ESL / ELL Teacher's Survival Guide (eBook)

Larry Ferlazzo is the author of "Larry Ferlazzo's Websites of the Day" (http://larryferlazzo.edublogs.org), the popular blog for teachers of English Language Learners and one of the most popular education blogs for all teachers. He teaches English at Luther Burbank High School in Sacramento, California. Katie Hull Sypnieski teaches English at Luther Burbank High School in Sacramento, California, serves as a teaching consultant with the Area 3 Writing Project at University of California, Davis, and is a lead trainer for the WRITE Institute (Writing Reform Institute for Teaching Excellence).

About the Authors v

Acknowledgments xi

Introduction xiii

Bonus Web Content xiv

PART ONE: GETTING STARTED WITH ENGLISH LANGUAGE LEARNERS 1

1. ESL Instruction: The Big Picture 3

Some Facts About the ELL Population 5

A Primer on ESL Research 7

A Quick Tour of ESL Best Practices 10

2. ESL Classroom Basics: Building a Positive and Effective Learning Environment 13

The First R: Building Relationships 14

The Second R: Resources in the ESL Classroom 26

The Third R: Establishing Routines 32

PART TWO: TEACHING BEGINNING ENGLISH LANGUAGE LEARNERS 37

3. Key Elements of a Curriculum for Beginning ELLs 39

Key Elements of a Curriculum

4. Daily Instruction for Beginning ELLs 71

Reflection 71

Homework 74

Field Trips 82

Assessment 83

PictureWord Inductive Model Unit Plan 85

A SampleWeek in a Two-Period Beginning ESL Class 88

Year-Long Schedule 92

Other Activities 113

PART THREE: TEACHING INTERMEDIATE ENGLISH LANGUAGE LEARNERS 121

5. Key Elements of a Curriculum for Intermediate ELLs 123

Key Elements of a Curriculum 124

6. Daily Instruction for Intermediate ELLs 149

Reflection 149

Homework 150

Field Trips 150

Assessment 153

A Sample Unit: Problem-Solution 153

A SampleWeek in a Two-Period Intermediate ESL Class 180

Inductive Lesson Plan 184

Using Text to Generate AnalyticalWriting Lesson Plan 191

Other Activities 198

PART FOUR: TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS 203

7. English Language Learners in the Mainstream Classroom 205

What Is the Organizing Cycle? 206

8. Teaching Social Studies 215

Building Relationships with Students 215

9. Teaching Science 223

One Size Does Not Fit All 223

Building Relationships with Students and Accessing Prior Knowledge 224

Identifying and Mentoring Students' Leadership Potential 225

Learning by Doing 227

Reflection 227

An Important Final Note 228

10. Teaching Math 229

Making Math Relevant 229

Building Relationships with Students and Accessing Prior Knowledge 230

Identifying and Mentoring Students' Leadership Potential and Learning by Doing 232

Reflection 235

PART FIVE: FURTHER STRATEGIES TO ENSURE SUCCESS 237

11. Using Learning Games in the ESL Classroom 239

Research Support 240

What Are the Qualities of a Good Learning Game? 240

12. Handling Potential Challenges 249

Student Motivation 250

The Advantages of Being Bilingual orMultilingual Lesson Plan 251

The Qualities of a Successful Language Learner Lesson Plan 257

Textbook Integration 264

Error Correction 265

Limited Access to Educational Technology 266

Multilevel Classes 267

Primary Language Use in the ESL Classroom 270

Classroom Management 271

Book Selection 272

13. Assessing English Language Learners 275

Assessing ELLs: Key Principles 276

Afterword 291

Notes 293

Index 313