Ruth Swinney is a native of Colombia, S.A. She started her career as a bilingual teacher in New York City. In 1984 she founded one of the first dual language programs in New York City in PS 84, and subsequently became director of bilingual and dual language programs for a large District in NYC. In this role she supervised bilingual and ESL programs, and developed seven model dual language programs for the District. When she became principal PS 165 (Manhattan) she set up a nationally recognized dual language program at the same time that she turned around one of the bottom schools in the city. She has won numerous awards for her work with second language learners, and for her achievements as a principal. After retiring she worked with the Reading and Writing Project at Teachers College, Columbia University, heading the principal work, and the ELL department. Currently she works as a consultant. Patricia Velasco started her career as a speech pathologist in Mexico City. After finishing her EdD in the United States, she established a Staff Development Institute (Casa de la Ciencia) that works with indigenous bilingual children and their teachers in San Cristobal de las Casas, Chiapas, Mexico . After she moved to New York City, she first worked for the Reading and Writing Project at Teachers College, Columbia University, as a staff developer supporting teachers all across New York City in addressing the literacy and language needs of English language learners. In addition, she was part of the faculty at Teachers College, Columbia University. Currently she is Assistant Professor of Education at Queens College, City University of New York, where she coordinates the Bilingual Program.

• List of IllustrationsForeword: Finding Cats and Dogs in the Zoo, by Ofelia GarciaAcknowledgmentsAbout the AuthorsPart I: The Language Component: From Social to Academic LanguageIntroduction: Making Content Accessible to English Learners and Struggling Students1. Building Language: How and WhyBackground Knowledge and Its Relationship With VocabularyThe Role that Background Knowledge Plays in Our LearningMorphology and SyntaxFigurative LanguageConclusionQuestions for Reflection2. From Social to Academic Language: a Curriculum of TalkDeveloping Oral LanguageThe Social and Academic Language ContinuumWhat Is a Curriculum of Talk?Goals of a Curriculum of Talk: The Role of ConversationDifferent Types of Classroom Conversations That Support Listening and Speaking in the ClassroomConclusionQuestions for Reflection3. Structures of Balanced Literacy That Support English Language Learners and Struggling StudentsWhat Is Balanced Literacy?Literacy Practices That Support Language GrowthAdapting Balanced Literacy ComponentsInteractive Real AloudShared ReadingShared WritingConclusionQuestions for ReflectionPart II: The Lesson Component: Sample Units to Integrate Content and Language Goals4. Language Arts Unit: Memoir (Grades 3-6)IntroductionSection 1: The English Language Learner and MemoirBreaking the Plan Into Doable PartsImmersion in the Genre Through Read AloudDeveloping Knowledge About the Genre After Reading Many MemoirsSection 2: Addressing Language NeedsElements of CohesionFigurative LanguageConclusionTeacher Self-Assessment for the Unit5. Social Studies Unit: Colonial Times and the American Revolution (Grade 4)The English Language Learner and the Social Studies CurriculumConcepts and Teaching ToolsBreaking the Plan Into Doable PartsAnchoring the Unit in a Read AloudThinking Skills Used Throughout the Unit: Language PromptsVocabulary DevelopmentShared Reading: Working With Language GoalsShared WritingConclusionTeacher Self-Assessment for the Unit6. Science Unit: Plant and Animal Adaptations (Grades 5-6)The English Language Learner and SciencePlanning the UnitBreaking the Plan Into Doable PartsShared ReadingDeveloping Critical Thinking Skills Through Read AloudExperiment: Plant AdaptationsIndividual Book ReportsConclusionTeacher Self-Assessment for the Unit7. Thematic Unit: The Rainforest (Grades 2-3)The English Language Learner and Thematic UnitsPlanning the UnitBreaking the Plan Into Doable PartsSocial Studies and Math ConceptsScienceLanguage ArtsThe Rainforest of the Amazon: The PlayConclusionTeacher Self-Assessment for the UnitConclusionReferencesIndex

"When told not to simplify but rather to amplify a lesson for English learners, a teacher′s first questions are: ′how and when?′ In Swinney and Velasco′s book, a Grade 2–6 teacher finds the answer to both questions and the tools to implement them. Congratulations! I do not know many books that can do that."