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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Serie: The Teacher's Toolbox Series
- Sprache: Englisch
- Veröffentlichungsjahr: 2018
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.
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Table of Contents
Cover
Title Page
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
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 2: Literary Conversations
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 3: Graphic Organizers
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 4: Vocabulary
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 5: Activating Prior Knowledge
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handout and Example
What Could Go Wrong?
Technology Connections
STRATEGY 6: Sequencing
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 7: Clozes
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 8: Language Experience Approach (LEA)
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handout and Example
What Could Go Wrong?
Technology Connection
Attribution
STRATEGY 9: Jigsaw
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 10: Reading Comprehension
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 11: Inductive Learning
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 12: Concept Attainment—Plus!
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
STRATEGY 13: Sentence Navigators and Sentence Builders
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connection
Attribution
STRATEGY 14: Writing Frames and Writing Structures
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 15: Quoting, Summarizing, and Paraphrasing
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connection
STRATEGY 16: Cooperative Writing
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Technology Connections
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
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 18: Writer's Notebook
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connection
Attribution
STRATEGY 19: Error Correction Strategies
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 20: Revision
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handout and Example
What Could Go Wrong?
Technology Connections
STRATEGY 21: Problem‐Posing
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handout and Example
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 22: Micro‐Progressions
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Attribution
STRATEGY 23: Learning Games for Reading and Writing
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
PART II: Speaking and Listening
STRATEGY 24: Dictation
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 25: Conversation Practice
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 26: Total Physical Response (TPR)
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 27: Music
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 28: Using Photos or Other Images in Speaking and Listening
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handout and Example
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 29: Video
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 30: Oral Presentations
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 31: Listening
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 32: Debate
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handout and Example
What Could Go Wrong?
Technology Connection
STRATEGY 33: Learning Games for Speaking and Listening
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handout and Example
What Could Go Wrong?
Technology Connections
Attribution
PART III: Additional Key Strategies
STRATEGY 34: Differentiation for ELLs in Mainstream Classes
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 35: 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?
Technology Connections
STRATEGY 36: Culturally Responsive Teaching
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Technology Connections
STRATEGY 37: Peer Teaching and Learning
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 38: Co‐Teaching
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Technology Connection
Attribution
STRATEGY 39: 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 40: Learning Stations
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Technology Connection
STRATEGY 41: Beginning the School Year
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 42: Ending the School Year
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 43: Beginning and Ending of Class
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Technology Connections
Attribution
STRATEGY 44: Textbooks
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
What Could Go Wrong?
Technology Connection
Attribution
STRATEGY 45: Using Technology
What Is It?
Why We Like It
Supporting Research
Common Core Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
Appendix: English Language Arts Standards—Anchor Standards
College and Career Readiness Anchor Standards for Reading
College and Career Readiness Anchor Standards for Writing
College and Career Readiness Anchor Standards for Speaking and Listening
College and Career Readiness Anchor Standards for Language
Technological Connections
STRATEGY 1: Independent Reading
STRATEGY 2: Literary Conversations
STRATEGY 3: Graphic Organizers
STRATEGY 4: Vocabulary
STRATEGY 5: Activating Prior Knowledge
STRATEGY 6: Sequencing
STRATEGY 7: Clozes
STRATEGY 8: Language Experience Approach (LEA)
STRATEGY 9: Jigsaw
STRATEGY 10: Reading Comprehension
STRATEGY 11: Inductive Learning
STRATEGY 12: Concept Attainment—Plus!
STRATEGY 13: Sentence Navigators and Sentence Builders
STRATEGY 14: Writing Frames and Writing Structures
STRATEGY 15: Quoting, Summarizing, and Paraphrasing
STRATEGY 16: Cooperative Writing
STRATEGY 17: Using Photos or Other Images in Reading and Writing
STRATEGY 18: Writer’s Notebook
STRATEGY 19: Error Correction Strategies
STRATEGY 20: Revision
STRATEGY 21: Problem-Posing
STRATEGY 23: Learning Games for Reading and Writing
STRATEGY 24: Dictation
STRATEGY 25: Conversation Practice
STRATEGY 26: Total Physical Response (TPR)
STRATEGY 27: Music
STRATEGY 28: Using Photos or Other Images in Speaking and Listening
STRATEGY 29: Video
STRATEGY 30: Oral Presentations
STRATEGY 31: Listening
STRATEGY 32: Debate
STRATEGY 33: Learning Games for Speaking and Listening
STRATEGY 34: Differentiation for ELLs in Mainstream Classes
STRATEGY 35: Supporting ELL Students with Interrupted Formal Education (SIFEs)
STRATEGY 36: Culturally Responsive Teaching
STRATEGY 37: Peer Teaching and Learning
STRATEGY 38: Co-Teaching
STRATEGY 39: Working with Parents and Guardians
STRATEGY 40: Learning Stations
STRATEGY 41: Beginning the School Year
STRATEGY 42: Ending the School Year
STRATEGY 43: Beginning and Ending of Class
STRATEGY 44: Textbooks
STRATEGY 45: Using Technology
References
Index
End User License Agreement
List of Illustrations
STRATEGY 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
STRATEGY 2
Figure 2.1 Book Trailer.
Figure 2.2 Book Talk.
Figure 2.3 Partner‐Reading Instructions.
Figure 2.4 Book Interview
STRATEGY 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
STRATEGY 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 Clines.
STRATEGY 5
Figure 5.1 Anticipation Guide
STRATEGY 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)
Figure 6.5 Strip Story Instructions
STRATEGY 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 Handout)
Figure 7.8 Cloze with Word Bank at End of Sentences—Cesar Chavez (Teacher Answer Key)
Figure 7.9 Cloze with Letter Blanks—Juan and Maria (Student Handout)
Figure 7.10 Cloze with Letter Blanks—Juan and Maria (Teacher Answer Key)
Figure 7.11 Cloze with No Blanks—US History (Student Handout)
Figure 7.12 Cloze with No Blanks—US History (Teacher Answer Key)
Figure 7.13 Persuading My Parents Cloze and Mimic Write
Figure 7.14 Persuading My Parents (Student Sample)
Figure 7.15 Instructions for Making a Cloze
STRATEGY 8
Figure 8.1 Language Experience Approach Model
STRATEGY 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
Figure 9.4 Nina's Break‐In Part 2: Questions About the Story
Figure 9.5 Nina's Break‐In: How to Use This Jigsaw
Figure 9.6 Student Jigsaw Instructions
STRATEGY 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
STRATEGY 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 Practice
Figure 11.8 Concept Attainment Example on Adjectives and Periods
Figure 11.9 Concept Attainment Example on
Has
and
Have
STRATEGY 12
Figure 12.1 Student Example and Correction
Figure 12.2 Student Annotation of Mistakes
Figure 12.3 Teacher Mimic Write of Student Mistakes
Figure 12.4 Teacher Mimic Write with Student Corrections
Figure 12.5 Student Writing Prompt and Response
STRATEGY 13
Figure 13.1 Model Sentence Navigator Answering Questions
Figure 13.2 Blank Sentence Navigator Answering Questions
Figure 13.3 Blank Sentence Navigator for Any Sentence
STRATEGY 14
Figure 14.1 George Washington Writing Frame
Figure 14.2 Mexico Writing Frame
Figure 14.3 Mexico Writing Structure
Figure 14.4 ABC Writing Structure
Figure 14.5 PEE Writing Structure
Figure 14.6 RACE Writing Structure
Figure 14.7 AREE! Writing Structure
Figure 14.8 AREE! Writing Structure Teaching Grid
STRATEGY 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
STRATEGY 17
Figure 17.1 Slideshow Notes
Figure 17.2 Examining an Image
Figure 17.3 Examining an Image (for Intermediates)
STRATEGY 18
Figure 18.1 Student Example of a Heart Map
Figure 18.2 Prompts for Responding to My Reading
STRATEGY 20
Figure 20.1 Peer Review Sheet
STRATEGY 21
Figure 21.1 Problem‐Posing Graphic Organizer
STRATEGY 22
Figure 22.1 Micro‐Progression—Claim and Evidence
Figure 22.2 Micro‐Progression—Predictions
STRATEGY 23
Figure 23.1 Nine Box Grid with Health Care Words Example
Figure 23.2 Nine Box Grid Template
STRATEGY 25
Figure 25.1 Holiday Dialogue
Figure 25.2 Dialogue Scramble
Figure 25.3 Dialogue Scramble (Teacher Answer Key)
STRATEGY 27
Figure 27.1 Song Lyric Analysis Sheet
Figure 27.2 My Favorite Song
Figure 27.3 Information Chants
STRATEGY 28
Figure 28.1 Back‐and‐Forth Page
STRATEGY 29
Figure 29.1 Video Thinking Sheet
Figure 29.2 Pause and Predict Sheet
STRATEGY 30
Figure 30.1 Presentation Peer Evaluation Rubric.
Figure 30.2 Speaking Dos and Don'ts
Figure 30.3 Listening Dos and Don'ts
Figure 30.4 Talking Points Presentation Model and Outline
Figure 30.5 Top Five Outline
Figure 30.6 Home Culture Planning Sheet
Figure 30.7 Sentence Stems for Oral Presentations
Figure 30.8 Oral Presentation Feedback Form
STRATEGY 31
Figure 31.1 Listening Practice Sheet.
Figure 31.2 Listening Frames
Figure 31.3 Sample Dialogue
STRATEGY 32
Figure 32.1 Debate Language
STRATEGY 33
Figure 33.1 Nine Box Grid.
STRATEGY 37
Figure 37.1 Personal Story Outline
Figure 37.2 Story Sharing.
Figure 37.3 Writing Prompt: Building Empathy.
Figure 37.4 Story‐Sharing Listening Chart.
Figure 37.5 Peer Mentor Guidelines
Figure 37.6 Everyone Is a Teacher Poster
Figure 37.7 Everyone Is a Teacher Goal‐Setting Chart
Figure 37.8 Student Example of Goal‐Setting Chart
STRATEGY 41
Figure 41.1 Course Expectations
Figure 41.2 Course Expectations Questions
Figure 41.3 Partner Introductions
Figure 41.4 My Summer
STRATEGY 42
Figure 42.1 Finishing Strong Goal Sheet
Figure 42.2 Lesson Plan.
Figure 42.3 My Year Directions.
Figure 42.4 Writing Improvement Rubric.
Figure 42.5 Improvement Rubric Reflection Questions.
STRATEGY 45
Figure 45.1 Student‐Led Lesson Plan
Figure 45.2 Lesson Guide
Figure 45.3 Weekly Computer Independent Study Plan
Figure 45.4 Personalized Learning Weekly Test
Figure 45.5 Daily Computer Plan & Reflection
Guide
Cover
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E1
“In The ELL Teacher's Toolbox, readers will find powerful, research‐based instructional methods and practical classroom ideas that are tried and true. This is a must‐have resource for all teachers!”
—Valentina Gonzalez, Professional Development Specialist for ELLs, Katy Independent School District, Texas
“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.”
—Shanna Peeples, 2015 National Teacher of the Year
“A grab‐and‐go book of strategies for teachers of English learners. With this book, all educators can be both teachers of content and language at the same time. The ELL Teacher's Toolbox 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 is just that. A box full of tools that you will want to have at your fingertips all year long. If you teach any English learners, you'll be grateful to have this practical guide and all the reproducible resources packed into it!
—Carol Salva, Seidlitz Education, author, Boosting Achievement: Reaching Students with Interrupted Or Minimal Education
The ELL Teacher’s Toolbox
Hundreds of Practical Ideas to Support Your Students
LARRY FERLAZZO AND KATIE HULL SYPNIESKI
Copyright © 2018 by John Wiley & Sons, Inc. All rights reserved.
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Library of Congress Cataloging‐in‐Publication Data:
Names: Ferlazzo, Larry, author. | HullSypnieski, Katie, 1974- author.Title: The ELL teacher's toolbox : hundreds of practical ideas to support your students / by Larry Ferlazzo, Katie Hull Sypnieski.Description: Hoboken, New Jersey : John Wiley & Sons, 2018. | Includes index. | Identifiers: LCCN 2017057348 (print) | LCCN 2017061783 (ebook) | ISBN 9781119364986 (pdf) | ISBN 9781119364955 (epub) | ISBN 9781119364962 (pbk.)Subjects: LCSH: English language—Study and teaching—Foreign speakers—Handbooks, manuals, etc.Classification: LCC PE1128.A2 (ebook) | LCC PE1128.A2 F44 2018 (print) | DDC 428.0071—dc23LC record available at https://lccn.loc.gov/2017057348
Cover Design: WileyCover Image: ©ThomasVogel/iStockphoto
FIRST EDITION
About the Authors
Larry Ferlazzo has taught 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, for 14 years. He has written eight previous books, Navigating the Common Core with English Language Learners (with coauthor Katie Hull Sypnieski); The ESL/ELL Teacher's Survival Guide (with coauthor Katie Hull Sypnieski); Building a Community of Self‐Motivated Learners: Strategies to Help Students Thrive in School and Beyond; Classroom Management Q&As: Expert Strategies for Teaching; Self‐Driven Learning: Teaching Strategies for Student Motivation; Helping Students Motivate Themselves: Practical Answers to Classroom Challenges; English Language Learners: Teaching Strategies That Work; and Building Parent Engagement in Schools (with coauthor Lorie Hammond).
He has won numerous awards, including the Leadership for a Changing World Award from the Ford Foundation, and he 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/, a weekly teacher advice column for Education Week Teacher, and regular posts for the New York Times and the British Council on teaching English language learners. His articles on education also regularly appear in the Washington Post and ASCD Educational Leadership.
Larry was a community organizer for 19 years prior to becoming a public school teacher. He is married and has three children and two grandchildren.
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.
She is a teaching consultant with the Area 3 Writing Project at the University of California, Davis, and leads professional development for teachers of ELLs.
She is the coauthor (with Larry Ferlazzo) of The ESL/ELL Teacher's Survival Guide and Navigating the Common Core with English Language Learners. She has written articles for the Washington Post, ASCD Educational Leadership, and Edutopia.
Katie lives in Sacramento with her husband and their three children.
Acknowledgments
Larry Ferlazzo: I'd like to thank my family—Stacia, Rich, Shea, Ava, Nik, Karli, and especially, my wife, Jan—for their support. In addition, I need to express appreciation to my coauthor, Katie Hull Sypnieski, who has been a friend and colleague for 14 years. I would also like to thank the staff and faculty members at Luther Burbank High School, including former principal Ted Appel, present principal Jim Peterson, and teacher‐leader Pam Buric, for their assistance over the years. And, probably most important, I'd like to thank the many students who have made me a better teacher—and a better person. Thank you, also, to David Powell, who has done an extraordinary job making manuscripts presentable for all of my books, including this one.
Finally, I must offer a big thank you to Kate Gagnon at Jossey‐Bass for her patience and guidance in preparing this book.
Katie Hull Sypnieski: I would like to thank all of my family members—especially David, Drew, Ryan, and Rachel—for their love and support. Thank you to my coauthor, Larry Ferlazzo, whom I'm proud to call my colleague and my friend. Thank you to my teaching partner, Dana Dusbiber, for her constant support and inspiration. I would also like to thank the amazing staff members and administrative team at Rosa Parks K–8 School. Thank you to the many educators at The California Writing Project who have taught me so much over the years. I must also thank Kate Gagnon at Jossey‐Bass for all of the help she has provided to us. Finally, to the many students who I've had the honor of teaching—thank you for all the love, laughter, and learning you've brought into my life.
Both of us would like to thank the many educators who have let us borrow their ideas to use in our classrooms and in this book.
Introduction
If you have an important point to make, don't try to be subtle or clever. Use a pile driver. Hit the point once. Then come back and hit it again. Then hit it a third time.
Winston Churchill
We are, indeed, again hitting the important point that we must look at English language learners through the lens of assets and not deficits in this, our third book.
The ESL/ELL Teacher's Survival Guide (2012), our first book, looked through this positive lens and was categorized by themes and genres. In our second book, Navigating the Common Core with English Language Learners (2016), we applied this same lens to approaching the ELL classroom and used standards to organize our recommendations.
We're now ready to hit it a third time and share instructional strategies that again build on the assets of ELLs.
What is our definition of an instructional strategy? We define it loosely as a teaching tactic, technique, or method that can be used in a class as part of multiple lessons and across content areas. We are not saying that every strategy we discuss can be used in all lessons or in all content areas. However, we are saying that each strategy can be used in a number of different classroom lessons.
The names of each of the 45 strategies we discuss, though, don't always reflect this loose definition, but the one‐ to five‐word titles are less important than the practical classroom ideas included under each one.
We can say with confidence, however, that everything in this book does fit the definition of the root word of strategy—ag, which means to “draw out or forth, move” (Strategy, n.d.). We apply these ideas to assist students to draw out the gifts and tools they already possess and to provide them with new ones so that they can move forward in their academic, social‐emotional, and professional‐economic lives.
There are hundreds of specific ideas contained within these 45 broader strategies, including scores of reproducible student handouts. They all reflect our commitment to supporting language acquisition (being able to actually use the target language in a practical way) and not just language learning (being able to complete a worksheet on a grammar concept but not being able to apply it in a conversation). In addition, these strategies recognize and build on the gifts our ELL students (and, in fact, all our students) bring to the classroom. Finally, they all promote a classroom culture of active learning and not passivity.
These are truly teacher‐tested strategies that we have used day‐in and day‐out during our combined 35 years of teaching experience. The majority of the lesson ideas we discuss have not appeared in our previous books. Others were present in them, but they are updated with improvements or revised student handouts. One percent of the book is lifted verbatim from our first two books because we felt it was just too good to leave out.
Each strategy follows a similar outline. First, we explain what it is, followed by a short analysis about why we like it. Next, we provide research supporting its use with English language learners and list the Common Core Anchor Standards that the strategy can help meet (we've also reprinted those standards as an Appendix at the end of this book). The Application section contains the meat of the strategy, where we describe different ways to apply it in class. We then talk about what could go wrong in these lessons—and, believe us, we speak from much direct experience in this part! Next, we share various ways to integrate technology. Then, we recognize the contribution of other educators to the ideas we have discussed. Last, we share the related figures (these reproducibles and a complete list of links to technology resources discussed in the book can be accessed online at our book's website, www.wiley.com/go/ellteachertools). The 45 strategies are divided into three sections. The first section's focus relates to reading and writing; the second to speaking and listening; and the third, for lack of a better term, we're calling additional key strategies that don't quite fit under either of the first two labels. We also recognize that even the first two categories are somewhat artificial labels because most classroom lessons involve all four domains.
Though this book's focus is on English language learners, we also want to make clear that we use all these strategies, or variations of them, with our English‐proficient students. Good ELL teaching is good teaching for everyone, and we hope you will read our book and implement its suggestions in that spirit!
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 the best way for our ELL students to become more motivated to read and to increase their literacy skills is to give them time to read and to let them read what they like! That being said, we don't just stand back and watch them read. We do teach reading strategies, 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.
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.).
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 reading material they are currently interested in and are given time to read every day (depending on the day's schedule they spend anywhere from 10 to 20 minutes per day). Our students' use of digital reading materials in the classroom has dramatically increased in the past few years, and we discuss this in the Technology Connections section.
In order for this time to be effective—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, a newcomer having to thumb through 10 intermediate or advanced books before he or she finds 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 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.
If you are facing a situation‐like we have at times‐when your new ELL student knows no English, doesn't have a cell phone, you don't have a peer tutor to help him or her read, there's no computer available in the classroom, and no bilingual book using that student's home language, then we make sure to get a bilingual dictionary (ideally, with pictures) that students can read. These can easily be found online for most languages, though they can be expensive. It's not ideal, but it's something.
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, a drawing, or talking with a partner. Other times we ask students to respond to their reading in their writer's notebooks (see Strategy 18: Writer's Notebook 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 Strategy 2: Literary Conversations, such as creating a book trailer, conducting a book interview, or identifying and writing about a golden line.
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, the number of pages, 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 Strategy 18). 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 each student is making his or her own progress.
At the end of 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.
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
WORKING WITH STUDENTS NOT LITERATE IN THEIR HOME LANGUAGE
Independent reading can be especially challenging with English language learners who are preliterate, not literate, or who have low literacy skills in their home language. However, new 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 through online reading activities. 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 the Technology Connections for a list of the sites we have found most useful. In addition, explore Strategy 35: Supporting ELL Students with Interrupted Formal Education (SIFE) for other ideas.
Student Handouts and Examples
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
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. We've 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. As we stated previously, digital texts are another engaging option for adolescent ELLs and provide many 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.
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 Preliterate ELLs (
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/
)
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).
STRATEGY 2Literary Conversations
What Is It?
We provide our students with the opportunity to read high‐interest books independently (see Strategy 1: Independent Reading). Literary conversations, written and oral, help them interact with these texts while creating a classroom culture of shared literacy. We apply these strategies primarily to independent reading books, but they can also be used with texts we are reading together as a class.
Why We Like It
The activities we list in this strategy all serve to encourage student investment in reading while gaining authentic writing and speaking practice. In addition, they reinforce literary terms and concepts. We want our students to discuss their reading in meaningful and engaging ways, not in ways that feel obligatory, monotonous, or always tied to a grade. The following activities provide students with the opportunity to share their reading in creative, fun ways. They also reflect how readers talk about books outside the classroom—we don't know many people who write a book report every time they finish a book!
Supporting Research
Much research confirms the benefits of having students read books of their own choice and giving them time to read these books during the school day (Calkins & Ehrenworth, n.d.; Russ on Reading, 2016).
Research also indicates that students are more motivated to read and discuss their books when they know they will be discussing them with their peers (Bedee, 2010, p. 64).
In addition, students tend to be more invested in the task if they are writing for authentic audiences, as opposed to just for the teacher (Ferlazzo, 2009, April 1). Research has found that mandatory reading logs, however, can have a detrimental effect on students' motivation for reading (Pak & Weseley, 2012, p. 260; Reischer, 2016).
Further, studies show that having students simulate actions and skills they will be using in the future, such as self‐selected reading and discussing their insights with others, increases the chance of transferring these behaviors to situations outside the classroom (Perkins & Salomon, n.d., 1992).
Common Core Connections
The Addendum for English Language Learners published in the Common Core State Standards states that ELLs must have access to “opportunities for classroom discourse and interaction that are well‐designed to enable ELLs to develop communicative strengths in language arts” (Council of Chief State Officers and the National Governors Association, n.d., p. 2). Literary conversations provides these opportunities. It can also support several of the Common Core State Reading Standards as students draw conclusions about a text and support their inferences with evidence. This strategy can also be used to support several of the Listening and Speaking Standards under “Comprehension and Collaboration.”
Application
The following activities are a few of the alternatives to traditional reading logs or book reports that we use in class. Many more can be found on the sites listed in Technology Connections. These activities can be modified for different English proficiency levels and can either incorporate technology or be done as low‐tech versions. In Strategy 1: Independent Reading, we discussed providing our students with the opportunity to read books of their choice during independent reading time. We have found they are more motivated to engage in conversations about these types of high‐interest, self‐ selected books. However, the following activities could also be used with a text that the class is reading together.
BOOK TRAILERS
Book trailers are an engaging way to help students write and talk about their reading. This strategy also invites students to practice elements of argumentation as they present a claim and back it up with specific reasons and evidence.
The teacher can begin by showing students some examples of book trailers (see Technology Connections) and asking students to write down what these examples have in common. The teacher might ask, “Do they summarize the whole book or just describe some elements of the story?” “Do they offer reasons why someone should read the book?” “How do the images appeal to readers?” After studying the examples, students then choose a favorite book and begin creating their own trailer. The teacher can give students a handout listing the elements that the book trailer must include (see Figure 2.1: Book Trailer for an example) or the teacher and students can come up with a list together.
Figure 2.1 Book Trailer.
Source: Modified from Ferlazzo & Sypnieski, The ESL/ELL Teacher's Survival Guide (2012, p. 131–132)
Students can do a low‐tech version by displaying their book while they read their trailer in front of the class, in small groups, or when visiting another classroom. They could also create a book trailer poster (similar to a movie poster) with the title, main characters' names, images representing the story, and a rating (e.g., five stars). Students could then display their posters and take turns sharing their book trailers in small groups or as a class.
Creating digital book trailers can be even more engaging for students and results in a living archive where students can go for inspiration. There are several great tools students can use to create digital book trailers (see Technology Connections).
BOOK TALKS
Book talks are another great way for students to interact with their reading and gain valuable speaking practice. The teacher can give students questions to answer about the books they are reading (e.g., “Why did you choose this book?” “What do you like about this book?” “Why should another student read this book?”). Students answer the questions in writing and then use them to do a book talk with a partner, in a small group, or for the whole class (we would recommend doing one or two a day, rather than having students listen to 30 book talks in a row!). This activity enables classmates to hear about other interesting books their classmates are reading and helps to build a classroom culture of shared literacy (see Figure 2.2: Book Talk for an example of the directions we give to students).
Figure 2.2 Book Talk.
Source: Modified from Exhibit 5.4 in The ESL/ELL Teacher's Survival Guide (Ferlazzo & Sypnieski, 2012, p. 131)
PARTNER READING
Reading self‐selected books in pairs is another activity that builds engagement in literacy. It provides student choice; reading, speaking, listening, and writing practice; an authentic audience; and immediate feedback.
Once a week in our combined beginner‐intermediate class, students pair up—primarily, but not exclusively, with one beginner and one intermediate (we have found that pairing students up in this way is less frustrating for the beginner and more confidence‐boosting for the intermediate). We post Figure 2.3: Partner‐Reading Instructions and students are given a couple of minutes to choose a book. Then we explain to students they will read one paragraph at a time aloud to each other. After reading (we usually give students about ten minutes of reading time), they choose three new words they encountered, write them down on a piece of paper, and learn what they mean. In addition, they draw a picture that represents what they read and write a sentence that explains why they liked or didn't like the book. Students then can either present to groups of other students or we record their presentation using one of many apps (see Technology Connections).
Figure 2.3 Partner‐Reading Instructions.
Source: Reprinted from Ferlazzo & Sypnieski, Navigating the Common Core with English Language Learners (2016, p. 98)
BOOK INTERVIEWS
Book interviews are another way for students to interact with the books that they and their classmates are reading. In this activity, students work in pairs to interview each other about the books they are currently reading. We give students Figure 2.4: Book Interview, where they can take notes as they ask their partner questions about his or her book. The teacher can create the questions for the form or students can come up with their own. After partners are finished interviewing each other, they can use their notes to prepare a short presentation about their partner's book, which they can present to the class, in small groups, or record them to post on a class blog.
Figure 2.4 Book Interview
GOLDEN LINES
This activity, which we were first introduced to by the WRITE Institute (https://writeinstitute.sdcoe.net/), can be used to instantly generate students to think, write, and discuss their reading. It involves students reading a text and identifying a “golden line”—a sentence that is surprising, descriptive, thought‐provoking, meaningful, and so on. Students can copy this golden line onto a piece of paper and write why they selected it. Sometimes we have students illustrate it as well. Then students share their golden lines with each other in pairs, small groups, or as a class. They can also be posted on the classroom wall or shared online.
CREATIVE RESPONSE PROMPTS
Traditional reading strategies, such as making a prediction, asking a question, summarizing, and so on (see Strategy 10: Reading Comprehension), are obviously important for students to practice. However, when we want to spice things up, we'll provide students with more‐creative response prompts. We've found these types of prompts promote more intrinsically motivating reading responses and sharing among our students while building higher‐order thinking. The following prompts include some of the possibilities:
Plot Twist:
Choose a part of the book you have read and explain how you would change the story. Why would you make these changes?
Be a Therapist:
Give advice to one of the book's characters. What would you tell him or her to do, and why?
Dear Diary:
Pick a character from your book and write an entry in his or her diary.
Texting or Tweeting:
Choose two characters from your book and write a conversation they might have through text messages or on Twitter. Think about what emojis they might use, what their Twitter names might be, and what hashtags they might use.
Trading Card:
Choose a character and make a trading card. On one side draw a picture of the character and on the other side write important facts and traits about this character.
Rename It:
Write a new title for your book, and explain why you chose this title.
What If…?:
Write a question about your book that begins with “What if…?” (for example, in
The Hunger Games,
“What if Katniss didn't volunteer as a tribute?”) and then write a response to your question.
Some of these prompts were modified from a list by Ross Cooper (2015).
Student Handouts and Examples
Figure 2.1
: Book Trailer
Figure 2.2
: Book Talk
Figure 2.3
: Partner‐Reading Instructions
