120 Content Strategies for English Language Learners

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.

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