all the chapters online. You can find all these resources and more at www.wiley.com/go/ellteacherstoolbox2. You can also access the page via the accompanying QR code.
The Bonus Strategies that you’ll find online are:
Bonus Strategy 1: Literary Conversations
Bonus Strategy 2: Concept Attainment ‐ +!
Bonus Strategy 3: Sentence Navigators and Sentence Builders
Bonus Strategy 4: Cooperative Writing
Bonus Strategy 5: Writer’s Notebook
Bonus Strategy 6: Micro‐Progressions
Bonus Strategy 7: Oral Presentations
Bonus Strategy 8: Debate
Bonus Strategy 9: Flashcards
Bonus Strategy 10: Learning Stations
Bonus Strategy 11: Textbooks
We also want to note that we are aware that the title of this book uses the term English language learner, which more and more is being recognized as a deficit‐focused term, with replacement labels being ones like emergent bilinguals and multilingual learners.
There is no universal agreement yet on what term to use. We have decided to stick to the “ELL” description for this edition because it is still the most common term. However, as every strategy in this book tries to communicate, we certainly don't view our students through the lens of deficits.
As we said in the first edition, we want to make clear that we use the vast majority of these strategies with our English‐proficient students, too. Good ELL teaching is better teaching for everybody!
We know you will apply these strategies in ways we haven't even thought of and, as always, look forward to hearing from you. Good luck to us all!
PART IReading and Writing
STRATEGY 1Independent Reading
What Is It?
Independent reading, also called free voluntary reading, extensive reading, leisure or pleasure reading, and silent sustained reading, is the instructional strategy of providing students with time in class on a regular basis to read books of their choice. Students are also encouraged to do the same at home. In addition, no formal responses or academic exercises are tied to this reading.
Why We Like It
We believe that one of the best ways for our ELL students to become more motivated to read and to increase their literacy skills is to give them time to read what they like! That being said, we don't just stand back and watch them read. We do teach reading strategies during classroom lessons and encourage students to apply them, conduct read alouds to generate interest, take our classes to the school library, organize and maintain our classroom library, conference with students during reading time, and encourage our students to read outside the classroom, among other things. All of these activities contribute to a learning community in which literacy is valued and reading interest is high.
In addition to independent reading having multiple language‐learning benefits, we like it as a “warm‐up” or “do‐now” routine that students can easily begin before the bell even rings to officially start the class. It requires no initial teacher instruction after it becomes a routine, and it lets us focus, instead, on relationship‐building activities like greeting each student by name, “checking in” with those we have reason to believe might be facing personal challenges, and helping those who aren't sure what book to read or online site to visit (see Strategy 45: Beginning and Ending of Class).
Supporting Research
Research shows there are many benefits of having students read self‐selected books during the school day (Ferlazzo, 2011, February 26; Miller, 2015). These benefits include enhancing students' comprehension, vocabulary, general knowledge, and empathy, as well as increasing their self‐confidence and motivation as readers. These benefits apply to English language learners who read in English and in their native languages (International Reading Association, 2014).
Encouraging students to read in their home language, as well as in English, can facilitate English language acquisition and build literacy skills in both languages (Ferlazzo, 2017, April 10). Extensive research has found that students increasing their first language (L1) abilities are able to transfer phonological and comprehension skills as well as background knowledge to second language (L2) acquisition (Genessee, n.d.). Research shows that providing choices is one way to support autonomy, a critical element in creating the conditions where student intrinsic motivation can flourish (see Strategy 38: Motivation).
Common Core Connections
According to the Common Core ELA Standards, “students must read widely and deeply from among a broad range of high‐quality, increasingly challenging literary and informational texts” in order to progress toward career and college readiness (Common Core State Standards Initiative, n.d.b). The lead authors of the Common Core advocate for daily student independent reading of self‐selected texts and specifically state that students should have access to materials that “aim to increase regular independent reading of texts that appeal to students' interests while developing their knowledge base and joy in reading” (Coleman & Pimentel, 2012, p. 4).
Application
Our students are allowed to choose whatever classroom‐appropriate reading material they are currently interested in and are often given time to read each day (perhaps 10 minutes, and sometimes more, especially for students who might be more proficient in English). Our schools support ELLs with peer tutors (older students who receive class credit for working in our classrooms), and often ELLs will go into another room or outside and read their book to a tutor (see Strategy 39: Peer Teaching and Learning).
Our students' use of digital reading materials in the classroom has dramatically increased in the past few years. As part of our supporting student autonomy, in addition to providing hard‐copy and online books, they may also choose to use that time to work on other independent practice sites that may provide oral or grammar practice, in addition to reading. We share these digital resources in the Technology Connections section.
For this time to be effective—in other words, for our ELL students to experience the various benefits of independent reading discussed in the research section—we scaffold the independent reading process in several ways.
SELECTING BOOKS
At the beginning of the year, we familiarize our students with the way our classroom libraries are organized—ours are leveled (beginner, intermediate, advanced) and categorized (fiction, nonfiction, bilingual). We organize our books in this way so that students don't have to waste time looking through many books that are obviously not accessible to them. For example, for a newcomer, having to thumb through 10 intermediate or advanced books before finding a readable one can easily lead to a feeling of frustration, not anticipation. Students, however, are free to choose a book from any section of the library, even if that means selecting a book at a higher reading level than we would select for them. That being said, we do our best to help students find books they are interested in that are also accessible to them.
We take Dr. Rudine Sims Bishop's (2015) perspective on diverse literature seriously and ensure that our students have access to texts that are “windows” and “sliding glass doors” where they can see other worlds and use their imagination, as well as “mirrors” where they can see themselves and their experiences reflected in what they read.
We also teach our students how to identify whether a book is too hard, too easy, or just right by reading the first couple of pages and noticing if most of the words seem unfamiliar (too hard right now), if they know the majority of the words (too easy), or if some of the words are familiar and some are new (just right). We also emphasize to students the importance of challenging themselves to improve (using a sports analogy works well—if you want to get better at basketball, you don't just work on the same shot every day) by sometimes practicing a little out of their comfort zones. We do allow students to use their phones or classroom dictionaries to look up words, but we also explain that having to look up every word usually indicates a book is too hard for now.
To ensure that all our students, including newcomers, have a hard‐copy book option, we also have various bilingual and English‐only (we can't ensure that we have a bilingual version for every student's home language) picture dictionaries, as well as bilingual books in various languages, available.
We do a similar series of introductions to the various online resources we use. Typically, we will introduce one site a day and require that all students use it for 20 minutes during class. That length of time typically provides them with enough of a sense of the site to know if they would like to revisit it—either during class or at home.
Speaking of online resources, we are writing this new edition near the beginning of what appears to be an artificial intelligence (AI) “revolution.” We, like most educators, are experimenting with how and if to use it in the classroom, which is complicated by the fact that some AI tools are blocked by some districts.
One experiment we have been trying with ELLs is to provide “sentence frames” for students to get AI to write texts that they want to read. After all, you can't get much more high‐interest than having students say what they want to read about!
Here are some sentence frames we have had students complete:
Write a story in English featuring (put your name here) as a soccer star that can be understood by a beginning English Language Learner
.
Tell me about (put any topic here) so a beginning English Language Learner can understand it
.
Unfortunately, we've found that some AI tools don't really recognize the language skills of a “beginning English Language Learner,” so, instead, students have had to write “first‐grader” or “second‐grader.” We assume that by the time you read this, AI abilities will have advanced considerably so that this problem no longer exists.
However, we believe that whatever AI exists at the time you are reading this book, the idea of ELLs using it to create their own accessible high‐interest texts will still be a good one. See Technology Connections for up‐to‐date related resources.
STUDENT‐TEACHER CHECK‐INS
We use independent reading time to check in with individual students about their engagement, comprehension, and future reading interests. These are not formal assessments but are brief, natural conversations about reading (“Why did you choose this book? What is your favorite part so far? Which part is most confusing? How are you feeling about reading in English?”). We may also use the time to help students find new books, listen to students practice reading aloud, talk about new words they are learning, discuss which reading strategies they are using (see Strategy 10: Reading Comprehension), and glean information about their reading interests, strengths, and challenges.
WRITING AND TALKING ABOUT BOOKS
Sometimes we may ask students to respond to their daily reading in a quickwrite, in a drawing, or with a partner. Other times we ask students to respond to their reading in their writer's notebooks; see Bonus Strategy 5: Writer's Notebook (available at www.wiley.com/go/ellteacherstoolbox2) for a more detailed explanation of how we use them for reader response. We may also have students participate in one of the activities described in Bonus Strategy 1: Literary Conversations, such as creating a book trailer, conducting a book interview, or identifying and writing about a “golden line” (a passage they particularly liked).
PUBLISHING STUDENT SUCCESSES
We have our students keep track of the books they have read in English and in their home language, not as an accountability measure but as a celebration of their growth as readers. When they finish a book of any length, we give them a colored sticky note, and they write their name, the title of the book, and a four‐ to five‐word rating, or blurb (e.g., “sad, but good ending” or “best graphic novel I've read!”). Students then stick their notes on the finished books wall (made of a large piece of colored paper).
We also have students keep a list of finished books in their writer's notebooks (see Bonus Strategy 5). We remind our students that it's not a race for who can finish the most books but that the most important goal is that all students are making their own progress. It's their option to include the online books they have read on the list.
Each quarter, we ask students to reflect on their independent reading (see Figure 1.1: End‐of‐Quarter Reading Reflection). At the end of the year, we celebrate all the reading our students have done with a visual project called My Year of Reading. Students use their sticky notes and lists of finished books in their notebooks to create a list of all the books they've read. Then they design a visual representation of their reading journey (a chart, a time line, a map, a bookshelf, etc.). See Figure 1.2: My Year of Reading Visual Project for the directions and Figure 1.3: My Year of Reading Student Example.
WORKING WITH STUDENTS NOT LITERATE IN THEIR HOME LANGUAGE
Independent reading can be especially challenging with English language learners who are preliterate or who have low literacy skills in their home language, particularly if they are older students. However, newer research (which we share with our students and their families) shows that learning to read creates deeper, stronger, and faster connections in the brain, even for those who are late to reading (Sparks, 2017). We frequently do lessons with all our students about how learning new things changes and strengthens the brain (Ferlazzo, 2011, November 26).
In our experience, one of the best ways to engage students facing these challenges and to build their literacy skills is to start through online reading activities in their home language and then move to English. The online sites we have found most useful are interactive and contain leveled texts, bilingual stories, visualizations, and audio support in which words are pronounced aloud in English and in the student's home language. Many of our students especially enjoy sites that incorporate music lyrics and videos. For teachers who have limited technology in the classroom, another option is to access printable books online at sites such as Learning A‐Z or edHelper. See Technology Connections for a list of the sites we have found most useful. In addition, explore Strategy 33: Supporting Newcomer ELL & Students with Interrupted Formal Education (SIFES) for other ideas.
When we have a peer tutor available, we have had them use bilingual flashcards with students facing literacy challenges in their home language (see Bonus Strategy 9: Flashcards). Flashcards, along with students having a mini‐whiteboard and marker, can be an effective interactive literacy activity. In addition, we've purchased relatively low‐cost “talking” bilingual flashcards with audio card readers for students to use at home.
Teaching Online
Teaching online necessitates approaching independent reading differently. Typically, online classes may not meet daily and be of shorter duration. Because of the need to maximize “teaching time,” that means independent reading needs to be truly “independent.”
It requires having a robust selection of online sites (see Technology Connections), including local public library resources, where students can choose texts or practice activities and teachers can receive reports for accountability purposes. In addition, it's important to create an online version of a “finished books wall” where students can share their reviews (see Jamboard replacement suggestions in the Technology Connections section).
We've had long‐term arrangements with various local “Friends of the Library” auxiliaries who organize fundraising book sales where they have donated books to our students for their home libraries. Creating similar arrangements could be particularly important for online students.
What Could Go Wrong?
Providing ELL students with access to high‐interest books at their English proficiency levels can be challenging. Children's books, although often well written and available in multiple languages, are not always of high interest to adolescent learners. See Technology Connections for recommendations about where to purchase bilingual books appropriate for adolescent learners. We've also found that purchasing popular young adult fiction in English and in various home languages works especially well for our intermediate students. They can read the English version and use their home language copy as a reference—to check their understanding or to identify similarities and differences. There are also digital sites with “parallel texts” that, in effect, do the same thing. And, as we've said, many sites provide engaging features that support literacy development—glossaries, animations, audio tools, and so on (see Technology Connections for resources on digital reading).
Independent reading is a very important component of English language instruction; however, it is not a substitute for explicit reading instruction (see Strategy 10: Reading Comprehension). Ideally, it is a time when students can apply the reading skills and strategies they are learning in class to the texts they are reading independently. The teacher plays a big role in helping students reach this goal by consistently providing guidance and encouragement. It can quickly become an ineffective practice if students are not supported as they select books, read them, and interact with them. Teachers can fall into the trap of using student independent reading time to plan or catch up on paperwork. We certainly have done this and still do it now at times, but we try to resist the urge and we hope you do, too.
Differentiation Recommendations for Independent Reading
Newcomers (Preliterate or Low Literacy in Home Language):
Offer online literacy activities in home language for independent practice, as well as online basic English literacy sites. Have peer tutors use basic flashcards and/or bilingual ones. Audio flashcard readers can also be purchased for independent use, as well as identifying online flashcard sites. See Bonus Strategy 9: Flashcards (available at
www.wiley.com/go/ellteacherstoolbox2
) for more ideas.
Newcomers (Literate in Home Language):
Provide age‐appropriate bilingual books and simple English ones. Offer access to online sites that have audio support for the text of English books, along with images.
Intermediate ELLs:
Provide accessible English books, both hard‐copy and online versions. Offer books with parallel texts, both online and on paper.
Advanced ELLs:
Provide access to high‐interest hard‐copy and online books.
Technology Connections
There are numerous online sites that provide free, high‐interest reading materials for all levels of ELLs. Links to these sites can be found here:
The Best Websites to Help Beginning Readers (
http://larryferlazzo.edublogs.org/2008/01/22/the-best-websites-to-help-beginning-readers/
).
The Best Websites for Beginning Older Readers (
http://larryferlazzo.edublogs.org/2008/01/23/the-best-websites-for-beginning-older-readers/
).
The Best Online Resources for Teachers of SLIFEs (
http://larryferlazzo.edublogs.org/2008/12/06/the-best-online-resources-for-teachers-of-pre-literate-ells/
).
The Best Websites for Intermediate Readers (
http://larryferlazzo.edublogs.org/2008/01/26/the-best-websites-for-intermediate-readers/
).
The Best Sources for Free and Accessible Printable Books (
http://larryferlazzo.edublogs.org/2009/07/31/the-best-sources-for-free-accessible-printable-books/
).
The Best Tools That Show “Parallel Text” – Same Sentences Translated into Different Languages Side‐by‐Side (
https://larryferlazzo.edublogs.org/2019/12/31/the-best-tools-that-show-parallel-text-same-sentences-translated-into-different-languages-side-by-side/
).
It's not always easy to find bilingual books in multiple languages, or ones that are appropriate and accessible to adolescent readers. We've found good selections at the places on this list: The Best Places Where You Can Order Bilingual Books (https://larryferlazzo.edublogs.org/2023/03/11/the-best-places-where-you-can-order-bilingual-books/).
Since our Hmong students came more than 20 years ago, the only students we have taught who have not been literate in their home language have been from Spanish‐speaking countries. They've found the sites on this list helpful to begin literacy awareness: The Best Resources for Supporting Spanish‐Speakers Not Literate in Their Home Language (https://larryferlazzo.edublogs.org/2023/03/14/the-best-resources-for-supporting-spanish-speakers-not-literate-in-their-home-language/).
We're sorry, but if you have preliterate or not literate students who speak other languages, you will need to create your own similar list for them. However, if that's the case, we'd love to hear from you and include a link to your list on Larry’s blog so other teachers and students can benefit!
There are also many practice sites that include readings, oral practice, and interactive grammar activities (as well as accessible resources for other content classes). The ones our students seem to like best can be found here: The Best Sites Students Can Use for Independent Practice (https://larryferlazzo.edublogs.org/2022/07/19/the-best-sites-students-can-use-for-independent-practice/).
Though the Artificial Intelligence Revolution is likely to outpace the text in this book, you can stay updated on ideas for using it with your students here: A Collection of “Best” Lists About Using Artificial Intelligence in Education (https://larryferlazzo.edublogs.org/2023/01/01/a-collection-of-best-lists-about-using-artificial-intelligence-in-education/).
For additional information on the value of independent reading, explore the resources here: The Best Resources Documenting the Effectiveness of Free Voluntary Reading (https://larryferlazzo.edublogs.org/2011/02/26/the-best-resources-documenting-the-effectiveness-of-free-voluntary-reading/).
For different options of free virtual whiteboards, see The Best Alternatives to the Soon‐to‐Be‐Deceased Google Jamboard (https://larryferlazzo.edublogs.org/2023/10/03/the-best-alternatives-to-the-soon-to-be-deceased-google-jamboard/) and/or The Best Online Virtual Corkboards (https://larryferlazzo.edublogs.org/2011/03/30/the-best-online-virtual-corkboards-or-bulletin-boards/).
Attribution
Portions of this section are adapted from our books, The ESL/ELL Teacher's Survival Guide (Ferlazzo & Sypnieski, 2012, p. 125–127) and Navigating the Common Core with English Language Learners (Ferlazzo & Sypnieski, 2016, p. 95–97).
All figures from this chapter, as well as 11 additional chapters, references, hyperlinked Technology Connections, and more online resources, can be found at www.wiley.com/go/ellteacherstoolbox2.
How many books did you read this quarter? List the titles (look at your sticky notes and your list in your writer's notebook). How do you feel about this number of books?
How do you feel about your progress in reading (what is getting easier, what is still challenging)?
What was your favorite book you read this quarter? Give at least three reasons why it was your favorite.
Are you reading mostly fiction books, nonfiction books, or a mix of both? Why do you think this is?
What strategies are you using to help you understand your book (summarizing, looking up new words, asking questions, etc.)?
What changes will you make as a reader next quarter (read more‐challenging books, ask for book recommendations, read at home, etc.)?
What help do you need from your teacher or your classmates to become an even better reader (finding books, a quiet place to read in class, a partner to talk about my book with, starting a book club, etc.)?
Complete the following statement:
Reading is __________________because____________________.
Figure 1.1End‐of‐Quarter Reading Reflection
You have read many good books this year! You will demonstrate evidence of your reading and celebrate it by completing a final visual project. Follow this guide to complete your My Year of Reading Visual Project:
Look back over your finished books list in your writer's notebook and your sticky notes from the finished books wall.
Look at the titles you have read and think about how you might like to tie all of these books together.
You may present your books on a poster in the form of a map, time line, game board, video game, advertisement, list, or any other creative way you want. You must include the title of each book.
Complete a quick draft on a piece of scratch paper to show me your plan
before
I give you the final poster paper.
On the poster paper,
sketch
your design with pencil before you use ink or color.
You may use a combination of colored pens and colored pencils to complete your poster.
