Larry Ferlazzo teaches English Language Learners and English-proficient students at Luther Burbank High School in Sacramento, California. He is the author or editor of twelve books on education, and writes a weekly teacher advice column for Education Week.

Katie Hull Sypnieski teaches English Language Learners and English-proficient students at Arthur A. Benjamin Health Professions High School in Sacramento, California. She is a Teacher Consultant with the Area 3 Writing Project at the University of California, Davis and is a co-author of The ELL Teacher's Toolbox and Navigating the Common Core with English Language Learners.

About the Authors vii
Acknowledgments xv
About the Contributors xvii
Introduction xxi
PART ONE: GETTING STARTED WITH ENGLISH LANGUAGE LEARNERS 1
1 ELL Instruction: The Big Picture 3
ELL Population Growth 4
How Are English Language Learners Described? 5
Adolescent English Language Learners 7
A Primer on ELL Research 8
A Quick Tour of ELL Best Practices 12
2 ELL Classroom Basics: Building a Positive and Effective Learning Environment 17
The First R: Building Relationships 18
The Second R: Resources in the ELL Classroom 36
The Third R: Establishing Routines 43
PART TWO: TEACHING BEGINNING ENGLISH LANGUAGE LEARNERS 47
3 Key Elements of a Curriculum for Beginning ELLs 49
Key Elements of a Curriculum 50
4 Daily Instruction for Beginning ELLs 115
Picture Word Inductive Model Unit Plan 116
PART THREE: TEACHING INTERMEDIATE ENGLISH LANGUAGE LEARNERS 161
5 Key Elements of a Curriculum for Intermediate ELLs 163
Key Elements of a Curriculum 164
6 Daily Instruction for Intermediate ELLs 213
Designing Thematic Genre Units 213
A Sample Unit: Problem-Solution 215
Sample Lesson Plans 245
Inductive Lesson Plan 245
Using Text to Generate Analytical Writing Lesson Plan 251
A Sample Week in a Two-Period Intermediate ELL Class 258
PART FOUR: TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS 263
7 English Language Learners in the Mainstream Classroom 265
What Is the Organizing Cycle? 267
8 Teaching Social Studies 283
Building Relationships with Students 284
9 Teaching Science 301
Introduction: Science and Language 302
10 Teaching Math 315
Introduction 316
Challenge: Reading Mathematics Texts 317
Challenge: Knowledge of Appropriate Academic Vocabulary 319
Challenge: Participating in Mathematics Conversations 321
Challenge: Understanding Abstract Concepts 324
PART FIVE: WORKING WITH SPECIFIC GROUPS OF ENGLISH LANGUAGE LEARNERS 327
11 Supporting Long-Term English Language Learners 329
Who Are Long-Term
English Language Learners? 330
How Can We Best Support LTELLs? 330
How Did Larry and His School Try to Put These Recommendations into Action? 331
12 Working with Elementary ELLs 339
Who Are Elementary English Learners? 340
Do Elementary English Language Learners Have Different Needs? Does Their Instruction Need to be Different from that of Older English Learners? 342
Program Types in Elementary 342
The Core Elements of Supportive Instruction for Elementary English Language Learners 345
What Does a Model Classroom that is Highly Supportive of Elementary English Learners Look Like? 345
What Does a Model Classroom that is Highly Supportive of Elementary English Learners Sound Like? 347
What Does a Model Classroom that is Highly Supportive of Elementary ELLs Feel Like? 349
Instructional Strategies that Support Elementary ELLs 352
13 Teaching Adult Ells 355
The Differences in Teaching English to Adults Versus Children 356
How to Foster Success with Adult Learners 362
14 Teaching ELLs with Learning Differences 371
Considerations for Further Investigation 372
Considerations for Determining Services 373
Considerations for Placement/Scheduling 375
Resources 376
PART SIX: FURTHER STRATEGIES TO ENSURE SUCCESS 377
15 Culturally Responsive and Sustaining Teaching 379
What Is Culturally Responsive and Sustaining Teaching? 380
The Organizing Cycle 381
16 Addressing Additional Opportunities and Challenges 393
Student Motivation 394
The Advantages of Being Bilingual or Multilingual Lesson Plan 395
Social Emotional Learning 408
Textbook Integration 410
Error Correction 412
Limited Access to Educational Technology 414
Multilevel Classes 415
Co-Teaching and/or Working with an Aide/Paraprofessional 419
Classroom Management 421
Book Selection 422
Supporting ELL Students with Limited or Interrupted Formal Education (SLIFEs) 424
17 Home Language of ELLs 427
Seeing Home Language as an Asset 429
A Mini Lesson on the Value of Home Languages 430
Research on Home Languages in the Classroom 431
Turning Bloom's Taxonomy into a Home-Language Framework 434
Abandoning English-Only Policies 440
Conclusion 442
18 Using Learning Games in the ELL Classroom 445
Research Support 445
What Are the Qualities of a Good Learning Game? 446
19 Assessing English Language Learners 461
Assessing ELLs: Key Principles 462
20 Reflective Teaching/Professional Development 487
The Bread in the Pond 487
Why Should We Have an Intentional, Formal Process for Reflecting? 488
Why I Began Filming Myself and Why I Continued 489
Adopting a Reflective Mindset 490
Afterword 497
Notes 499
Index 539

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