Written by renowned author Jodi Reiss, 120 Content Area Strategies for Teaching English Language Learners offers practical instructional and assessment strategies built on a strong foundation of second-language-acquisition theories and principles that you can easily incorporate into your daily classroom instruction. The 120 strategies address all aspects of teaching your English Language Learners, from building background knowledge, through facilitating instruction, textbook comprehension, activities, and assignments, to assessing learning. All these strategies are concise and easy to follow…mehr
Written by renowned author Jodi Reiss, 120 Content Area Strategies for Teaching English Language Learners offers practical instructional and assessment strategies built on a strong foundation of second-language-acquisition theories and principles that you can easily incorporate into your daily classroom instruction. The 120 strategies address all aspects of teaching your English Language Learners, from building background knowledge, through facilitating instruction, textbook comprehension, activities, and assignments, to assessing learning. All these strategies are concise and easy to follow with helpful guides to help you maximize your secondary students' performance potential in the content areas at every level of English-language development. New to this Edition: * 15 new practical applications * Substantial additions in areas of reading the textbook, review techniques and products, and questioning techniques for increased participation * Expanded and updated TechConnection websites * Book Club section with questions for self-directed discussion * Chart of select strategies cross-referenced with core content areas in addition to previously included chart of strategies that support the four language skills
Before retiring from Florida International University in Miami, Jodi Reiss served as the director of the TESOL Masters’ program. In her nine years there, she adapted, developed, and taught a variety of graduate and undergraduate TESOL courses. She particularly enjoyed teaching Methods of TESOL, Assessment for English Language Learners, and the final seminar in the Masters’ program in which her teachers directed their full attention toward analyzing their own teaching behaviors. These courses in how to teach, how to evaluate, and how to become a reflective practitioner served as a rich source of material for her books. Since her retirement, Ms. Reiss has written four books for secondary school teachers on strategies for teaching content to English language learners. In conjunction with these books, she conducts teacher workshops and presentations for school districts throughout the United States. Although no longer in the classroom, her clearly written books and popular workshops have allowed her to continue to provide information and inspiration to teachers of English language learners.
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Contents Foreword: Ten Questions Preface Part I Perspectives for Classroom Practice: Theory and Culture Chapter 1 Theoretical Considerations Why Content Teachers Can Help How Content Teachers Can Help Theoretical Foundations Cummins: Differentiation of Social and Academic Language Krashen: The Affective Filter Krashen: The Comprehensible Input Hypothesis Vygotsky: Zone of Proximal Development Swain: Meaningful Output Brown: Principles of Language Teaching and Learning Bloom: Taxonomy Applying the Theories and Principles Theory to Application: Twelve Guidelines for Practice Questions for Discussion References and Resources Chapter 2 Culture and Content Instruction Culture and the Process of Content Instruction Class Work Patterns Instructional Patterns Questioning Patterns Expressing Opinions Response Time Patterns Attention Patterns Feedback Patterns Patterns of Address A Shift in Perception Cultural Behaviors Change Slowly Culture and the Product of Content Learning Special Considerations for Teachers of Math Special Considerations for Teachers of Science Special Considerations for Teachers of Social Studies Special Considerations for Teachers of Language Arts, Reading, and Literature Questions for Discussion References and Resources Part II Strategies for Classroom Practice: Instruction Chapter 3 Meeting State Objectives and Standards: Making Good Choices Standards for English Language Learners The Dilemma of Standards Selecting Standards, Topics, and Objectives The Objective: Analyze Standards, Topics, and Objectives to Make Sound Choices In Summary: Selecting Standards, Topics, and Objectives Questions for Discussion References and Resources Chapter 4 Learning Strategies for English Language Learners Learning Strategies Defined Learning Strategies and Teaching Strategies: Same or Different? Learning Strategies and Learning Styles: Same or Different? The Types of Learning Strategies Metacognitive Strategies Cognitive Strategies Memory Strategies Social Strategies Compensation Strategies Working with Learning Strategies The Objective: Combine Strategies and Strategy Types The Objective: Actively Teach Learning Strategies In Summary: Working with Learning Strategies Questions for Discussion References and Resources Chapter 5 A Solid Start: Building and Activating Background Knowledge Motivation Preexisting Knowledge All Students Need Background Knowledge Working with Background Knowledge The Objective: Use Varied Techniques to Activate and Build Background Knowledge In Summary: Working with Background Knowledge Questions for Discussion References and Resources Chapter 6 Presenting New Material: Teaching the Lesson Oral Academic Language The Difficulties of Oral Academic Language Teacher Talk The Objective: Pace Your Speech The Objective: Simplify Your Speech The Objective: Enhance Your Words Classroom Routine and Review The Objective: Create Classroom Routines The Objective: Get into the Routine of Review In Summary: Teaching the Lesson Questions for Discussion References and Resources Chapter 7 Did They Get What I Taught? Checking Comprehension Questions, Answers, and Participation in the Classroom The Objective: Formulate Questions in Ways that Encourage Participation The Objective: Fine Tune Your Awareness of Student Participation In Summary: Classroom Questions, Answers, and Participation Questions for Discussion References and Resources Chapter 8 Extending Comprehension: Textbook Vocabulary Strategies New Vocabulary: Which Words to Teach? Synonyms Idioms New Usages of Familiar Words Just Plain New Words Teaching and Learning Vocabulary The Objective: Use Meaningful Strategies for Teaching and Learning Vocabulary The Objective: Integrate Vocabulary Development into Daily Instruction In Summary: Teaching and Learning Vocabulary Questions for Discussion References and Resources Chapter 9 Extending Comprehension: Textbook Reading Strategies Working with Your Textbook The Objective: Show Students How to Get the Most Out of Their Textbooks The Objective: Help Students Become Competent Note Takers The Objective: Use Alternative Resources for True ELL Beginners In Summary: Working with Your Textbook Questions for Discussion References and Resources Chapter 10 Reinforcing Learning: Activities and Assignments Assignments to Promote Student Success The Objective: Good Assignments Begin with Good Directions The Objective: Modify Whole Class Assignments to Make Language Comprehensible The Objective: Differentiate Instructional Activities and Assignments In Summary: Assignments that Promote Student Success Questions for Discussion References and Resources Part III Strategies for Classroom Practice: Assessment Chapter 11 Classroom Assessments: Did They Learn What You Taught? Essay Questions, Multiple-Choice Questions, and Language Demand The Pitfalls of Multiple-Choice Tests Separating Language from Content in Assessments The Objective: Modify Testing Techniques The Objective: Don’t Test at All! The Objective: Grade English Language Learners to Promote Success In Summary: Separating Language from Content in Assessment Questions for Discussion References and Resources Chapter 12 The Big One: Preparing for High-Stakes Tests Maximizing Student Potential on Standardized Tests The Objective: Familiarize Students with the Format and Process of Multiple-choice Testing The Objective: Use All Reasonable Allowable Accommodations for English Language Learners In Summary: Maximizing Student Potential on Standardized Tests Conclusion Questions for Discussion References and Resources Glossary of Acronyms Book Club Section Appendix I Additional Resources for Teachers
Contents Foreword: Ten Questions Preface Part I Perspectives for Classroom Practice: Theory and Culture Chapter 1 Theoretical Considerations Why Content Teachers Can Help How Content Teachers Can Help Theoretical Foundations Cummins: Differentiation of Social and Academic Language Krashen: The Affective Filter Krashen: The Comprehensible Input Hypothesis Vygotsky: Zone of Proximal Development Swain: Meaningful Output Brown: Principles of Language Teaching and Learning Bloom: Taxonomy Applying the Theories and Principles Theory to Application: Twelve Guidelines for Practice Questions for Discussion References and Resources Chapter 2 Culture and Content Instruction Culture and the Process of Content Instruction Class Work Patterns Instructional Patterns Questioning Patterns Expressing Opinions Response Time Patterns Attention Patterns Feedback Patterns Patterns of Address A Shift in Perception Cultural Behaviors Change Slowly Culture and the Product of Content Learning Special Considerations for Teachers of Math Special Considerations for Teachers of Science Special Considerations for Teachers of Social Studies Special Considerations for Teachers of Language Arts, Reading, and Literature Questions for Discussion References and Resources Part II Strategies for Classroom Practice: Instruction Chapter 3 Meeting State Objectives and Standards: Making Good Choices Standards for English Language Learners The Dilemma of Standards Selecting Standards, Topics, and Objectives The Objective: Analyze Standards, Topics, and Objectives to Make Sound Choices In Summary: Selecting Standards, Topics, and Objectives Questions for Discussion References and Resources Chapter 4 Learning Strategies for English Language Learners Learning Strategies Defined Learning Strategies and Teaching Strategies: Same or Different? Learning Strategies and Learning Styles: Same or Different? The Types of Learning Strategies Metacognitive Strategies Cognitive Strategies Memory Strategies Social Strategies Compensation Strategies Working with Learning Strategies The Objective: Combine Strategies and Strategy Types The Objective: Actively Teach Learning Strategies In Summary: Working with Learning Strategies Questions for Discussion References and Resources Chapter 5 A Solid Start: Building and Activating Background Knowledge Motivation Preexisting Knowledge All Students Need Background Knowledge Working with Background Knowledge The Objective: Use Varied Techniques to Activate and Build Background Knowledge In Summary: Working with Background Knowledge Questions for Discussion References and Resources Chapter 6 Presenting New Material: Teaching the Lesson Oral Academic Language The Difficulties of Oral Academic Language Teacher Talk The Objective: Pace Your Speech The Objective: Simplify Your Speech The Objective: Enhance Your Words Classroom Routine and Review The Objective: Create Classroom Routines The Objective: Get into the Routine of Review In Summary: Teaching the Lesson Questions for Discussion References and Resources Chapter 7 Did They Get What I Taught? Checking Comprehension Questions, Answers, and Participation in the Classroom The Objective: Formulate Questions in Ways that Encourage Participation The Objective: Fine Tune Your Awareness of Student Participation In Summary: Classroom Questions, Answers, and Participation Questions for Discussion References and Resources Chapter 8 Extending Comprehension: Textbook Vocabulary Strategies New Vocabulary: Which Words to Teach? Synonyms Idioms New Usages of Familiar Words Just Plain New Words Teaching and Learning Vocabulary The Objective: Use Meaningful Strategies for Teaching and Learning Vocabulary The Objective: Integrate Vocabulary Development into Daily Instruction In Summary: Teaching and Learning Vocabulary Questions for Discussion References and Resources Chapter 9 Extending Comprehension: Textbook Reading Strategies Working with Your Textbook The Objective: Show Students How to Get the Most Out of Their Textbooks The Objective: Help Students Become Competent Note Takers The Objective: Use Alternative Resources for True ELL Beginners In Summary: Working with Your Textbook Questions for Discussion References and Resources Chapter 10 Reinforcing Learning: Activities and Assignments Assignments to Promote Student Success The Objective: Good Assignments Begin with Good Directions The Objective: Modify Whole Class Assignments to Make Language Comprehensible The Objective: Differentiate Instructional Activities and Assignments In Summary: Assignments that Promote Student Success Questions for Discussion References and Resources Part III Strategies for Classroom Practice: Assessment Chapter 11 Classroom Assessments: Did They Learn What You Taught? Essay Questions, Multiple-Choice Questions, and Language Demand The Pitfalls of Multiple-Choice Tests Separating Language from Content in Assessments The Objective: Modify Testing Techniques The Objective: Don’t Test at All! The Objective: Grade English Language Learners to Promote Success In Summary: Separating Language from Content in Assessment Questions for Discussion References and Resources Chapter 12 The Big One: Preparing for High-Stakes Tests Maximizing Student Potential on Standardized Tests The Objective: Familiarize Students with the Format and Process of Multiple-choice Testing The Objective: Use All Reasonable Allowable Accommodations for English Language Learners In Summary: Maximizing Student Potential on Standardized Tests Conclusion Questions for Discussion References and Resources Glossary of Acronyms Book Club Section Appendix I Additional Resources for Teachers
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