Connecting Content and Academic Language for English Learners and Struggling Students, Grades 2–6

Ruth Swinney is a native of Colombia, S.A. She started her career as a bilingual teacher in New York City. In 1984 she founded one of the first dual language programs in New York City in PS 84, and subsequently became director of bilingual and dual language programs for a large District in NYC. In this role she supervised bilingual and ESL programs, and developed seven model dual language programs for the District. When she became principal PS 165 (Manhattan) she set up a nationally recognized dual language program at the same time that she turned around one of the bottom schools in the city. She has won numerous awards for her work with second language learners, and for her achievements as a principal. After retiring she worked with the Reading and Writing Project at Teachers College, Columbia University, heading the principal work, and the ELL department. Currently she works as a consultant. Patricia Velasco started her career as a speech pathologist in Mexico City. After finishing her EdD in the United States, she established a Staff Development Institute (Casa de la Ciencia) that works with indigenous bilingual children and their teachers in San Cristobal de las Casas, Chiapas, Mexico . After she moved to New York City, she first worked for the Reading and Writing Project at Teachers College, Columbia University, as a staff developer supporting teachers all across New York City in addressing the literacy and language needs of English language learners. In addition, she was part of the faculty at Teachers College, Columbia University. Currently she is Assistant Professor of Education at Queens College, City University of New York, where she coordinates the Bilingual Program.

List of Illustrations
Foreword: Finding Cats and Dogs in the Zoo, by Ofelia Garcia
Acknowledgments
About the Authors
Part I: The Language Component: From Social to Academic Language
Introduction: Making Content Accessible to English Learners and Struggling Students
1. Building Language: How and Why
Background Knowledge and Its Relationship With Vocabulary
The Role that Background Knowledge Plays in Our Learning
Morphology and Syntax
Figurative Language
Conclusion
Questions for Reflection
2. From Social to Academic Language: a Curriculum of Talk
Developing Oral Language
The Social and Academic Language Continuum
What Is a Curriculum of Talk?
Goals of a Curriculum of Talk: The Role of Conversation
Different Types of Classroom Conversations That Support Listening and Speaking in the Classroom
Conclusion
Questions for Reflection
3. Structures of Balanced Literacy That Support English Language Learners and Struggling Students
What Is Balanced Literacy?
Literacy Practices That Support Language Growth
Adapting Balanced Literacy Components
Interactive Real Aloud
Shared Reading
Shared Writing
Conclusion
Questions for Reflection
Part II: The Lesson Component: Sample Units to Integrate Content and Language Goals
4. Language Arts Unit: Memoir (Grades 3-6)
Introduction
Section 1: The English Language Learner and Memoir
Breaking the Plan Into Doable Parts
Immersion in the Genre Through Read Aloud
Developing Knowledge About the Genre After Reading Many Memoirs
Section 2: Addressing Language Needs
Elements of Cohesion
Figurative Language
Conclusion
Teacher Self-Assessment for the Unit
5. Social Studies Unit: Colonial Times and the American Revolution (Grade 4)
The English Language Learner and the Social Studies Curriculum
Concepts and Teaching Tools
Breaking the Plan Into Doable Parts
Anchoring the Unit in a Read Aloud
Thinking Skills Used Throughout the Unit: Language Prompts
Vocabulary Development
Shared Reading: Working With Language Goals
Shared Writing
Conclusion
Teacher Self-Assessment for the Unit
6. Science Unit: Plant and Animal Adaptations (Grades 5-6)
The English Language Learner and Science
Planning the Unit
Breaking the Plan Into Doable Parts
Shared Reading
Developing Critical Thinking Skills Through Read Aloud
Experiment: Plant Adaptations
Individual Book Reports
Conclusion
Teacher Self-Assessment for the Unit
7. Thematic Unit: The Rainforest (Grades 2-3)
The English Language Learner and Thematic Units
Planning the Unit
Breaking the Plan Into Doable Parts
Social Studies and Math Concepts
Science
Language Arts
The Rainforest of the Amazon: The Play
Conclusion
Teacher Self-Assessment for the Unit
Conclusion
References
Index