ELL Teacher's Toolbox

LARRY FERLAZZO teaches 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. He has written eight previous books and 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. 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. FERLAZZO and HULL SYPNIESKI are the coauthors of The ESL/ELL Teacher's Survival Guide and Navigating the Common Core with English Language Learners, both from Jossey-Bass/Wiley.

• ContentsAbout the Authors xxixAcknowledgments xxxiIntroduction 1I Reading and Writing 31. Independent Reading 5What Is It? 5Why We Like It 5Supporting Research 5Common Core Connections 6Application 6Selecting Books 6Student-Teacher Check-Ins 7Writing and Talking About Books 7Publishing Student Successes 8Working with Students Not Literate in Their Home Language 8Student Handouts and Examples 9What Could Go Wrong? 9Technology Connections 9Attribution 10Figures 10Figure 1.1 End-of-Quarter Reading Reflection 10Figure 1.2 My Year of Reading Visual Project 11Figure 1.3 My Year of Reading Student Example 112. Literary Conversations 13What Is It? 13Why We Like It 13Supporting Research 13Common Core Connections 14Application 14Book Trailers 14Book Talks 15Partner Reading 15Book Interviews 16Golden Lines 16Creative Response Prompts 16Student Handouts and Examples 17What Could Go Wrong? 17Technology Connections 18Attribution 18Figures 19Figure 2.1 Book Trailer 19Figure 2.2 Book Talk 20Figure 2.3 Partner-Reading Instructions 21Figure 2.4 Book Interview 223. Graphic Organizers 23What Is It? 23Why We Like It 23Supporting Research 24Common Core Connections 24Application 24Reading 24Writing 25Student Handouts and Examples 27What Could Go Wrong? 27Technology Connections 28Attribution 28Figures 29Figure 3.1 Narrative Word Chart 29Figure 3.2 Identifying Words While Reading 30Figure 3.3 Five Senses Chart 30Figure 3.4 Five Senses Chart Student Example 31Figure 3.5 Setting 32Figure 3.6 Main Characters 33Figure 3.7 Supporting Characters 34Figure 3.8 Theme 35Figure 3.9 Conflict Map 36Figure 3.10 Story Events 37Figure 3.11 Dialogue 38Figure 3.12 Write Your Story 394. Vocabulary 41What Is It? 41Why We Like It 42Supporting Research 42Common Core Connections 43Application 43Four Words Sheet 43Word Chart 43Teaching New Words During Reading 44Academic Vocabulary 44Clines 45Word Webs 46Interactive Word Wall 46Cognates 48From Clues to Words 48Student Handouts and Examples 49What Could Go Wrong? 49Technology Connections 49Attribution 50Figures 51Figure 4.1 Four Words Sheet 51Figure 4.2 Question and Sentence Starters List 52Figure 4.3 Narrative Word Chart 53Figure 4.4 Identifying Words While Reading 54Figure 4.5 Clines 555. Activating Prior Knowledge 57What Is It? 57Why We Like It 58Supporting Research 58Common Core Connections 58Application 58KWL Charts 59Anticipation Guides 59Multimedia 59Quick writes 60Preparatory Texts 60Field Trips—Real or Virtual 60Student Handout and Example 61What Could Go Wrong? 61Technology Connections 61Figure 62Figure 5.1 Anticipation Guide 626. Sequencing 65What Is It? 65Why We Like It 65Supporting Research 66Common Core Connections 66Application 66Strip Stories 66Sentence Scrambles 68Comic Strips 68Student Handouts and Examples 68What Could Go Wrong? 69Technology Connections 69Attribution 69Figures 70Figure 6.1 First Day of School Strip Story (Student Handout) 70Figure 6.2 First Day of School Strip Story (Teacher Answer Key) 71Figure 6.3 Mexico Strip Story (Student Handout) 72Figure 6.4 Mexico Strip Story (Teacher Answer Key) 73Figure 6.5 Strip Story Instructions 747. Clozes 75What Is It? 75Why We Like It 75Supporting Research 75Common Core Connections 76Application 76Student Handouts and Examples 78What Could Go Wrong? 78Technology Connections 79Attribution 79Figures 80Figure 7.1 Cloze with No Answers Shown—Jobs (Student Handout) 80Figure 7.2 Cloze with No Answers Shown—Jobs (Teacher Answer Key) 80Figure 7.3 Cloze with No Answers Shown—Art and Music (Student Handout) 80Figure 7.4 Cloze with No Answers Shown—Art and Music (Teacher Answer Key) 81Figure 7.5 Cloze with Word Bank—Helen Keller (Student Handout) 81Figure 7.6 Cloze with Word Bank—Helen Keller (Teacher Answer Key) 82Figure 7.7 Cloze with Word Bank at End of Sentences—Cesar Chavez (Student Handout) 82Figure 7.8 Cloze with Word Bank at End of Sentences—Cesar Chavez (Teacher Answer Key) 83Figure 7.9 Cloze with Letter Blanks—Juan and Maria (Student Handout) 83Figure 7.10 Cloze with Letter Blanks—Juan and Maria (Teacher Answer Key) 83Figure 7.11 Cloze with No Blanks—US History (Student Handout) 84Figure 7.12 Cloze with No Blanks—US History (Teacher Answer Key) 85Figure 7.13 Persuading My Parents Cloze and Mimic Write 85Figure 7.14 Persuading My Parents (Student Sample) 86Figure 7.15 Instructions for Making a Cloze 868. Language Experience Approach (LEA) 87What Is It? 87Why We Like It 87Supporting Research 87Common Core Connections 87Application 88Student Handout and Example 89What Could Go Wrong? 89Technology Connection 90Attribution 90Figure 90Figure 8.1 Language Experience Approach Model 909. Jigsaw 91What Is It? 91Why We Like It 91Supporting Research 91Common Core Connections 92Application 92Beginners and Low-Intermediates 92High-Intermediates and Advanced 94Student Handouts and Examples 96What Could Go Wrong? 96Technology Connections 96Attribution 97Figures 97Figure 9.1 Driver’s License Jigsaw 97Figure 9.2 Driver’s License Activity 98Figure 9.3 Nina’s Break-In Part 1: Jigsaw 99Figure 9.4 Nina’s Break-In Part 2: Questions About the Story 100Figure 9.5 Nina’s Break-In: How to Use This Jigsaw 101Figure 9.6 Student Jigsaw Instructions 10210. Reading Comprehension 103What Is It? 103Why We Like It 104Supporting Research 104Reading Strategies 104Read Alouds and Think Alouds 105Close Reading 105Common Core Connections 105Application 105Reading Strategies 105Read Alouds and Think Alouds 107Whole-Class Readings 108Close Reading 113Student Handouts and Examples 117What Could Go Wrong? 117Technology Connections 117Attribution 118Figures 119Figure 10.1 Reading Strategies Word Chart 119Figure 10.2 Think Aloud Example 120Figure 10.3 Benefits of Reading Data Set 121Figure 10.4 “What People Say About” Graphic Organizer 12211. Inductive Learning 123What Is It? 123Why We Like It 123Supporting Research 124Common Core Connections 124Application 124Picture Word Inductive Model (PWIM) 124Text, Phonics, and Picture Data Sets 126Concept Attainment 128Student Handouts and Examples 129What Could Go Wrong? 129Technology Connections 129Attribution 130Figures 130Figure 11.1 A Man in the Kitchen 130Figure 11.2 Kitchen Picture Cloze Sentences 131Figure 11.3 International New Year’s Traditions Data Set (for Intermediates) 132Figure 11.4 John F. Kennedy Data Set (for Intermediates) 133Figure 11.5 Seasons of the Year Data Set (for Beginners) 134Figure 11.6 Data Set Instructions 134Figure 11.7 Page from Sounds Easy! Phonics, Spelling, and Pronunciation Practice 135Figure 11.8 Concept Attainment Example on Adjectives and Periods 136Figure 11.9 Concept Attainment Example on Has and Have 13612. Concept Attainment—Plus! 137What Is It? 137Why We Like It 137Supporting Research 137Common Core Connections 137Application 138Student Handouts and Examples 139What Could Go Wrong? 139Technology Connections 139Figures 140Figure 12.1 Student Example and Correction 140Figure 12.2 Student Annotation of Mistakes 141Figure 12.3 Teacher Mimic Write of Student Mistakes 142Figure 12.4 Teacher Mimic Write with Student Corrections 143Figure 12.5 Student Writing Prompt and Response 14413. Sentence Navigators and Sentence Builders 145What Is It? 145Why We Like It 145Supporting Research 145Common Core Connections 146Application 146Student Handouts and Examples 147What Could Go Wrong? 147Technology Connection 147Attribution 147Figures 148Figure 13.1 Model Sentence Navigator Answering Questions 148Figure 13.2 Blank Sentence Navigator Answering Questions 149Figure 13.3 Blank Sentence Navigator for Any Sentence 15014. Writing Frames and Writing Structures 151What Is It? 151Why We Like It 151Supporting Research 152Common Core Connections 152Application 152Writing Frames 152Writing Structures 153Student Handouts and Examples 155What Could Go Wrong? 155Technology Connections 156Attribution 156Figures 156Figure 14.1 George Washington Writing Frame 156Figure 14.2 Mexico Writing Frame 157Figure 14.3 Mexico Writing Structure 158Figure 14.4 ABC Writing Structure 159Figure 14.5 PEE Writing Structure 160Figure 14.6 RACE Writing Structure 161Figure 14.7 AREE! Writing Structure 162Figure 14.8 AREE! Writing Structure Teaching Grid 16315. Quoting, Summarizing, and Paraphrasing 165What Is It? 165Why We Like It 165Supporting Research 166Common Core Connections 166Application 166Quoting 166Summarizing 167Paraphrasing 168Student Handouts and Examples 170What Could Go Wrong? 170Technology Connection 170Figures 171Figure 15.1 Summarizing Examples 171Figure 15.2 Concept Attainment Paraphrasing 1 172Figure 15.3 Concept Attainment Paraphrasing 2 173Figure 15.4 Paraphrase Sheet 17416. Cooperative Writing 175What Is It? 175Why We Like It 175Supporting Research 176Common Core Connections 176Application 176Cooperative Drawings 176Chain Stories 177Cooperative Storytelling 178Sticky Chats 179What Could Go Wrong? 180Technology Connections 180Attribution 18117. Using Photos or Other Images in Reading and Writing 183What Is It? 183Why We Like It 183Supporting Research 184Common Core Connections 184Application 184Slideshow Annotation 184Close-Read Photos and Other Images 184Unveiling Parts of an Image 185Writing Captions and Cloze Captions 185Compare and Contrast 186Picture Story 187Student Handouts and Examples 187What Could Go Wrong? 187Technology Connections 188Attribution 188Figures 189Figure 17.1 Slideshow Notes 189Figure 17.2 Examining an Image 190Figure 17.3 Examining an Image (for Intermediates) 19118. Writer’s Notebook 193What Is It? 193Why We Like It 193Supporting Research 194Common Core Connections 194Application 194Getting Started 194How Students Use Them 196How Teachers Use Them 197Student Handouts and Examples 197What Could Go Wrong? 197Technology Connection 198Attribution 198Figures 198Figure 18.1 Student Example of a Heart Map 198Figure 18.2 Prompts for Responding to My Reading 19919. Error Correction Strategies 201What Is It? 201Why We Like It 201Supporting Research 202Common Core Connections 203Application 203Concept Attainment and Concept Attainment Plus 203Games 203Encourage a Growth Mind-Set 204Giving Individual Feedback 204What Could Go Wrong? 205Technology Connections 205Attribution 20520. Revision 207What Is It? 207Why We Like It 207Supporting Research 208Common Core Connections 208Application 208Student Handout and Example 210What Could Go Wrong? 210Technology Connections 210Figure 212Figure 20.1 Peer Review Sheet 21221. Problem-Posing 213What Is It? 213Why We Like It 213Supporting Research 213Common Core Connections 214Application 214Student Handout and Example 217What Could Go Wrong? 217Technology Connections 218Attribution 218Figure 219Figure 21.1 Problem-Posing Graphic Organizer 21922. Micro-Progressions 221What Is It? 221Why We Like It 221Supporting Research 222Common Core Connections 222Application 222Student Handouts and Examples 225What Could Go Wrong? 225Attribution 225Figures 226Figure 22.1 Micro-Progression—Claim and Evidence 226Figure 22.2 Micro-Progression—Predictions 22623. Learning Games for Reading and Writing 227What Is It? 227Why We Like It 227Supporting Research 228Common Core Connections 228Application 228Nine Box Grid 228Phonic Darts 229Fill-in-the-Blank 229Flyswatter Game (with or Without Flyswatters) 230Name It 231Round-and-Round She Goes 231Writing Bingo 231Sentence Scrambles 232Academic Language Sentences 233Pictionary 234Team-Writing Sentences 234Hangman 234Categories 235What Doesn’t Belong? 235Student Handouts and Examples 235What Could Go Wrong? 235Technology Connections 236Attribution 238Figures 238Figure 23.1 Nine Box Grid with Health Care Words Example 238Figure 23.2 Nine Box Grid Template 239II Speaking and Listening 24124. Dictation 243What Is It? 243Why We Like It 243Supporting Research 243Common Core Connections 243Application 244Paired Dictation 244Dictogloss (and Variations) 244Picture Dictation 246Information Gap 246What Could Go Wrong? 247Technology Connections 247Attribution 24825. Conversation Practice 249What Is It? 249Why We Like It 249Supporting Research 249Common Core Connections 250Application 250Dialogues 2503–2-1 251Ask-Answer-Add 252Conversation Cheat Sheets 253Self-Assessment 253Student Handouts and Examples 253What Could Go Wrong? 254Technology Connections 254Attribution 254Figures 255Figure 25.1 Holiday Dialogue 255Figure 25.2 Dialogue Scramble 255Figure 25.3 Dialogue Scramble (Teacher Answer Key) 25626. Total Physical Response (TPR) 257What Is It? 257Why We Like It 257Supporting Research 257Common Core Connections 257Application 258TPR Extension Activity 258What Could Go Wrong? 259Technology Connections 259Attribution 26027. Music 261What Is It? 261Why We Like It 261Supporting Research 261Common Core Connections 262Application 262Typical Sequence 262Topical Projects 265Personalized Song Lessons 266Chants 267Student Handouts and Examples 267What Could Go Wrong? 267Technology Connections 268Attribution 268Figures 269Figure 27.1 Song Lyric Analysis Sheet 269Figure 27.2 My Favorite Song 271Figure 27.3 Information Chants 27328. Using Photos or Other Images in Speaking and Listening 275What Is It? 275Why We Like It 275Supporting Research 275Common Core Connections 276Application 276Photo Collages 276Back and Forth 276If Animals or Inanimate Objects Could Talk 277Student Handout and Example 277What Could Go Wrong? 277Technology Connections 277Attribution 277Figure 278Figure 28.1 Back-and-Forth Page 27829. Video 279What Is It? 279Why We Like It 279Supporting Research 280Common Core Connections 280Application 280Guidelines 280Typical Sequence 281Back to the Screen 283Sequencing 283True or False 284Pause and Predict 284How-To Videos 285Student Handouts and Examples 285What Could Go Wrong? 285Technology Connections 285Attribution 286Figures 287Figure 29.1 Video Thinking Sheet 287Figure 29.2 Pause and Predict Sheet 28830. Oral Presentations 289What Is It? 289Why We Like It 289Supporting Research 289Common Core Connections 290Application 290Guidelines 290Teaching Presentation Skills 292Short Presentations 294Long Presentations 298Student Handouts and Examples 300What Could Go Wrong? 300Technology Connections 300Attribution 301Figures 302Figure 30.1 Presentation Peer Evaluation Rubric 302Figure 30.2 Speaking Dos and Don’ts 303Figure 30.3 Listening Dos and Don’ts 303Figure 30.4 Talking Points PresentationModel and Outline 304Figure 30.5 Top Five Outline 306Figure 30.6 Home Culture Planning Sheet 307Figure 30.7 Sentence Stems for Oral Presentations 308Figure 30.8 Oral Presentation Feedback Form 30931. Listening 311What Is It? 311Why We Like It 311Supporting Research 312Common Core Connections 312Application 312The Why and the How: Listening Benefits and Metacognitive Listening 312Listening Language Frames 314More Listening Ideas 314Student Handouts and Examples 316What Could Go Wrong? 316Technology Connections 316Attribution 317Figures 317Figure 31.1 Listening Practice Sheet 317Figure 31.2 Listening Frames 318Figure 31.3 Sample Dialogue 31932. Debate 321What Is It? 321Why We Like It 321Supporting Research 321Common Core Connections 322Application 322Student Handout and Example 324What Could Go Wrong? 324Technology Connection 324Figure 325Figure 32.1 Debate Language 32533. Learning Games for Speaking and Listening 327What Is It? 327Why We Like It 327Supporting Research 327Common Core Connections 328Application 328Nine Box Grid 328Answer—Question 328Letter Scavenger Hunt 329Sound Effects 330Guess the Word 330Telephone 330Running Dictation 331Student Handout and Example 331What Could Go Wrong? 331Technology Connections 331Attribution 332Figure 332Figure 33.1 Nine Box Grid 332III Additional Key Strategies 33334. Differentiation for ELLs in Mainstream Classes 335What Is It? 335Why We Like It 336Supporting Research 336Common Core Connections 336Application 336Dos and Don’ts 336Newcomer in Class 340What Could Go Wrong? 342Technology Connections 343Attribution 34435. Supporting ELL Students with Interrupted Formal Education (SIFEs) 345What Is It? 345Why We Like It 346Supporting Research 346Common Core Connections 346Application 346Online Support 346Phonics Instruction 347Home Language Instruction 347Encouragement, Patience, and Support 347What Could Go Wrong? 348Technology Connections 34936. Culturally Responsive Teaching 351What Is It? 351Why We Like It 352Supporting Research 352Common Core Connections 352Application 352How Well Do I Know My Students? 352Do My Words Reflect a Culturally Responsive Mind-Set When I Am Talking to Students and About Students? 353How Are My Instructional Practices Culturally Responsive? 354How Is the Curriculum I Am Using Culturally Responsive? 355What Could Go Wrong? 356Technology Connections 35637. Peer Teaching and Learning 359What Is It? 359Why We Like It 359Supporting Research 359Common Core Connections 359Application 360Empathy Project 360Peer Tutoring 361Peer Mentoring 362Sister Classes 362Everyone Is a Teacher 363Student Handouts and Examples 364What Could Go Wrong? 364Technology Connections 364Attribution 365Figures 366Figure 37.1 Personal Story Outline 366Figure 37.2 Story Sharing 367Figure 37.3 Writing Prompt: Building Empathy 368Figure 37.4 Story-Sharing Listening Chart 369Figure 37.5 Peer Mentor Guidelines 370Figure 37.6 Everyone Is a Teacher Poster 371Figure 37.7 Everyone Is a Teacher Goal-Setting Chart 372Figure 37.8 Student Example of Goal-Setting Chart 37338. Co-Teaching 375What Is It? 375Why We Like It 375Supporting Research 375Common Core Connections 376Application 376Co-Teaching Don’ts and Dos 376Technology Connection 378Attribution 37839. Working with Parents and Guardians 379What Is It? 379Why We Like It 379Supporting Research 380Common Core Connections 381Application 381Communicating with Parents 381Supporting Parents 382Inviting Families to Participate in Classroom Learning 383What Could Go Wrong? 383Technology Connections 384Attribution 38440. Learning Stations 385What Is It? 385Why We Like It 385Supporting Research 385Common Core Connections 385Application 386What Could Go Wrong? 387Technology Connection 38841. Beginning the School Year 389What Is It? 389Why We Like It 389Supporting Research 389Common Core Connections 390Application 390Greeting Students 390Student Names 391Course Expectations Activity 391Letter Exchange 391Partner Introductions 392Student Handouts and Examples 395What Could Go Wrong? 395Technology Connections 395Attribution 396Figures 396Figure 41.1 Course Expectations 396Figure 41.2 Course Expectations Questions 398Figure 41.3 Partner Introductions 399Figure 41.4 My Summer 40042. Ending the School Year 401What Is It? 401Why We Like It 401Supporting Research 401Common Core Connections 402Application 402Activities for the Last Few Months of School 402Activities for the Last Few Days of School 405Encouraging Summer Practice 407Student Handouts and Examples 407What Could Go Wrong? 408Technology Connections 408Attribution 409Figures 409Figure 42.1 Finishing Strong Goal Sheet 409Figure 42.2 Lesson Plan 410Figure 42.3 My Year Directions 412Figure 42.4 Writing Improvement Rubric 413Figure 42.5 Improvement Rubric Reflection Questions 41443. Beginning and Ending of Class 415What Is It? 415Why We Like It 415Supporting Research 416Common Core Connections 416Application 416Do-Now Activities 416Closure Activities 419What Could Go Wrong? 421Technology Connections 421Attribution 42244. Textbooks 423What Is It? 423Why We Like It 423Supporting Research 424Common Core Connections 424Application 424What Could Go Wrong? 426Technology Connection 426Attribution 42645. Using Technology 427What Is It? 427Why We Like It 427Supporting Research 428Common Core Connections 428Application 428Teaching Others 429Independent Study 429Homework 431Learning to Type and Use the Keyboard 432Student Handouts and Examples 432What Could Go Wrong? 432Technology Connections 433Attribution 433Figures 434Figure 45.1 Student-Led Lesson Plan 434Figure 45.2 Lesson Guide 435Figure 45.3 Weekly Computer Independent Study Plan 436Figure 45.4 Personalized Learning Weekly Test 437Figure 45.5 Daily Computer Plan & Reflection 439Appendix: English Language Arts Standards—Anchor Standards 441College and Career Readiness Anchor Standards for Reading 441College and Career Readiness Anchor Standards for Writing 443College and Career Readiness Anchor Standards for Speaking and Listening 444College and Career Readiness Anchor Standards for Language 445Technological Connections: Web Resources 447References 461Index 499