120 Content Strategies for English Language Learners

Description

Best-selling author Jodi Reiss presents teachers with practical instructional and assessment strategies built on a strong foundation of second language acquisition theories and principles. 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. These concise and easy-to-follow strategies will help maximize your secondary students’ performance potential in the content areas at every level of English language development.

 

This Second Edition of this favorite teacher resource now includes 18 new strategies and 15 new practical applications, as well as substantial additions in the areas of reading the textbook, review techniques and products, and questioning techniques for increased classroom participation. Reiss has expanded and updated the TechConnection feature, included a Book Club section with questions for self-directed discussion, and added a chart of select strategies cross-referenced with core content areas in addition to previously included chart of strategies that support the four language skills.

 

What are your colleagues saying about 120 Content Area Strategies for Teaching English Language Learners? 

 

“This user-friendly text can be used as a guide for new teachers who are looking to gain understanding of language and content learning as well as seasoned teachers who want to expand their repertoire of useful strategies.”

Jennifer Stengel-Mohr, Queens College

 

“I found this book to be an excellent guide for novices and veteran teachers alike. The ideas are written in clear and understandable language. The strategies and techniques are explained in a way that makes teachers comfortable enough to attempt them with confidence.”     

Timothy A. Rodriguez, The Ohio State University at Lima

 

 

About the Author

Jodi Reiss has taught students at every level of instruction. Before retiring from Florida International University in Miami, she served as the director of the TESOL Masters’ program where she adapted, developed, and taught a variety of graduate and undergraduate TESOL courses. Since her retirement, Jodi has written three books for secondary school teachers on strategies for teaching content to English language learners. She conducts teacher workshops and presentations for school districts throughout the United States.

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.

• 18 new strategies
• 15 new practical application techniques
• 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

• The TechConnection offering helpful websites.

• Questions for Discussion section ending each chapter, helping students to review the Twelve Guidelines for Practice to select those that are foundational to the set of strategies that were the focus of that chapter

• A Glossary listing acronyms relating to all aspects of English language development, including, but not limited to, those used in this book

• The Book Club section follows with questions for self-directed group discussion

• An Appendix containing additional teacher resources–books and websites that are excellent sources of valuable information for teaching content to English language learner

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. These strategies address how to build background knowledge and learning strategies, read for comprehension, give clear instructions, assess learning, consider culture & its impact on learning, and more. All 120 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

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

 

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

Additional information

Dimensions	0.70 × 8.40 × 10.80 in
Series	Teaching Strategies Series
Imprint	Pearson
Format	gen
ISBN-13	09780132479752
ISBN-10	0132479753
Author	Jodi Reiss
BISAC	EDU046000
Subjects	higher education, EDU046000, Vocational / Professional Studies, Teacher Education, Teaching English Learners, Literacy for English Learners