How to Reach and Teach English Language Learners

Rachel Carrillo Syrja, M.Ed., is a professional development associate with The Leadership and Learning Center. She has over eighteen years of experience in education ranging from classroom teacher and coach to professional development specialist. She has spent much of her career specializing in instruction for English language learners.

• About the Author ixAbout The Leadership and Learning Center xAcknowledgments xiPreface xxiIntroduction 1Where Are the Answers? 2Using This Resource 2Part One English Language LearnersChapter 1: The Current State of Education for English Language Learners 5What Works with ELLs 6Is It Only About Degree of Implementation? 7How Long It Takes to Acquire English 8The New Wave of Immigration 9A Growing ELL Population 9Characteristics of the Current ELL Population 10Chapter 2: The Case for Urgency 11The Impact of the No Child Left Behind Act 11State Concentrations of School-Age Children of Immigrants 13Responding to the Challenges 14Chapter 3: Long-Term English Language Learners 15Chapter 4: How Children Acquire Language 19Part One Resources 23What Works with Long-Term English Learners 23Discussion Questions 24Part Two Getting Ready To TeachChapter 5: English Language Learner Instructional Programs 27Some Issues with the Home Language Survey 28English Language Learner Program Options 29Bilingual Programs 30Dual-Immersion Programs 30English-Immersion Programs 31English Mainstream 31Support Programs for ELLs 31English as a Second Language Instruction 31Sheltered Instruction 32Total Physical Response 32Conclusion 32Chapter 6: Levels of Language Acquisition 33How the Four Language Domains Develop in ELLs 34Common Misconceptions 34Conclusion 37Chapter 7: Assessing English Language Learners 39Formative and Summative Assessments 40The Assessment Process 40Monitoring Language Acquisition 40Complexities of Monitoring Language Acquisition 40Assessment in the ESL Classroom 43Assessment in the Mainstream Classroom 43Planning Differentiated Assessments 45A Word of Caution to Mainstream Teachers 48The Bottom Line 49Chapter 8: Grading English Language Learners 51Impact of an Inaccurate Grading System on Students and Parents 52What About the Teacher’s Beliefs? 54How to Solve the Grading Issues 54Chapter 9: Identifying Language Acquisition Levels 57Creating Language Proficiency Assessments 58Using Assessment Results 59Part Two Resources 61Survey: Auditing Your English Language Learner Program 61Sample Supplemental Grading Report 64English Language Learner Profile Sheet 66Using the English Language Learner Profile Sheet 68Discussion Questions 69Part Three Reaching English Language LearnersChapter 10: Lowering the Affective Filter 73Establishing a Low Affective Filter 74Lowering the Affective Filter 75Ensuring the Environment Is Conducive to Learning 75Strategies for Lowering the Affective Filter 76A Peek into Two Classrooms 76Chapter 11: Connecting With Families of English Language Learners 81Where to Begin 82Making Parents and Families Feel Welcome 82Educational Opportunities for Parents 84Chapter 12: The Importance of Cultural Connections 87Funds of Knowledge 88Connecting with Families 89Part Three Resources 91Planning Resources for Family Nights 91Sample Parent Letter 91Parent Education Planning Checklist 92Family Night Planning Checklist 92Family Reading Night Parent Resources for Elementary Schools 93Before-Reading Strategies 93During-Reading Strategies 93After-Reading Strategies 93Family Night Parent Resources for Secondary School 93Discussion Questions 94Part Four Teaching English Language LearnersChapter 13: What We Do Matters: The Importance of High-Quality Instruction 97Action Research to Identify High-Impact Strategies 98Conducting Action Research 99Chapter 14: Using the Four Domains of Language in Teaching 101The Domains in Detail 102Listening 102Speaking 102Reading 102Writing 103Engaging Students Using the Four Domains of Language 103The Fifth Domain: Thinking 106Chapter 15: Making Content Comprehensible 107Chapter 16: Total Physical Response 111Chapter 17: Sheltered Instruction 115Examples of Sheltered Instruction 116Graphic Organizers and Concept Maps 116Schema Building 117Word Study 117Sheltered Instruction Strategies 117Conclusion 118Chapter 18: English as a Second Language 119How English Learners Are Placed in ESL Classes 120ESL Programs 122ESL Curriculum Materials 122Content-Based Instruction for ESL 123Content-Driven ESL 124Content-Based ESL 124Part Four Resources 127Assessing the Effectiveness of Our ESL Program 127Part Five Teaching Strategies Across The Content AreasChapter 19: High-Impact Strategies for Teaching the Content Areas 131Chapter 20: Strategies for Reading 133Approaches to Reading for Elementary and Secondary English Learners 134Assessing Preexisting Reading Ability 135Comprehension: The Key to Accessing Content 136Background Knowledge 137The Strategy: Making Connections to Background Knowledge 137The Strategy: Making Connections—Text to Text, Text to Self, Text to World 139The Strategy: List-Group-Label 140Motivation and Attention 142The Strategy: Teaching Questioning 142The Strategy: Teaching Students How to Predict 144The Strategy: Tea Party 146Comprehension Strategies 148The Strategy: Reciprocal Teaching 148The Strategy: Creating Mental Images Through Visualization 155The Strategy: Interactive Reading 155Word Recognition 158Fluency 158Vocabulary Development 159The Strategy: Repeated Reading 160The Strategy: Key Vocabulary Prediction 161The Strategy: Word Maps 163Wide Reading: The Importance of Independent Reading 165The Strategy: Implementing Independent Reading 166Chapter 21: Strategies for Writing 173A Word About Grammar and Usage 174Writing in the Content Areas 174The Strategy: Implementing Writing Across the Curriculum 174The Strategy: Connecting Reading and Writing Through Content 176The Strategy: Developing Voice 178The Strategy: RAFT (Role, Audience, Format, Topic) Writing 179Chapter 22: Strategies for Math 183 How to Help English Learners Achieve in Math 184Difficulties That English Learners Face in Math 185Strategies for Math 186Preinstruction Strategies 186The Strategy: Previewing the Lesson 186The Strategy: Vocabulary Instruction for Multiple-Meaning Words 189During-Instruction Strategies 194The Strategy: Group Solutions 194Other Strategies 195Postinstruction Strategies 196The Strategy: Paired Summarizing 197Chapter 23: Strategies for Other Content Areas 199Teaching Text Features 201The Strategy: Prereading Text 204The Strategy: K-Q-L 206Differentiation for Levels 1 and 2 English Learners 208The Strategy: REAP 208Part Five Resources 211Elementary Interest Survey: My Favorite Things 212Secondary Student Interest Survey 213Discussion Questions 214Part Six Putting These Practices To WorkChapter 24: How Can I Make These Practices Work for My English Learners? 217The Strategy: Microteaching 218The Strategy in Action 218Part Six Resources 223Microteaching Checklist 223Discussion Questions 224Notes 225Definitions and Key Terminology 231References 237Index 243