Li A Book For Every Teacher

Teaching English Language Learners
1. Auflage 2015
ISBN: 978-1-68123-052-8
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 262 Seiten

A Book for Every Teacher: Teaching English Language Learners is a unique and compressive text written for mainstream classroom teachers. The passion for writing this book comes from our working experiences with the K–12 teachers in four school districts through our ELL Center professional development program. Through this program, we provide professional training through our federally funded research and service projects. The purpose of our professional training is to prepare general education teachers to work effectively with English language learners (ELLs). While working with the teachers on a daily basis, we know the immediate needs of the teachers. This motivated us to embark this book project. In recent years, the ELL school population has the highest increase among school populations. As the NEA data indicates, providing ELL students with high quality services and programs is an important investment in America’s future (NEA, 2013). This book is our investment in helping teachers to meet their challenges and provide useful information and strategies for teaching ELLs.
The book is designed with K–12 teachers in mind. It is best used by teachers who have or will have ELLs in their classrooms and who seek information and strategies to better work with and serve their ELLs to achieve academic success. With this design, teachers can use the book as a text or reference tool. This book can also be adopted as text materials for professional training. Teachers are the most important factor for ELLs’ academic success.

Autoren/Hrsg.

Li, Nan

Inhaltsverzeichnis

1;Front Cover;1
2;A Book for Every Teacher;2
3;Teaching English Language Learners;2
4;CONTENTS;6
4.1;Part I: ELL School Population;6
4.1.1;Chapter 1. Who Are the ELLs? 3;6
4.2;Part II: Teaching ELLs;6
4.2.1;Chapter 2. Theoretical Perspectives in L2 Acquisition 25;6
4.2.2;Chapter 3. Teaching ELLs in Classrooms 39;7
4.2.3;Chapter 4. Ways to Involve ELL Participation 81;8
4.3;Part III: Basic Vocabulary;8
4.3.1;Chapter 5. Academic Words For ELLs 105;8
4.3.2;Chapter 6. Basic Daily Words for ELLs 143;9
4.3.3;Chapter 7. Traditions and Holidays 169;9
4.4;PART IV: Relevant Information;9
4.4.1;Chapter 8. Information for Professionals 185;9
4.4.2;Appendix 227;10
4.4.3;About the Author 241;10
4.5;A Book for Every Teacher;4
4.6;Teaching English Language Learners;4
4.6.1;By;4
4.6.2;Nan Li Claflin University;4
4.6.2.1;Information Age Publishing, Inc.;4
4.6.2.2;Charlotte, North Carolina • www.infoagepub.com;4
4.6.2.3;Preface;12
4.6.2.3.1;Uniqueness of the Handbook;12
4.6.2.3.2;Who Is the Audience for This Book;13
4.6.2.3.3;How to Use This Handbook;14
4.6.2.3.4;Chapter Summaries;15
4.6.2.3.5;REFERENCE;17
4.6.2.4;Acknowledgments;18
4.7;Part I;20
4.7.1;ELL School Population;20
4.8;CHAPTER 1;22
4.8.1;Who Are the ELLs?;22
4.8.1.1;Case Scenario;22
4.8.1.2;Life Experiences and Cultures;23
4.8.1.2.1;Academic-Related Issues;29
4.8.1.2.2;ELL Profiles and Work Samples;30
4.8.1.2.3;Julio Gonzales Profile;30
4.8.1.2.4;Edwin Perez Profile;33
4.8.1.2.5;Ann Sanchez Profile;35
4.8.1.3;Summary;36
4.8.1.4;References;37
4.8.2;Table 1.1. Common Terms Related to ELLs and Programs;31
4.8.3;Table 1.2. Seven Common Myths With Truth Related to ELLs;32
4.8.3.1;Figure 1. 1. Julio focused on recognizing the letters in the above session. He was given many opportunities to practice in a meaningful way by reading, writing, listening, and playing the game. The drawing is his sample work after learning the Letter...;33
4.8.3.2;Figure 1. 2. This is Edwin’s sample work. After reading the story The Fence by Debra Blenus, Edwin drew a picture of the different animals in the story. He also described what happened in the story with a brief summary. As a first grader, he was en...;34
4.8.3.3;Figure 1. 3. This is Ann’s sample work. On the left is a story that Ann wrote in Spanish as an assignment on her first day in school. The teacher allows her to express in the language she understands. Under the story is the picture Ann drew, which ...;35
4.8.3.4;Figure 2. 1. Multiple meanings of an English word, such as “table.”;47
4.8.4;Part II;42
4.8.4.1;Teaching ELLs;42
4.9;CHAPTER 2;44
4.9.1;Theoretical Perspectives in L2 Acquisition;44
4.9.1.1;Case Scenario;44
4.9.1.1.1;BICS and CALP;45
4.9.1.1.2;Basic Interpersonal Communicative Skills (BICS);46
4.9.1.1.3;Cognitive Academic Language Proficiency (CALP);48
4.9.1.1.3.1;(a) Engaging in face-to-face social conversation with peers;51
4.9.1.1.3.2;(b) Ordering lunch from a picture menu in a fast food restaurant;51
4.9.1.1.3.3;(c) Listening to a presentation about pet animals with pictures and videos;51
4.9.1.1.3.4;(d) Participating in physical education classes;51
4.9.1.1.3.5;(e) Participating in shows and games;51
4.9.1.1.3.6;(f) Learning to play baseball with a coaching demonstration;51
4.9.1.1.3.7;(a) Engaging in social conversation on the telephone;51
4.9.1.1.3.8;(b) Getting travel direction via the telephone;51
4.9.1.1.3.9;(c) Ordering dinner from a menu in a formal restaurant with no picture clues;51
4.9.1.1.3.10;(d) Listening to a presentation about caring for pets without visual aids;51
4.9.1.1.3.11;(e) Reading a list of required school supplies;51
4.9.1.1.3.12;(f) talking with friends about shows and games;51
4.9.1.1.3.13;(a) Solving math word problems with manipulatives and/or pictures;51
4.9.1.1.3.14;(b) Solving simple math computation problems;51
4.9.1.1.3.15;(c) Doing a science experiment by following a demonstration;51
4.9.1.1.3.16;(d) Understanding written text through pictures, graphics, and small- group discussion;51
4.9.1.1.3.17;(e) Reading the illustrated (comic book) version of Shakespeare’s Romeo and Juliet;52
4.9.1.1.3.18;(f) Listening to a lecture with visual aids; e.g., gesture and PowerPoint;52
4.9.1.1.3.19;(g) Writing a report paper with a detailed explanation and ample examples;52
4.9.1.1.3.20;(a) Solving math word problems without manipulatives and/or pictures;52
4.9.1.1.3.21;(b) Doing a science experiment by reading directions from a textbook;52
4.9.1.1.3.22;(c) Writing research reports on assigned topics in social studies;52
4.9.1.1.3.23;(d) Listening to a lecture on an unfamiliar topic;52
4.9.1.1.3.24;(e) Reading Shakespeare’s Romeo and Juliet in its original format;52
4.9.1.1.3.25;(f) Taking a standard test, such SAT, ACT, and TOFEL;52
4.9.1.1.3.26;Comprehensible Input and Affective Filter;52
4.9.1.1.4;Comprehensible Input Hypothesis;53
4.9.1.1.5;Affective Filter Hypothesis;54
4.9.1.2;Summary;55
4.9.1.3;References;56
4.9.2;Table 2.1. Examples of Social and Academic Language Based on Bloom’s Taxonomy (1956);49
4.9.2.1;Figure 2. 2. This is the modified format of Cummin’s quadrants. Teachers can help their ELLs understand the information by providing contextual support. The chart is created based on Cummins’s (1984) framework to evaluate language demand in conte...;50
4.9.2.2;Figure 2. 3. The Affective Filter Hypothesis Chart, based on Krashen (1982).;55
4.10;CHAPTER 3;58
4.10.1;Teaching ELLs in Classrooms;58
4.10.1.1;Case Scenario;58
4.10.1.1.1;Planning to Teach;59
4.10.1.1.2;SIOP Lesson Model;60
4.10.1.1.3;Component #1: Lesson Preparation;61
4.10.1.1.4;Component #2: Building Background;63
4.10.1.1.5;Component #3: Comprehensible Input;63
4.10.1.1.6;Component #4: Strategies;65
4.10.1.1.7;Component #5: Interaction;66
4.10.1.1.8;Component #6: Practice and Application;67
4.10.1.1.9;Component #7: Lesson Delivery;68
4.10.1.1.10;Component #8: Review and Assessment;68
4.10.1.1.10.1;Total Physical Response;69
4.10.1.1.10.2;Teaching Strategies;71
4.10.1.1.10.3;Using Visual Aids;71
4.10.1.1.10.4;Using Pictures and Images;71
4.10.1.1.10.5;Using Graphic Organizers;72
4.10.1.1.11;Semantic Mapping;72
4.10.1.1.12;K-W-L Chart Strategy;73
4.10.1.1.12.1;1. Venn Diagram: a graphic organizer with a set of diagrams that shows all possible logical relations between concepts. Venn diagrams were created around 1880 by John Venn, an English logician and philosopher. Here is a useful link on Venn Diagrams: ...;74
4.10.1.1.12.2;2. K-W-L-S Chart: this is an extension of the KWL strategy and K-W- L-S stands for what I already know, what I want to know, what I have learned, and what I still want to know. Here is a link for the K-W-L-S chart: http://www.readwritethink.org/files...;75
4.10.1.1.12.3;3. More useful graphic organizers that teachers can download from these links: http://edhelper.com/teachers/graphic_organizers.htm http://www.eduplace.com/graphicorganizer/ https://www.teachervision.com/graphic-organizers/printable/ 6293.html;75
4.10.1.1.12.4;Relating to Existing Knowledge;75
4.10.1.1.13;Providing Background Information;76
4.10.1.1.13.1;1. Personal connection. Teachers need to help students connect learning to their personal experiences. Making personal connections can make learning accessible by connecting students’ personal experiences. For example, teachers can use students’ ...;76
4.10.1.1.13.2;2. Academic content connection. Making academic connection means to connect learning content in a meaningful way and make it connected and accessible. For example, teachers can connect current learning to past learning by reviewing previous lessons o...;76
4.10.1.1.13.3;3. Instructional connection. Instructional connection means that teachers provide instructional support to help students make connections by using instructional strategies to make learning productive. For example, teachers can invite guest speakers t...;76
4.10.1.1.14;Preteaching;77
4.10.1.1.15;Making Vocabulary Connections;78
4.10.1.1.16;Preview Survey;78
4.10.1.1.16.1;Presenting Contextual Information;79
4.10.1.1.17;Using Context and Modeling;79
4.10.1.1.18;Using Idiomatic Expressions Related to Cultural Context;80
4.10.1.1.18.1;Other Useful Tips and Integrating Technology;81
4.10.1.1.19;Thinking Aloud;81
4.10.1.1.20;Thumb Up and Thumb Down;82
4.10.1.1.21;Teaching Transitional Words and Phrases;82
4.10.1.1.22;Teaching Pronouns and Antecedents;83
4.10.1.1.23;Teaching Words Ending With -ed and -ing;84
4.10.1.1.24;Learning Prefixes and Suffixes;84
4.10.1.1.24.1;1. At the beginning level, the teacher can introduce basic words with suffixes such as -er, -or, or -ress, which indicates the person who performs the job. act (v); bank (v/n); drive (v); run (v); teach (v); work (v); wait (v); actor (n); banker (n);...;85
4.10.1.1.24.2;2. At the intermediate level, the teacher can introduce more complicated words with suffixes such as -tion or -ment and add -er, and -or if they are from the same word stem. assess (v); entertain (v); facilitate (v); move (v); translate (v); assessor...;85
4.10.1.1.24.3;3. At the advanced level, the teacher can teach those advanced words with suffixes such as -ion, -ship, -ist and add the related ending, for example, -ant or -sive in words such as act (v); consult (v); lead (v); produce (v); submit (v); activist (n)...;85
4.10.1.1.25;Teaching Bloom’s Action Words;86
4.10.1.1.26;Visualizing the Characters in Reading;87
4.10.1.1.27;Making a Flip Book;88
4.10.1.1.27.1;1. Provide each student with three pieces (or more) of colored paper (8 1/2 ´ 11 inches) or construction paper, which works even better, although regular copy paper works as well and can be written on clearly. Different colors make a flip book look ...;89
4.10.1.1.27.2;2. Ask the students to line up the colored papers so that they overlap about 1 or 2 inches with a small “tab” left for each color (see Figure 3.4) so that on each page students can write a paragraph or illustrate ideas with pictures about reading.;89
4.10.1.1.27.3;3. Guide the students to fold the paper over so that you get six tabs in all, and staple the top to make it into a flip book (see Figure 3.4). In addition to writing paragraphs or illustrating ideas, teachers can encourage students using the flip boo...;89
4.10.1.1.28;Writer’s Workshop;89
4.10.1.1.28.1;(a) Prewriting: brainstorm, with a minilesson to help students with ideas;90
4.10.1.1.28.2;(b) Writing: writing and editing the first and second drafts;90
4.10.1.1.28.3;(c) Conferring: meeting with individuals to discuss their writing progress;90
4.10.1.1.28.4;(d) Publishing: sharing a clean final copy;90
4.10.1.1.29;Interactive Writing;90
4.10.1.1.30;Creating Word Walls;91
4.10.1.1.30.1;Integrating Technology With ELLs;92
4.10.1.2;Summary;98
4.10.1.3;References;98
4.10.2;Table 3.1. Writing Content and Language Objectives;62
4.10.3;Table 3.2. Story Map;73
4.10.3.1;Figure 3. 1. Example of the semantic map to teach food concepts. The orange color in the center is the main concept and green is for categories and blue is for specific food items.;74
4.10.3.2;Figure 3. 3. Example of a K-W-L chart to help students.;75
4.10.4;Table 3.3. Text-Self Chart to Make Personal Connections;77
4.10.5;Table 3.4. Making Vocabulary Connections: Connect Familiar Words With New Meanings;78
4.10.6;Table 3.5. English Idiom and Expression Dictionary;80
4.10.6.1;Figure 3. 3. Compare the revised version of Bloom’s Taxonomy to the old version. Information can be found at http://ww2.odu.edu/educ/roverbau/Bloom/ blooms_taxonomy.htm;86
4.10.6.2;Figure 3. 4. Example of making a flip book.;89
4.10.7;Table 3.6. Basic Steps of Creating a Digital Story;93
4.10.7.1;2. Search for image resources for the story, for example, pictures, drawings, photographs, maps, and charts; save these resources in the folder.;93
4.10.7.2;3. Locate audio resources such as music, speeches, interviews, and sound effects; save these resources in the folder.;93
4.10.7.3;4. Locate informational content, which might come from websites, word processed documents, or PowerPoint slides; save these resources in the folder.;93
4.10.7.4;5. Decide the purpose of the story, that is, to inform, convince, provoke, question.;93
4.10.7.5;2. Select the audio to be used for your digital story.;93
4.10.7.6;3. Select the content and text to be used for your digital story.;93
4.10.7.7;4. Import images into Photo Story (Note: Photo Story is free software available for download from Microsoft).;93
4.10.7.8;5. Import audio into Photo Story.;93
4.10.7.9;6. Modify images and image order as needed.;93
4.10.7.10;7. Use a computer microphone and record the narration of the script and import the narration into Photo Story.;93
4.10.7.11;8. Finalize the digital story and save it as a Windows Media Video file.;93
4.11;CHAPTER 4;100
4.11.1;Ways to Involve ELL Participation;100
4.11.1.1;Case Scenario;100
4.11.1.2;Getting to Know ELLs;101
4.11.1.2.1;Ways to Encourage ELLs’ Participation;103
4.11.1.2.2;Focus on Building Fluency;103
4.11.1.2.3;Meet ELLs’ Individual Needs;103
4.11.1.2.4;Encourage, Praise, and Be Positive;104
4.11.1.2.5;Make Learning Exciting to Motivate Interest;104
4.11.1.2.6;Provide Modeling With Clear Instruction and Allow Time;105
4.11.1.2.7;Use Choral Responses, Switch Groups, and Choose the Right Topics;105
4.11.1.2.7.1;Useful Tips to Engage Your ELLs;106
4.11.1.2.8;Tip 1: Create a Language Learning Center for Newcomers;106
4.11.1.2.8.1;Prepare for a Language Learning Center;106
4.11.1.2.8.2;Gather Materials and Supplies for the LLC;106
4.11.1.2.8.3;Collect a Literacy Package;106
4.11.1.2.8.4;Establish a Regular Routine;108
4.11.1.2.9;Tip 2: Pair Your Newcomers With Buddies;108
4.11.1.2.10;Tip 3: Getting Started With Newcomers;109
4.11.1.2.11;Tip 4: Additional Activities for ELLs;111
4.11.1.2.11.1;1. Introduce the classroom vocabulary to new students, point to some real objects in classrooms, and say each word in English.;111
4.11.1.2.11.2;2. Have ELLs repeat these words verbally. Have each word written down on the cards in English and the native language or draw a picture of the object.;111
4.11.1.2.11.3;3. Ask ELLs to point to each item as you name it. Or you point to an item while they name it.;111
4.11.1.2.11.4;4. Indicate an item and ask ELLs, “What is this?” Gradually guide ELLs to know the classroom vocabulary. If ELLs are literate in their native language, teachers can use the school words as a basis for reading and writing activities in English.;111
4.11.1.2.11.5;5. Have ELLs write these words with a sentence for each card, with the sentence pattern that you provide. For example, “This is a _______.”;111
4.11.1.2.11.6;6. Provide ELLs with a folder for keeping their cards and work together. Organizing the work will enable ELLs to more easily refer to the cards in other activities.;111
4.11.1.2.11.7;7. If necessary, teachers can provide ELLs with a second set of cards. Have them use the cards to make flash cards, concentration games, and sorting activities.;111
4.11.1.2.11.8;1. Put 6 to 10 items on a table and cover them with a cloth. Items may include a pen, pencil, eraser, marker, crayon, rubber band, stapler, ruler, scissors, book, paper, etc.;112
4.11.1.2.11.9;2. Give the students a few minutes to look at the items. (The length of time will depend on the age and ability of the students.);112
4.11.1.2.11.10;3. Have students cover their eyes while you remove one item.;112
4.11.1.2.11.11;4. Allow students to guess what was removed. The student who guesses correctly gets to remove the next item.;112
4.11.1.2.11.12;Working on Teacher-Student Relationships;112
4.11.1.2.11.13;Involving Parents and Family Support;117
4.11.1.3;Summary;119
4.11.1.4;References;119
4.11.2;Table 4.2. Materials and Supplies for the LLC;107
4.11.3;Table 4.1. Get to Know ELLs: Information Sheet on the First Day of School;102
4.11.4;Table 4.3. Correcting Students in a Constructive Way;114
4.11.5;Table 5.1. Teaching Numbers From 1 to 1,000;126
4.11.6;Part III;122
4.11.6.1;Basic Vocabulary;122
4.12;CHAPTER 5;124
4.12.1;Academic Words For ELLs;124
4.12.1.1;Case Scenario;124
4.12.1.1.1;Numbers;125
4.12.1.1.2;Day 1: Learn Numbers 1–10;126
4.12.1.1.2.1;1. Introduce numbers from 1 to 10 by using hand gestures to teach each number and help ELLs count each number as the number is written on the board/chart paper (see Table 5.1). Teachers can ask students to follow while the numbers are counted and wri...;126
4.12.1.1.2.2;2. Ask students to incorporate their hands and practice the numbers several times until they are familiar with the sound and able to count them. ELLs might struggle with “th” (ð) sound in “three.” Focus on rehearsal with hand gestures and sound;126
4.12.1.1.2.3;3. Confirm these number words from 1 to 10 and be sure students are able to count each of the numbers fluently. Incorporate TPR, sound, graphics, and pictures if needed in order to help students. Count up and count down (i.e., 1 to 10 and 10 to 1). I...;126
4.12.1.1.3;Day 2: Learn Numbers 11–19;126
4.12.1.1.3.1;1. Help students review the numbers from 1 to 10 learned in Day 1. Be sure that the students know these numbers well and can count/ recognize them. Check understanding by asking the students tell the numbers as they are pointed randomly.;126
4.12.1.1.3.2;2. Introduce new numbers from 11 to 19. Use the same procedure as used in Day 1. Ask the students to pay attention to the differences of the word ending, that is, “-teen” as from thirteen to nineteen, and help students to pronounce them correctly.;126
4.12.1.1.3.3;3. Confirm the numbers from 11 to 19 with multiple practices. Review the numbers from 1 to 19 and ask ELLs to count up and count down with fluency as each number is pointed to randomly. Be sure they can count and recognize each number from 11 to 19.;127
4.12.1.1.4;Day 3: Learn Numbers 20–90;127
4.12.1.1.4.1;1. Help students review the numbers from 11 to 19. Be sure they can count the numbers fluently and practice as needed. Also, check understanding for numbers from 1 to 10.;127
4.12.1.1.4.2;2. Introduce new numbers from 20 to 90. Use the same procedure in Day 2. Ask the students to pay attention to the differences in how each number ends, that is, “-ty” as from twenty to ninety. Practice as needed to count up and count down these nu...;127
4.12.1.1.4.3;3. Help students to compare the difference by pointing out the endings between 20 and 90 and 13 and 19, that is, the difference between “-teen” and “-ty.” Encourage them to count each number and practice in multiple ways with visual aids (Tab...;127
4.12.1.1.4.4;4. Confirm the numbers 20–90, 11–19, and 1–10. ELLs should say each number as they are pointed to randomly. Remind them again of the differences in the endings between “-ty” and “-teen” as in thirty and thirteen.;127
4.12.1.1.5;Day 4: Learn Numbers 21–99;127
4.12.1.1.5.1;1. Review numbers 20–90, 11–19 and 1–10. Provide visual aids (Table 5.1) and make sure that ELLs can count all the numbers fluently as they are pointed to.;127
4.12.1.1.5.2;2. Introduce new numbers from 21 to 99. As shown in Table 5.1, Day 4 is between Day 1 and Day 3. Begin with numbers from 21 to 29. Using a pointer, start with “20” and move the pointer to “1” and say “twenty-one.” Use the same method for ...;127
4.12.1.1.5.3;3. After 22–29, move the pointer to “30.” Ask students how to say the numbers from 31 to 39 and practice each number with the pointer. By this time, students should be able to count the numbers without much difficulty. Move to the numbers 41–...;127
4.12.1.1.5.4;4. Review, practice, and confirm all the numbers. Point at a number randomly, for example, “59,” and ask students to speak aloud. Students can also write the numbers by their hand gestures.;127
4.12.1.1.6;Day 5: Learn Numbers 100–900;128
4.12.1.1.6.1;1. Review numbers from 1 to 99 with the visual support (Table 5.1). Practice these numbers randomly by asking students to count the numbers aloud as they are pointed to randomly.;128
4.12.1.1.6.2;2. Introduce the new numbers from 100 to 900. Focus on the spelling, “hundred.” Repeat the procedures in Day 4. Start with one hundred twenty to one hundred ninety.;128
4.12.1.1.6.3;3. Help ELLs add single numbers to the numbers. For example, “one hundred twenty-one,” “one hundred twenty-two.” Use the same procedure for “two hundred thirty-one” until “nine hundred ninety-nine.” Then move the pointer to the final ...;128
4.12.1.1.6.4;4. Guide students how to say 101 through 109. Write it on the board, “one hundred and one” and remind students to add “and” between numbers. Review all the numbers from 1 to 1,000.;128
4.12.1.1.7;Extended Activity;128
4.12.1.1.7.1;Shapes and Colors;129
4.12.1.1.7.1.1;1. Words for plane figures: Plane figures refer to any two-dimensional (2-D) shapes such as lines, circles, squares, or triangles that can be drawn on a surface (see Figure 5.1).;129
4.12.1.1.7.1.2;2. Solid figures: Solid figures refer to any three-dimensional (3-D) shapes that have width, depth, and height. Examples of solid figures are cone, cube, cylinder, sphere, and rectangle. The following figures can appear and are used in math and geome...;129
4.12.1.1.8;Extended Activity;131
4.12.1.1.8.1;1. Basic color words: Basic colors refer to the primary, secondary, and tertiary colors. The primary colors are red, yellow, and blue. The secondary colors, a mixture of two primary colors, are green, orange, and purple. Tertiary colors are combinati...;132
4.12.1.1.8.2;2. Neutral color words: Neutral color literally refers to a color that does not attract attention or appear to be without color. Yet, in many applications, they refer to the undertones of color, such as beige, ivory, taupe, black, and gray (see Figur...;132
4.12.1.1.9;Activities;132
4.12.1.1.9.1;1. Beginning level: Incorporate the Total Physical Response (TPR) approach in Chapter 3 and ask students to respond to the teachers’ command such as;133
4.12.1.1.9.1.1;(a) Touch your shoulders with your hands if you’re wearing blue.;133
4.12.1.1.9.1.2;(b) Clap your hands twice if you’re wearing green.;133
4.12.1.1.9.1.3;(c) Walk to the front of the room if you’re wearing red.;133
4.12.1.1.9.1.4;(d) Walk to the back of the room if you’re wearing orange.;133
4.12.1.1.9.2;2. Intermediate level: Guide ELLs in the following activities:;133
4.12.1.1.9.2.1;(a) Ask ELLs to use color words to describe the color of the objects in school and classrooms and talk about these colors with their peers in classrooms.;133
4.12.1.1.9.2.2;(b) Encourage ELLs to draw the shapes of different colors with colored markers and name a real object that matches the shape and color (i.e., red for apple and circle). Incorporate visual aids for colors and shapes provided in this section.;133
4.12.1.1.9.3;3. Advanced level: Teachers can encourage students to talk about how colors are represented in their home cultures that may different from the United States. Students can also describe how color is associated with moods and represents feelings. For e...;133
4.12.1.1.9.4;Subject Content Words;133
4.12.1.1.9.4.1;1. Words in Equations: An equation means that two things are equal. It is often represented with an equal sign “=” such as 7 + 3 = 10.;134
4.12.1.1.9.4.1.1;(a) Addition (+): add, sum, find the total amount or numbers, plus, total;134
4.12.1.1.9.4.1.2;(b) Subtraction (-): subtract, take away, deduct, minus, loss, find the difference,;134
4.12.1.1.9.4.1.3;(c) Multiplication (x): multiply, combine, reduplicate, reproduce, times;134
4.12.1.1.9.4.1.4;(d) Division (÷): divide, separate, split, dividend, divisor, remainder;134
4.12.1.1.9.4.2;2. Money Concept Words: See Figure 5.6.;134
4.12.1.1.9.4.3;3. Words in Geometry: Geometry is the branch of mathematics concerned with the properties and relations of points, lines, surfaces, solids, and higher dimensional analogs (see Figure 5.6).;135
4.12.1.1.9.4.3.1;(a) Points: Read as Point A and Point B;135
4.12.1.1.9.4.3.2;(b) Line: Read as Line A and B;135
4.12.1.1.9.4.3.3;(c) Line segment: Read as Line segment A and B;135
4.12.1.1.9.4.3.4;(d) Rays AB: Read as Ray AB;135
4.12.1.1.9.4.3.5;(e) Parallel: Read as parallel lines;135
4.12.1.1.9.4.3.6;(f) Perpendicular: Read as perpendicular lines;135
4.12.1.1.9.4.3.7;(g) Angle: An angle is formed by two rays, sharing a common endpoint, called the vertex of the angle. An acute angle is less than 90°; an obtuse angle is greater than 90° but less than 180°;136
4.12.1.1.9.4.3.8;(h) Right angle: A right angle is an internal angle which is equal to 90°;136
4.12.1.1.9.4.4;4. Words for Capacity: Capacity is the a maximum mount that something can contain.;136
4.12.1.1.10;Activities;136
4.12.1.1.10.1;1. Weight and Length Measures: America is a country that does not use the metric system. Yet ELLs from other countries may have used or are familiar with the metric system. The frequently used metric measuring words are listed below.;137
4.12.1.1.10.1.1;(a) Length: Metric System;137
4.12.1.1.10.1.2;(b) Length: American/British Units;137
4.12.1.1.10.1.3;(c) Weight: Metric System;137
4.12.1.1.10.1.4;(d) Area measure: Metric System;137
4.12.1.1.10.1.5;(e) Area measure: American/British Units;137
4.12.1.1.10.1.6;(f) Volume and Capacity Measure;138
4.12.1.1.10.1.7;(g) Length and Weight: American/British Units;138
4.12.1.1.10.2;2. Telling the Time and Date: Telling time and date is a skill that is as essential as any other real-life skill, such as addition and subtraction, in the digital world. There are different ways of teaching ELLs how to tell the time and date. See exa...;138
4.12.1.1.10.2.1;(a) Quarter hour: 7:15 a.m.: Read as seven fifteen or a quarter after seven;;138
4.12.1.1.10.2.2;(b) Three quarters: 10:45 a.m.: Read as ten forty-five or a quarter to ten;138
4.12.1.1.10.2.3;(c) Half an hour: 2:30 p.m.: Read as two thirty.;138
4.12.1.1.10.2.4;(d) Date: October 4, 2014: Read as October the fourth, two thousand fourteen;138
4.12.1.1.10.2.5;(e) Date: 4 October 2014: read as the fourth of October, two thousand fourteen;138
4.12.1.1.10.2.6;(a) Use visual aids, such as hand clocks, number letters, or other objects;139
4.12.1.1.10.2.7;(b) Use BINGO game to teach students' skill at telling time. Teachers can write different times on a board or chart. Students select random times on the list and then write a different time in each square of Telling Time BINGO card.;139
4.12.1.1.10.2.8;(c) Resourceful websites: The se websites provide activities for telling time. Click the first link and scroll down to find free online time games that help ELLs of all levels learn to tell time. The games are matching analog to digital clocks, start...;139
4.12.1.1.11;Science;139
4.12.1.1.12;Activities;140
4.12.1.1.13;Activities;140
4.12.1.1.13.1;(a) Categorize and classify animals from reading texts about insects and animals.;140
4.12.1.1.13.2;(b) Prepare a report about their findings in the categories such as insects and animals.;140
4.12.1.1.13.3;(c) Discuss animals and insects, for example, animal skin coverings and body parts.;140
4.12.1.1.13.4;(d) Incorporate reading selected children’s books about a variety of animals.;140
4.12.1.1.13.5;(e) Observe the change of caterpillars or other insects.;141
4.12.1.1.13.6;(f) Use visual aids to compare and contrast the differences and similarities between insects and animals observed and write a description.;141
4.12.1.1.13.7;(g) Incorporate drawings, paintings, and other art forms to tell stories about insects and animals you are familiar with and describe verbally.;142
4.12.1.1.14;Activities;142
4.12.1.1.14.1;(a) Help ELLs plant flower seeds to observe how plants grow. Divide students into small groups for this project and watch the process, taking notes in journals.;142
4.12.1.1.14.2;(b) Conduct research and seek useful tips on how to grow plants in a scientific way, for example, plants need sun, water, and the proper temperature to help the process.;142
4.12.1.1.14.3;(c) Name categories of plants using graphic organizers (K-W-L, Venn diagram) to categorize plants. List familiar plants and unfamiliar ones.;142
4.12.1.1.14.4;(d) Describe the differences between these words: bud, bulb, petal, pistil; trunk, limb, and branch; leaf, root, and stalk, and so on.;142
4.12.1.1.15;Activities;143
4.12.1.1.15.1;(a) Stand up and sing the “Head, Shoulders, Knees, and Toes” song. While singing, ask ELLs to touch different parts of body following the song.;143
4.12.1.1.15.2;(b) Students sit on the floor, and each student has at least one body flashcard. Say a random flashcard word (e.g., “ears”). All students with the ears flashcards must do the action. Continue with other words and different actions (e.g., jump up ...;143
4.12.1.1.15.3;(c) Use TPR and ask ELLs to respond to teachers’ commend, such as, “Put your hands on your head,” “Put up your right hands up if … and your left hands up if …” Or point to the nose, eyes, toes, legs, head, and shoulder for action.;144
4.12.1.1.15.4;(d) Practice using body part names in sentences: I use my hands to touch, my nose to smell, my ears to listen, my eyes to see, my mouth to eat, etc. Students can take turns.;144
4.12.1.1.15.5;(e) Ask students to close their eyes. Teachers make a noise with the body parts, for example, clap hands, snap fingers, click tongue. Then ask students to name the body part.;144
4.12.1.1.16;Activities;144
4.12.1.1.17;Activities;145
4.12.1.1.17.1;(a) Use the shared events of students' lives in their community to discuss and write about what they have experienced,. For example, how was their experience to visit a doctor, eat dinner in a restaurant, mail a letter at the post office.;145
4.12.1.1.17.2;(b) Generate topics to discuss on a community service that the students and their families may need to use, such as banking, ordering food in a restaurant, going to park, with the purpose of helping ELLs familiarize the process.;145
4.12.1.1.17.3;(c) Teachers can verbally describe a place and provide basic features. Then ask ELLs to guess what this place is, such as, “This place is for financial activities, such as depositing or borrowing money or other activities.”;145
4.12.1.1.17.4;(d) Prepare cards with pictures and names of different places where the community service is received. Ask each student to randomly select a card and take turns to describe the place on his or her card, such as, “This is a restaurant.” “A resta...;145
4.12.1.1.18;Activities;146
4.12.1.1.18.1;(a) A doctor is someone who …;146
4.12.1.1.18.2;(b) A teacher is someone who …;146
4.12.1.1.18.3;(c) A writer is someone who …;146
4.12.1.1.18.4;(d) A singer is someone who …;146
4.12.1.1.18.5;(e) A nurse is someone who …;146
4.12.1.1.18.6;(f) A chef is someone who …;146
4.12.1.1.18.7;(g) A policeman is someone who …;146
4.12.1.1.18.8;(h) A plumber is someone who …;146
4.12.1.1.18.9;(i) A hairdresser is someone who …;147
4.12.1.1.18.10;(j) A pharmacist is someone who …;147
4.12.1.1.19;Activities;147
4.12.1.1.20;Activities;148
4.12.1.1.20.1;(a) Engage students in discussion about the causes and consequences of those most commonly occurring natural disasters. Also, discuss nature’s role versus the impact of human activity in contributing to natural disasters.;148
4.12.1.1.20.2;(b) List five different natural disasters and divide students into small groups with each group responsible for doing research on one disaster and present their findings.;148
4.12.1.1.20.3;(c) Use visual graphics, for example, sematic mapping or a Venn diagram, to brainstorm the related words associated with a disaster (see Figure 5.17 as an example).;148
4.12.1.1.21;Activities;148
4.12.1.1.21.1;(a) Ask each other this question and respond, “How did you get here today?” The purpose is to practice using different means of transportation and the response can be, “I got there _______ (on foot, bus, bicycle, car, train, boat).”;148
4.12.1.1.21.2;(b) Guide students in the role-play of buying tickets for going to some places by air, bus, or boat. The purpose is to help ELLs become familiar with the transportation process.;149
4.12.1.1.21.3;(c) Ask real questions related to students’ life and talk about what transportation they have been using to travel, and describe their experiences.;150
4.12.1.1.22;Activities;150
4.12.1.1.22.1;(a) The teacher points to the body parts and says, “We use our eyes to …?” Ask students to respond and have more practice: “We use our ears to …” “We use our hands to …” and “We use our noses to …”;150
4.12.1.1.22.2;(b) Have one group of students lie on the floor with one ear to the ground while the other group jumps up and down to “hear” the vibrations and describe it.;150
4.12.1.1.22.3;(c) Place about 10 common objects on a tray, for example, glue, scissors, eraser, pen, pencil, and ask ELLs to observe and tell what they “see” in the tray. Then hide the tray and remove one object and ask students what they “see” now.;150
4.12.1.1.22.4;(d) Using the old technique of tin cans and string to play telephone, teachers can help ELLs do the same by using plastic cups tied with string to help students understand hearing.;150
4.12.1.1.23;Activities;150
4.12.1.1.23.1;(a) Working in pairs or small groups, compare the different features between a river and an ocean, a forest and a rainforest, an island and peninsula, a valley and a mountain. Tell the popular ones in their home country.;151
4.12.1.1.23.2;(b) Students fill in a Post-it note for each feature; summarize the differences. Also, write those popular names of rivers, mountains, lakes, or islands and post under a class map of the world. Each group can also discuss their findings.;151
4.12.1.1.23.3;(c) Prepare students for a BINGO game by listing geographic features or topics related to students’ culture and backgrounds. When students have a horizontal or vertical row of examples, they have “Bingo.”;151
4.12.1.1.24;Activities;151
4.12.1.1.24.1;(a) Guide ELL students to respond to these questions: The United States is in which hemisphere (Northern or Southern Hemisphere)? Which continent is in the Southern Hemisphere (Asia or Australia)?;151
4.12.1.1.24.2;(b) Practice these sentences in pairs: Where are you from? I am from ____________, which is located in _________ (continent) and close to the ___________ Ocean.;151
4.12.1.1.24.3;(c) Using worksheets, ask ELLs to label the continents and oceans. Then describe the location of a continent or an ocean on the map or globe. For examples, “The Atlantic Ocean is surrounded by the continents of Africa, Europe, North America, and So...;152
4.12.1.1.25;Activities;152
4.12.1.1.25.1;(a) Describe the capital city by using, for example, “The capital city of Arizona is Phoenix.”;154
4.12.1.1.25.2;(b) Describe the location of states for example, “Arizona is located southeast of California.”;154
4.12.1.1.25.3;(c) Practice writing an address, such as, 300 Magnolia Street, Orangeburg, SC 29115.;154
4.12.1.1.26;Activity;155
4.12.1.1.26.1;(a) Guide students to talk about the issues related to water conservation or recycling. Ask students to discuss what things can be done in school and classrooms and at home to protect the environment?;155
4.12.1.1.26.2;(b) Students work in pairs to list things that can be recycled in school and at home to protect the environment and save energy, for example, “Turn off the light when leaving,” “Turn off the water when finished using,” “Recycle glass, cans,...;155
4.12.1.1.26.3;Descriptive Words in Classrooms;155
4.12.1.1.27;Activity;155
4.12.1.1.27.1;(a) Hunting Game: Prepare 10 big flashcards with pictures and names of school subjects on each card. Hide these flashcards around the classroom while students have their eyes closed. Ask students to hunt for these cards. Then work in pairs to write o...;155
4.12.1.1.27.2;(b) Drill Practice: Ask ELLs to speak verbally with sentences such as I like _________ (a subject) because I am really good at __________ (the subject). I also like ________ (a subject) because ____________ (give a reason).;155
4.12.1.1.28;Activities;155
4.12.1.1.28.1;(a) Play a fun wheel game to help ELLs practice words related to school supplies. This game helps teaching especially young or beginner ELLs. This link is useful: http://www.eslgamesplus .com/school-vocabulary-game-practice-school-supplies- subjects-...;155
4.12.1.1.28.2;(b) Help ELLs identify objects and supplies in the classroom and model them to say, This is ______________ (e.g., paper clip) and it can clip the paper together, this is _________ (e.g., envelope) and it is for mailing a letter, and this is _________.;156
4.12.1.1.28.3;(c) Activity “What Kelly has in Her Bag”: Use Figure 5.27 and ask ELLs to describe items in her school bag. ELLs can also name/ describe items in their own bags.;156
4.12.1.1.29;Activities;158
4.12.1.1.29.1;(a) Point to objects in the classrooms and ask students to tell the names.;158
4.12.1.1.29.2;(b) Help students prepare labels for objects in the classroom or different learning centers and guide them to label these objects.;158
4.12.1.1.30;Activities;158
4.12.1.1.30.1;(a) Use the TPR method to model these words and students respond to each command.;158
4.12.1.1.30.2;(b) Use visual aids, for example, K-W-L, semantic map, or Venn diagram, to organize information and practice the use of words, for example, raise hand, listening, speaking.;159
4.12.1.2;Summary;159
4.12.1.3;References;160
4.12.2;Table 5.2. A Hundred Chart Method for the Word Wall;128
4.12.2.1;Figure 5. 1.;130
4.12.2.2;Figure 5. 2.;130
4.12.2.3;Figure 5. 3. My Shape Book. Students can add more pages as they learn new shapes.;131
4.12.2.4;Figure 5. 4.;132
4.12.2.5;Figure 5. 5.;133
4.12.2.6;Figure 5. 6.;134
4.12.2.7;Figure 5. 8. Use a Venn diagram to compare the differences and similarities of the animals.;141
4.12.2.8;Figure 5. 7.;140
4.12.2.9;Figure 5. 9.;141
4.12.2.10;Figure 5. 10.;142
4.12.2.11;Figure 5. 11.;143
4.12.2.12;Figure 5. 12.;144
4.12.2.13;Figure 5. 13.;145
4.12.2.14;Figure 5. 14.;146
4.12.2.15;Figure 5. 15;147
4.12.2.16;Figure 5. 16.;148
4.12.2.17;Figure 5. 17. Use the semantic map to learn words associated with earthquakes.;149
4.12.2.18;Figure 5. 18.;149
4.12.2.19;Figure 5. 19.;150
4.12.2.20;Figure 5. 20.;151
4.12.2.21;Figure 5. 21;152
4.12.2.22;Figure 5. 22.;153
4.12.3;Table 5.3. The 50 States of the United States With Abbreviations and Capital Cities;153
4.12.3.1;1. Alabama;153
4.12.3.2;26. Montana;153
4.12.3.3;2. Alaska;153
4.12.3.4;27. Nebraska;153
4.12.3.5;3. Arizona;153
4.12.3.6;28. Nevada;153
4.12.3.7;4. Arkansas;153
4.12.3.8;29. New Hampshire;153
4.12.3.9;5. California;153
4.12.3.10;30. New Jersey;153
4.12.3.11;6. Colorado;153
4.12.3.12;31. New Mexico;153
4.12.3.13;7. Connecticut;153
4.12.3.14;32. New York;153
4.12.3.15;8. Delaware;153
4.12.3.16;33. North Carolina;153
4.12.3.17;9. Florida;153
4.12.3.18;34. North Dakota;153
4.12.3.19;10. Georgia;153
4.12.3.20;35. Ohio;153
4.12.3.21;11. Hawaii;153
4.12.3.22;36. Oklahoma;153
4.12.3.23;12. Idaho;153
4.12.3.24;37. Oregon;153
4.12.3.25;13. Illinois;153
4.12.3.26;38. Pennsylvania;153
4.12.3.27;14. Indiana;153
4.12.3.28;39. Rhode Island;153
4.12.3.29;15. Iowa;153
4.12.3.30;40. South Carolina;153
4.12.3.31;16. Kansas;153
4.12.3.32;41. South Dakota;153
4.12.3.33;17. Kentucky;153
4.12.3.34;42. Tennessee;153
4.12.3.35;18. Louisiana;153
4.12.3.36;43. Texas;153
4.12.3.37;19. Maine;153
4.12.3.38;44. Utah;153
4.12.3.39;20. Maryland;153
4.12.3.40;45. Vermont;153
4.12.3.41;21. Massachusetts;153
4.12.3.42;46. Virginia;153
4.12.3.43;22. Michigan;153
4.12.3.44;47. Washington;153
4.12.3.45;23. Minnesota;153
4.12.3.46;48. West Virginia;153
4.12.3.47;24. Mississippi;153
4.12.3.48;49. Wisconsin;153
4.12.3.49;25. Missouri;153
4.12.3.50;50. Wyoming;153
4.12.3.51;Figure 5. 23.;154
4.12.3.52;Figure 5. 24.;154
4.12.3.53;Figure 5. 25.;156
4.12.3.54;Figure 5. 26.;157
4.12.3.55;Figure 5. 28.;158
4.12.3.56;Figure 5. 27.;157
4.12.3.57;Figure 5. 29.;159
4.12.4;Table 6.1. Ways to Say Daily Greetings;164
4.13;CHAPTER 6;162
4.13.1;Basic Daily Words For ELLs;162
4.13.1.1;Case Scenario;162
4.13.1.1.1;Greetings;163
4.13.1.1.2;Directions;166
4.13.1.1.3;Food and Cafeteria;169
4.13.1.1.4;Families and Relatives;176
4.13.1.1.5;First-, Second-, and Third-Degree Relatives;178
4.13.1.1.5.1;Weather and Sports;179
4.13.1.2;Summary;183
4.13.2;Table 6.2. Using Small Talk in Different Situations for Conversation;165
4.13.3;Table 6.4. Food Words With Ingredients and Pictures;171
4.13.4;Table 6.4. (Continued);172
4.13.5;Table 6.4. (Continued);173
4.13.6;Table 6.4. (Continued);174
4.13.7;Table 6.4. (Continued);175
4.13.8;Table 6.3. Direction Words With Meanings and Examples;167
4.13.8.1;Figure 6. 1. Pair the food activity: Draw lines or write the number to match the food names.;176
4.13.9;Table 6.5. Words Related to Families and Relatives;177
4.13.9.1;Figure 6. 2. Teachers can use My Family Tree to practice the words related to family members orally or ask the Ells to draw their own family tree and tell the story.;178
4.13.10;Table 6.6. Commonly Used Words Related to the Weather;180
4.13.11;Table 6.6. (Continued);181
4.13.12;Table 6.6. (Continued);182
4.13.13;Table 6.7. Words Related to Major Sports in the United States;184
4.13.14;Table 6.7. (Continued);185
4.13.15;Table 6.7. (Continued);186
4.13.16;Table 7.1. Major Holidays and Traditions in the United States;190
4.13.17;Table 7.1. (Continued);191
4.14;CHAPTER 7;188
4.14.1;Traditions and Holidays;188
4.14.1.1;Case Scenario;188
4.14.1.1.1;Tradition and Holiday Words;189
4.14.1.1.2;American Traditions and Holidays;191
4.14.1.1.3;Lesson Ideas With Words for Traditions and Holidays;194
4.14.1.1.3.1;Other Useful Traditional Words;196
4.14.1.1.3.2;Words for Special Events and Seasons;199
4.14.1.2;Summary;200
4.14.1.3;References;200
4.14.2;Table 7.2. Questions for Interaction Related to New Year’s Concepts;195
4.14.3;Table 7.3. Other Words Related to Special Events or Traditions;197
4.14.4;Table 7.3. (Continued);198
4.14.5;Table 7.3. (Continued);199
4.14.5.1;Figure 8. 1. States that have adopted CCSS. For more information related to CCSS or to review the current status of the states that have adopted the CCSS, please see http://www.corestandards.org/;206
4.14.6;PART IV;202
4.14.6.1;Relevant Information;202
4.15;CHAPTER 8;204
4.15.1;Information for Professionals;204
4.15.1.1;Case Scenario;204
4.15.1.1.1;Who Is Responsible for Teaching ELLs?;205
4.15.1.1.2;Common Core and the Challenging Role of Teachers;206
4.15.1.1.3;Common Core;206
4.15.1.1.4;Challenging Role of Teachers;207
4.15.1.1.4.1;Trends and Programs in L2 Teaching;210
4.15.1.1.5;Different Programs for ELLs;211
4.15.1.1.6;Bilingual Programs;211
4.15.1.1.7;Inclusion Program;212
4.15.1.1.8;Pull-Out Programs;214
4.15.1.1.9;Sheltered Instruction;215
4.15.1.1.10;Content-Based ESOL Programs;215
4.15.1.1.10.1;Assessing ELLs and Related Issues;217
4.15.1.1.10.2;Factors Affecting Assessment of ELLs;218
4.15.1.1.11;Language Factors;218
4.15.1.1.12;Educational Background Factors;219
4.15.1.1.13;Cultural Factors;219
4.15.1.1.14;Planning the Assessment;220
4.15.1.1.15;Types of Assessment for ELLs;221
4.15.1.1.16;Formative Assessment;223
4.15.1.1.17;Performance-Based Assessment;223
4.15.1.1.18;Portfolios;224
4.15.1.1.19;Summative Assessment;224
4.15.1.1.19.1;Appropriately Assessing ELLs;225
4.15.1.1.20;ELLs’ Language Development;225
4.15.1.1.21;Stage I: Preproduction Stage;225
4.15.1.1.22;Stage II: Early Production;226
4.15.1.1.23;Stage III: Speech Emergence;226
4.15.1.1.24;Stage IV: Intermediate Fluency;227
4.15.1.1.25;Stage V: Advanced Fluency;227
4.15.1.1.25.1;ELL Population Data and Statistics;228
4.15.1.1.25.2;Suggestions for Teacher Education Programs;233
4.15.1.1.26;Professional Development for In-Service Teachers;235
4.15.1.1.27;Preservice Teacher Education Program;236
4.15.1.1.27.1;1. Only 4 States have specific coursework or certification 1 requirements and they are Arizona, California, Florida, and New York.;238
4.15.1.1.27.2;2. 17 states have reference relating to the special needs of ELLs: Alabama, Colorado, Idaho, Illinois, Iowa, Louisiana, Maryland, Massachusetts, Michigan, Minnesota Nevada, New Jersey, North Dakota, Rhode Island, Tennessee, Vermont, and Virginia.;238
4.15.1.1.27.3;3. 7 States are pending to use the NCATE standards related to teaching ELLs: Alaska, Connecticut, Delaware, Georgia, Kansas, Mississippi, and South Carolina.;238
4.15.1.1.27.4;4. 8 States have reference to “language” as an example of diversity: Arkansas, Montana, New Mexico, North Carolina, Ohio, Oregon, West Virginia, and Wyoming.;238
4.15.1.1.27.5;5. 15 States have no requirement at all on teachers’ expertise or training to work with ELLs: Hawaii, Indiana, Kentucky, Maine, Missouri, Nebraska, New Hampshire, Oklahoma, Pennsylvania, South Dakota, Texas, Utah Washington, Wisconsin, and the Dist...;238
4.15.1.2;Summary;240
4.15.1.3;References;240
4.15.2;Table 8.1. All Teachers of ELLs Must Understand These Three Areas of Basic Knowledge;209
4.15.3;Table 8.2. Factors Affecting Assessment of ELLs;218
4.15.4;Table 8.3. Examples of Teacher Prompts for Each Stage of L2 Development;229
4.15.4.1;Figure 8. 2. The states with the fastest growth of ELL population. Data source from U.S. Department of Education’s Survey of the States’ Limited English Proficient Students and Available Educational Programs and Services.;230
4.15.5;Table 8.4. Six States With Greatest Growth in ELL Population From 1994–1995 to 2004–2005;231
4.15.6;Table 8.5. Six States With The Fastest Growth of the ELL Population (1997–2008 to 2007–2008);231
4.15.6.1;Appendix;246
4.15.6.1.1;Subject Glossary;246
4.15.6.2;About the Author;260
4.16;Appendix;246
4.17;About the Author;260
4.18;Back Cover;262