{"product_id":"the-ell-teachers-toolbox-9781119364962","title":"The ELL Teachers Toolbox","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003ePractical strategies to support your English language learners\u003c\/b\u003e\u003ci\u003e\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe ELL Teacher's Toolbox\u003c\/i\u003e is a practical, valuable resource to be used by teachers of English Language Learners, in teacher education credential programs, and by staff development professionals and coaches. It provides hundreds of innovative and research-based instructional strategies you can use to support all levels of English Language Learners.\u003c\/p\u003e \u003cp\u003eWritten by proven authors in the field, the book is divided into two main sections: Reading\/Writing and Speaking\/Listening. Each of those sections includes Top Ten favorites and between 40 and 70 strategies that can be used as part of multiple lessons and across content areas.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eContains 60% new strategies\u003c\/li\u003e \u003cli\u003eFeatures ready-to-use lesson plans\u003c\/li\u003e \u003cli\u003eIncludes reproducible handouts\u003c\/li\u003e \u003cli\u003eOffers technology integration ideas\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eThe percentage of public school students in the U.S. who are English language learners \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eContents\u003c\/p\u003e \u003cp\u003eAbout the Authors xxix\u003c\/p\u003e \u003cp\u003eAcknowledgments xxxi\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003eI Reading and Writing 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1. Independent Reading 5\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 5\u003c\/p\u003e \u003cp\u003eWhy We Like It 5\u003c\/p\u003e \u003cp\u003eSupporting Research 5\u003c\/p\u003e \u003cp\u003eCommon Core Connections 6\u003c\/p\u003e \u003cp\u003eApplication 6\u003c\/p\u003e \u003cp\u003eSelecting Books 6\u003c\/p\u003e \u003cp\u003eStudent-Teacher Check-Ins 7\u003c\/p\u003e \u003cp\u003eWriting and Talking About Books 7\u003c\/p\u003e \u003cp\u003ePublishing Student Successes 8\u003c\/p\u003e \u003cp\u003eWorking with Students Not Literate in Their Home Language 8\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 9\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 9\u003c\/p\u003e \u003cp\u003eTechnology Connections 9\u003c\/p\u003e \u003cp\u003eAttribution 10\u003c\/p\u003e \u003cp\u003eFigures 10\u003c\/p\u003e \u003cp\u003eFigure 1.1 End-of-Quarter Reading Reflection 10\u003c\/p\u003e \u003cp\u003eFigure 1.2 My Year of Reading Visual Project 11\u003c\/p\u003e \u003cp\u003eFigure 1.3 My Year of Reading Student Example 11\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2. Literary Conversations 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 13\u003c\/p\u003e \u003cp\u003eWhy We Like It 13\u003c\/p\u003e \u003cp\u003eSupporting Research 13\u003c\/p\u003e \u003cp\u003eCommon Core Connections 14\u003c\/p\u003e \u003cp\u003eApplication 14\u003c\/p\u003e \u003cp\u003eBook Trailers 14\u003c\/p\u003e \u003cp\u003eBook Talks 15\u003c\/p\u003e \u003cp\u003ePartner Reading 15\u003c\/p\u003e \u003cp\u003eBook Interviews 16\u003c\/p\u003e \u003cp\u003eGolden Lines 16\u003c\/p\u003e \u003cp\u003eCreative Response Prompts 16\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 17\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 17\u003c\/p\u003e \u003cp\u003eTechnology Connections 18\u003c\/p\u003e \u003cp\u003eAttribution 18\u003c\/p\u003e \u003cp\u003eFigures 19\u003c\/p\u003e \u003cp\u003eFigure 2.1 Book Trailer 19\u003c\/p\u003e \u003cp\u003eFigure 2.2 Book Talk 20\u003c\/p\u003e \u003cp\u003eFigure 2.3 Partner-Reading Instructions 21\u003c\/p\u003e \u003cp\u003eFigure 2.4 Book Interview 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3. Graphic Organizers 23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 23\u003c\/p\u003e \u003cp\u003eWhy We Like It 23\u003c\/p\u003e \u003cp\u003eSupporting Research 24\u003c\/p\u003e \u003cp\u003eCommon Core Connections 24\u003c\/p\u003e \u003cp\u003eApplication 24\u003c\/p\u003e \u003cp\u003eReading 24\u003c\/p\u003e \u003cp\u003eWriting 25\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 27\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 27\u003c\/p\u003e \u003cp\u003eTechnology Connections 28\u003c\/p\u003e \u003cp\u003eAttribution 28\u003c\/p\u003e \u003cp\u003eFigures 29\u003c\/p\u003e \u003cp\u003eFigure 3.1 Narrative Word Chart 29\u003c\/p\u003e \u003cp\u003eFigure 3.2 Identifying Words While Reading 30\u003c\/p\u003e \u003cp\u003eFigure 3.3 Five Senses Chart 30\u003c\/p\u003e \u003cp\u003eFigure 3.4 Five Senses Chart Student Example 31\u003c\/p\u003e \u003cp\u003eFigure 3.5 Setting 32\u003c\/p\u003e \u003cp\u003eFigure 3.6 Main Characters 33\u003c\/p\u003e \u003cp\u003eFigure 3.7 Supporting Characters 34\u003c\/p\u003e \u003cp\u003eFigure 3.8 Theme 35\u003c\/p\u003e \u003cp\u003eFigure 3.9 Conflict Map 36\u003c\/p\u003e \u003cp\u003eFigure 3.10 Story Events 37\u003c\/p\u003e \u003cp\u003eFigure 3.11 Dialogue 38\u003c\/p\u003e \u003cp\u003eFigure 3.12 Write Your Story 39\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4. Vocabulary 41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 41\u003c\/p\u003e \u003cp\u003eWhy We Like It 42\u003c\/p\u003e \u003cp\u003eSupporting Research 42\u003c\/p\u003e \u003cp\u003eCommon Core Connections 43\u003c\/p\u003e \u003cp\u003eApplication 43\u003c\/p\u003e \u003cp\u003eFour Words Sheet 43\u003c\/p\u003e \u003cp\u003eWord Chart 43\u003c\/p\u003e \u003cp\u003eTeaching New Words During Reading 44\u003c\/p\u003e \u003cp\u003eAcademic Vocabulary 44\u003c\/p\u003e \u003cp\u003eClines 45\u003c\/p\u003e \u003cp\u003eWord Webs 46\u003c\/p\u003e \u003cp\u003eInteractive Word Wall 46\u003c\/p\u003e \u003cp\u003eCognates 48\u003c\/p\u003e \u003cp\u003eFrom Clues to Words 48\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 49\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 49\u003c\/p\u003e \u003cp\u003eTechnology Connections 49\u003c\/p\u003e \u003cp\u003eAttribution 50\u003c\/p\u003e \u003cp\u003eFigures 51\u003c\/p\u003e \u003cp\u003eFigure 4.1 Four Words Sheet 51\u003c\/p\u003e \u003cp\u003eFigure 4.2 Question and Sentence Starters List 52\u003c\/p\u003e \u003cp\u003eFigure 4.3 Narrative Word Chart 53\u003c\/p\u003e \u003cp\u003eFigure 4.4 Identifying Words While Reading 54\u003c\/p\u003e \u003cp\u003eFigure 4.5 Clines 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5. Activating Prior Knowledge 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 57\u003c\/p\u003e \u003cp\u003eWhy We Like It 58\u003c\/p\u003e \u003cp\u003eSupporting Research 58\u003c\/p\u003e \u003cp\u003eCommon Core Connections 58\u003c\/p\u003e \u003cp\u003eApplication 58\u003c\/p\u003e \u003cp\u003eKWL Charts 59\u003c\/p\u003e \u003cp\u003eAnticipation Guides 59\u003c\/p\u003e \u003cp\u003eMultimedia 59\u003c\/p\u003e \u003cp\u003eQuick writes 60\u003c\/p\u003e \u003cp\u003ePreparatory Texts 60\u003c\/p\u003e \u003cp\u003eField Trips—Real or Virtual 60\u003c\/p\u003e \u003cp\u003eStudent Handout and Example 61\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 61\u003c\/p\u003e \u003cp\u003eTechnology Connections 61\u003c\/p\u003e \u003cp\u003eFigure 62\u003c\/p\u003e \u003cp\u003eFigure 5.1 Anticipation Guide 62\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6. Sequencing 65\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 65\u003c\/p\u003e \u003cp\u003eWhy We Like It 65\u003c\/p\u003e \u003cp\u003eSupporting Research 66\u003c\/p\u003e \u003cp\u003eCommon Core Connections 66\u003c\/p\u003e \u003cp\u003eApplication 66\u003c\/p\u003e \u003cp\u003eStrip Stories 66\u003c\/p\u003e \u003cp\u003eSentence Scrambles 68\u003c\/p\u003e \u003cp\u003eComic Strips 68\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 68\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 69\u003c\/p\u003e \u003cp\u003eTechnology Connections 69\u003c\/p\u003e \u003cp\u003eAttribution 69\u003c\/p\u003e \u003cp\u003eFigures 70\u003c\/p\u003e \u003cp\u003eFigure 6.1 First Day of School Strip Story (Student Handout) 70\u003c\/p\u003e \u003cp\u003eFigure 6.2 First Day of School Strip Story (Teacher Answer Key) 71\u003c\/p\u003e \u003cp\u003eFigure 6.3 Mexico Strip Story (Student Handout) 72\u003c\/p\u003e \u003cp\u003eFigure 6.4 Mexico Strip Story (Teacher Answer Key) 73\u003c\/p\u003e \u003cp\u003eFigure 6.5 Strip Story Instructions 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7. Clozes 75\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 75\u003c\/p\u003e \u003cp\u003eWhy We Like It 75\u003c\/p\u003e \u003cp\u003eSupporting Research 75\u003c\/p\u003e \u003cp\u003eCommon Core Connections 76\u003c\/p\u003e \u003cp\u003eApplication 76\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 78\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 78\u003c\/p\u003e \u003cp\u003eTechnology Connections 79\u003c\/p\u003e \u003cp\u003eAttribution 79\u003c\/p\u003e \u003cp\u003eFigures 80\u003c\/p\u003e \u003cp\u003eFigure 7.1 Cloze with No Answers Shown—Jobs (Student Handout) 80\u003c\/p\u003e \u003cp\u003eFigure 7.2 Cloze with No Answers Shown—Jobs (Teacher Answer Key) 80\u003c\/p\u003e \u003cp\u003eFigure 7.3 Cloze with No Answers Shown—Art and Music (Student Handout) 80\u003c\/p\u003e \u003cp\u003eFigure 7.4 Cloze with No Answers Shown—Art and Music (Teacher Answer Key) 81\u003c\/p\u003e \u003cp\u003eFigure 7.5 Cloze with Word Bank—Helen Keller (Student Handout) 81\u003c\/p\u003e \u003cp\u003eFigure 7.6 Cloze with Word Bank—Helen Keller (Teacher Answer Key) 82\u003c\/p\u003e \u003cp\u003eFigure 7.7 Cloze with Word Bank at End of Sentences—Cesar Chavez (Student Handout) 82\u003c\/p\u003e \u003cp\u003eFigure 7.8 Cloze with Word Bank at End of Sentences—Cesar Chavez (Teacher Answer Key) 83\u003c\/p\u003e \u003cp\u003eFigure 7.9 Cloze with Letter Blanks—Juan and Maria (Student Handout) 83\u003c\/p\u003e \u003cp\u003eFigure 7.10 Cloze with Letter Blanks—Juan and Maria (Teacher Answer Key) 83\u003c\/p\u003e \u003cp\u003eFigure 7.11 Cloze with No Blanks—US History (Student Handout) 84\u003c\/p\u003e \u003cp\u003eFigure 7.12 Cloze with No Blanks—US History (Teacher Answer Key) 85\u003c\/p\u003e \u003cp\u003eFigure 7.13 Persuading My Parents Cloze and Mimic Write 85\u003c\/p\u003e \u003cp\u003eFigure 7.14 Persuading My Parents (Student Sample) 86\u003c\/p\u003e \u003cp\u003eFigure 7.15 Instructions for Making a Cloze 86\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8. Language Experience Approach (LEA) 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 87\u003c\/p\u003e \u003cp\u003eWhy We Like It 87\u003c\/p\u003e \u003cp\u003eSupporting Research 87\u003c\/p\u003e \u003cp\u003eCommon Core Connections 87\u003c\/p\u003e \u003cp\u003eApplication 88\u003c\/p\u003e \u003cp\u003eStudent Handout and Example 89\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 89\u003c\/p\u003e \u003cp\u003eTechnology Connection 90\u003c\/p\u003e \u003cp\u003eAttribution 90\u003c\/p\u003e \u003cp\u003eFigure 90\u003c\/p\u003e \u003cp\u003eFigure 8.1 Language Experience Approach Model 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9. Jigsaw 91\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 91\u003c\/p\u003e \u003cp\u003eWhy We Like It 91\u003c\/p\u003e \u003cp\u003eSupporting Research 91\u003c\/p\u003e \u003cp\u003eCommon Core Connections 92\u003c\/p\u003e \u003cp\u003eApplication 92\u003c\/p\u003e \u003cp\u003eBeginners and Low-Intermediates 92\u003c\/p\u003e \u003cp\u003eHigh-Intermediates and Advanced 94\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 96\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 96\u003c\/p\u003e \u003cp\u003eTechnology Connections 96\u003c\/p\u003e \u003cp\u003eAttribution 97\u003c\/p\u003e \u003cp\u003eFigures 97\u003c\/p\u003e \u003cp\u003eFigure 9.1 Driver’s License Jigsaw 97\u003c\/p\u003e \u003cp\u003eFigure 9.2 Driver’s License Activity 98\u003c\/p\u003e \u003cp\u003eFigure 9.3 Nina’s Break-In Part 1: Jigsaw 99\u003c\/p\u003e \u003cp\u003eFigure 9.4 Nina’s Break-In Part 2: Questions About the Story 100\u003c\/p\u003e \u003cp\u003eFigure 9.5 Nina’s Break-In: How to Use This Jigsaw 101\u003c\/p\u003e \u003cp\u003eFigure 9.6 Student Jigsaw Instructions 102\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10. Reading Comprehension 103\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 103\u003c\/p\u003e \u003cp\u003eWhy We Like It 104\u003c\/p\u003e \u003cp\u003eSupporting Research 104\u003c\/p\u003e \u003cp\u003eReading Strategies 104\u003c\/p\u003e \u003cp\u003eRead Alouds and Think Alouds 105\u003c\/p\u003e \u003cp\u003eClose Reading 105\u003c\/p\u003e \u003cp\u003eCommon Core Connections 105\u003c\/p\u003e \u003cp\u003eApplication 105\u003c\/p\u003e \u003cp\u003eReading Strategies 105\u003c\/p\u003e \u003cp\u003eRead Alouds and Think Alouds 107\u003c\/p\u003e \u003cp\u003eWhole-Class Readings 108\u003c\/p\u003e \u003cp\u003eClose Reading 113\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 117\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 117\u003c\/p\u003e \u003cp\u003eTechnology Connections 117\u003c\/p\u003e \u003cp\u003eAttribution 118\u003c\/p\u003e \u003cp\u003eFigures 119\u003c\/p\u003e \u003cp\u003eFigure 10.1 Reading Strategies Word Chart 119\u003c\/p\u003e \u003cp\u003eFigure 10.2 Think Aloud Example 120\u003c\/p\u003e \u003cp\u003eFigure 10.3 Benefits of Reading Data Set 121\u003c\/p\u003e \u003cp\u003eFigure 10.4 “What People Say About” Graphic Organizer 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11. Inductive Learning 123\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 123\u003c\/p\u003e \u003cp\u003eWhy We Like It 123\u003c\/p\u003e \u003cp\u003eSupporting Research 124\u003c\/p\u003e \u003cp\u003eCommon Core Connections 124\u003c\/p\u003e \u003cp\u003eApplication 124\u003c\/p\u003e \u003cp\u003ePicture Word Inductive Model (PWIM) 124\u003c\/p\u003e \u003cp\u003eText, Phonics, and Picture Data Sets 126\u003c\/p\u003e \u003cp\u003eConcept Attainment 128\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 129\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 129\u003c\/p\u003e \u003cp\u003eTechnology Connections 129\u003c\/p\u003e \u003cp\u003eAttribution 130\u003c\/p\u003e \u003cp\u003eFigures 130\u003c\/p\u003e \u003cp\u003eFigure 11.1 A Man in the Kitchen 130\u003c\/p\u003e \u003cp\u003eFigure 11.2 Kitchen Picture Cloze Sentences 131\u003c\/p\u003e \u003cp\u003eFigure 11.3 International New Year’s Traditions Data Set (for Intermediates) 132\u003c\/p\u003e \u003cp\u003eFigure 11.4 John F. Kennedy Data Set (for Intermediates) 133\u003c\/p\u003e \u003cp\u003eFigure 11.5 Seasons of the Year Data Set (for Beginners) 134\u003c\/p\u003e \u003cp\u003eFigure 11.6 Data Set Instructions 134\u003c\/p\u003e \u003cp\u003eFigure 11.7 Page from Sounds Easy! Phonics, Spelling, and Pronunciation Practice 135\u003c\/p\u003e \u003cp\u003eFigure 11.8 Concept Attainment Example on Adjectives and Periods 136\u003c\/p\u003e \u003cp\u003eFigure 11.9 Concept Attainment Example on Has and Have 136\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12. Concept Attainment—Plus! 137\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 137\u003c\/p\u003e \u003cp\u003eWhy We Like It 137\u003c\/p\u003e \u003cp\u003eSupporting Research 137\u003c\/p\u003e \u003cp\u003eCommon Core Connections 137\u003c\/p\u003e \u003cp\u003eApplication 138\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 139\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 139\u003c\/p\u003e \u003cp\u003eTechnology Connections 139\u003c\/p\u003e \u003cp\u003eFigures 140\u003c\/p\u003e \u003cp\u003eFigure 12.1 Student Example and Correction 140\u003c\/p\u003e \u003cp\u003eFigure 12.2 Student Annotation of Mistakes 141\u003c\/p\u003e \u003cp\u003eFigure 12.3 Teacher Mimic Write of Student Mistakes 142\u003c\/p\u003e \u003cp\u003eFigure 12.4 Teacher Mimic Write with Student Corrections 143\u003c\/p\u003e \u003cp\u003eFigure 12.5 Student Writing Prompt and Response 144\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13. Sentence Navigators and Sentence Builders 145\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 145\u003c\/p\u003e \u003cp\u003eWhy We Like It 145\u003c\/p\u003e \u003cp\u003eSupporting Research 145\u003c\/p\u003e \u003cp\u003eCommon Core Connections 146\u003c\/p\u003e \u003cp\u003eApplication 146\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 147\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 147\u003c\/p\u003e \u003cp\u003eTechnology Connection 147\u003c\/p\u003e \u003cp\u003eAttribution 147\u003c\/p\u003e \u003cp\u003eFigures 148\u003c\/p\u003e \u003cp\u003eFigure 13.1 Model Sentence Navigator Answering Questions 148\u003c\/p\u003e \u003cp\u003eFigure 13.2 Blank Sentence Navigator Answering Questions 149\u003c\/p\u003e \u003cp\u003eFigure 13.3 Blank Sentence Navigator for Any Sentence 150\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14. Writing Frames and Writing Structures 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 151\u003c\/p\u003e \u003cp\u003eWhy We Like It 151\u003c\/p\u003e \u003cp\u003eSupporting Research 152\u003c\/p\u003e \u003cp\u003eCommon Core Connections 152\u003c\/p\u003e \u003cp\u003eApplication 152\u003c\/p\u003e \u003cp\u003eWriting Frames 152\u003c\/p\u003e \u003cp\u003eWriting Structures 153\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 155\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 155\u003c\/p\u003e \u003cp\u003eTechnology Connections 156\u003c\/p\u003e \u003cp\u003eAttribution 156\u003c\/p\u003e \u003cp\u003eFigures 156\u003c\/p\u003e \u003cp\u003eFigure 14.1 George Washington Writing Frame 156\u003c\/p\u003e \u003cp\u003eFigure 14.2 Mexico Writing Frame 157\u003c\/p\u003e \u003cp\u003eFigure 14.3 Mexico Writing Structure 158\u003c\/p\u003e \u003cp\u003eFigure 14.4 ABC Writing Structure 159\u003c\/p\u003e \u003cp\u003eFigure 14.5 PEE Writing Structure 160\u003c\/p\u003e \u003cp\u003eFigure 14.6 RACE Writing Structure 161\u003c\/p\u003e \u003cp\u003eFigure 14.7 AREE! Writing Structure 162\u003c\/p\u003e \u003cp\u003eFigure 14.8 AREE! Writing Structure Teaching Grid 163\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15. Quoting, Summarizing, and Paraphrasing 165\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 165\u003c\/p\u003e \u003cp\u003eWhy We Like It 165\u003c\/p\u003e \u003cp\u003eSupporting Research 166\u003c\/p\u003e \u003cp\u003eCommon Core Connections 166\u003c\/p\u003e \u003cp\u003eApplication 166\u003c\/p\u003e \u003cp\u003eQuoting 166\u003c\/p\u003e \u003cp\u003eSummarizing 167\u003c\/p\u003e \u003cp\u003eParaphrasing 168\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 170\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 170\u003c\/p\u003e \u003cp\u003eTechnology Connection 170\u003c\/p\u003e \u003cp\u003eFigures 171\u003c\/p\u003e \u003cp\u003eFigure 15.1 Summarizing Examples 171\u003c\/p\u003e \u003cp\u003eFigure 15.2 Concept Attainment Paraphrasing 1 172\u003c\/p\u003e \u003cp\u003eFigure 15.3 Concept Attainment Paraphrasing 2 173\u003c\/p\u003e \u003cp\u003eFigure 15.4 Paraphrase Sheet 174\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16. Cooperative Writing 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 175\u003c\/p\u003e \u003cp\u003eWhy We Like It 175\u003c\/p\u003e \u003cp\u003eSupporting Research 176\u003c\/p\u003e \u003cp\u003eCommon Core Connections 176\u003c\/p\u003e \u003cp\u003eApplication 176\u003c\/p\u003e \u003cp\u003eCooperative Drawings 176\u003c\/p\u003e \u003cp\u003eChain Stories 177\u003c\/p\u003e \u003cp\u003eCooperative Storytelling 178\u003c\/p\u003e \u003cp\u003eSticky Chats 179\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 180\u003c\/p\u003e \u003cp\u003eTechnology Connections 180\u003c\/p\u003e \u003cp\u003eAttribution 181\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17. Using Photos or Other Images in Reading and Writing 183\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 183\u003c\/p\u003e \u003cp\u003eWhy We Like It 183\u003c\/p\u003e \u003cp\u003eSupporting Research 184\u003c\/p\u003e \u003cp\u003eCommon Core Connections 184\u003c\/p\u003e \u003cp\u003eApplication 184\u003c\/p\u003e \u003cp\u003eSlideshow Annotation 184\u003c\/p\u003e \u003cp\u003eClose-Read Photos and Other Images 184\u003c\/p\u003e \u003cp\u003eUnveiling Parts of an Image 185\u003c\/p\u003e \u003cp\u003eWriting Captions and Cloze Captions 185\u003c\/p\u003e \u003cp\u003eCompare and Contrast 186\u003c\/p\u003e \u003cp\u003ePicture Story 187\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 187\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 187\u003c\/p\u003e \u003cp\u003eTechnology Connections 188\u003c\/p\u003e \u003cp\u003eAttribution 188\u003c\/p\u003e \u003cp\u003eFigures 189\u003c\/p\u003e \u003cp\u003eFigure 17.1 Slideshow Notes 189\u003c\/p\u003e \u003cp\u003eFigure 17.2 Examining an Image 190\u003c\/p\u003e \u003cp\u003eFigure 17.3 Examining an Image (for Intermediates) 191\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18. Writer’s Notebook 193\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 193\u003c\/p\u003e \u003cp\u003eWhy We Like It 193\u003c\/p\u003e \u003cp\u003eSupporting Research 194\u003c\/p\u003e \u003cp\u003eCommon Core Connections 194\u003c\/p\u003e \u003cp\u003eApplication 194\u003c\/p\u003e \u003cp\u003eGetting Started 194\u003c\/p\u003e \u003cp\u003eHow Students Use Them 196\u003c\/p\u003e \u003cp\u003eHow Teachers Use Them 197\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 197\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 197\u003c\/p\u003e \u003cp\u003eTechnology Connection 198\u003c\/p\u003e \u003cp\u003eAttribution 198\u003c\/p\u003e \u003cp\u003eFigures 198\u003c\/p\u003e \u003cp\u003eFigure 18.1 Student Example of a Heart Map 198\u003c\/p\u003e \u003cp\u003eFigure 18.2 Prompts for Responding to My Reading 199\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19. Error Correction Strategies 201\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 201\u003c\/p\u003e \u003cp\u003eWhy We Like It 201\u003c\/p\u003e \u003cp\u003eSupporting Research 202\u003c\/p\u003e \u003cp\u003eCommon Core Connections 203\u003c\/p\u003e \u003cp\u003eApplication 203\u003c\/p\u003e \u003cp\u003eConcept Attainment and Concept Attainment Plus 203\u003c\/p\u003e \u003cp\u003eGames 203\u003c\/p\u003e \u003cp\u003eEncourage a Growth Mind-Set 204\u003c\/p\u003e \u003cp\u003eGiving Individual Feedback 204\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 205\u003c\/p\u003e \u003cp\u003eTechnology Connections 205\u003c\/p\u003e \u003cp\u003eAttribution 205\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20. Revision 207\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 207\u003c\/p\u003e \u003cp\u003eWhy We Like It 207\u003c\/p\u003e \u003cp\u003eSupporting Research 208\u003c\/p\u003e \u003cp\u003eCommon Core Connections 208\u003c\/p\u003e \u003cp\u003eApplication 208\u003c\/p\u003e \u003cp\u003eStudent Handout and Example 210\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 210\u003c\/p\u003e \u003cp\u003eTechnology Connections 210\u003c\/p\u003e \u003cp\u003eFigure 212\u003c\/p\u003e \u003cp\u003eFigure 20.1 Peer Review Sheet 212\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21. Problem-Posing 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 213\u003c\/p\u003e \u003cp\u003eWhy We Like It 213\u003c\/p\u003e \u003cp\u003eSupporting Research 213\u003c\/p\u003e \u003cp\u003eCommon Core Connections 214\u003c\/p\u003e \u003cp\u003eApplication 214\u003c\/p\u003e \u003cp\u003eStudent Handout and Example 217\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 217\u003c\/p\u003e \u003cp\u003eTechnology Connections 218\u003c\/p\u003e \u003cp\u003eAttribution 218\u003c\/p\u003e \u003cp\u003eFigure 219\u003c\/p\u003e \u003cp\u003eFigure 21.1 Problem-Posing Graphic Organizer 219\u003c\/p\u003e \u003cp\u003e\u003cb\u003e22. Micro-Progressions 221\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 221\u003c\/p\u003e \u003cp\u003eWhy We Like It 221\u003c\/p\u003e \u003cp\u003eSupporting Research 222\u003c\/p\u003e \u003cp\u003eCommon Core Connections 222\u003c\/p\u003e \u003cp\u003eApplication 222\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 225\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 225\u003c\/p\u003e \u003cp\u003eAttribution 225\u003c\/p\u003e \u003cp\u003eFigures 226\u003c\/p\u003e \u003cp\u003eFigure 22.1 Micro-Progression—Claim and Evidence 226\u003c\/p\u003e \u003cp\u003eFigure 22.2 Micro-Progression—Predictions 226\u003c\/p\u003e \u003cp\u003e\u003cb\u003e23. Learning Games for Reading and Writing 227\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 227\u003c\/p\u003e \u003cp\u003eWhy We Like It 227\u003c\/p\u003e \u003cp\u003eSupporting Research 228\u003c\/p\u003e \u003cp\u003eCommon Core Connections 228\u003c\/p\u003e \u003cp\u003eApplication 228\u003c\/p\u003e \u003cp\u003eNine Box Grid 228\u003c\/p\u003e \u003cp\u003ePhonic Darts 229\u003c\/p\u003e \u003cp\u003eFill-in-the-Blank 229\u003c\/p\u003e \u003cp\u003eFlyswatter Game (with or Without Flyswatters) 230\u003c\/p\u003e \u003cp\u003eName It 231\u003c\/p\u003e \u003cp\u003eRound-and-Round She Goes 231\u003c\/p\u003e \u003cp\u003eWriting Bingo 231\u003c\/p\u003e \u003cp\u003eSentence Scrambles 232\u003c\/p\u003e \u003cp\u003eAcademic Language Sentences 233\u003c\/p\u003e \u003cp\u003ePictionary 234\u003c\/p\u003e \u003cp\u003eTeam-Writing Sentences 234\u003c\/p\u003e \u003cp\u003eHangman 234\u003c\/p\u003e \u003cp\u003eCategories 235\u003c\/p\u003e \u003cp\u003eWhat Doesn’t Belong? 235\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 235\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 235\u003c\/p\u003e \u003cp\u003eTechnology Connections 236\u003c\/p\u003e \u003cp\u003eAttribution 238\u003c\/p\u003e \u003cp\u003eFigures 238\u003c\/p\u003e \u003cp\u003eFigure 23.1 Nine Box Grid with Health Care Words Example 238\u003c\/p\u003e \u003cp\u003eFigure 23.2 Nine Box Grid Template 239\u003c\/p\u003e \u003cp\u003e\u003cb\u003eII Speaking and Listening 241\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e24. Dictation 243\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 243\u003c\/p\u003e \u003cp\u003eWhy We Like It 243\u003c\/p\u003e \u003cp\u003eSupporting Research 243\u003c\/p\u003e \u003cp\u003eCommon Core Connections 243\u003c\/p\u003e \u003cp\u003eApplication 244\u003c\/p\u003e \u003cp\u003ePaired Dictation 244\u003c\/p\u003e \u003cp\u003eDictogloss (and Variations) 244\u003c\/p\u003e \u003cp\u003ePicture Dictation 246\u003c\/p\u003e \u003cp\u003eInformation Gap 246\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 247\u003c\/p\u003e \u003cp\u003eTechnology Connections 247\u003c\/p\u003e \u003cp\u003eAttribution 248\u003c\/p\u003e \u003cp\u003e\u003cb\u003e25. Conversation Practice 249\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 249\u003c\/p\u003e \u003cp\u003eWhy We Like It 249\u003c\/p\u003e \u003cp\u003eSupporting Research 249\u003c\/p\u003e \u003cp\u003eCommon Core Connections 250\u003c\/p\u003e \u003cp\u003eApplication 250\u003c\/p\u003e \u003cp\u003eDialogues 250\u003c\/p\u003e \u003cp\u003e3–2-1 251\u003c\/p\u003e \u003cp\u003eAsk-Answer-Add 252\u003c\/p\u003e \u003cp\u003eConversation Cheat Sheets 253\u003c\/p\u003e \u003cp\u003eSelf-Assessment 253\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 253\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 254\u003c\/p\u003e \u003cp\u003eTechnology Connections 254\u003c\/p\u003e \u003cp\u003eAttribution 254\u003c\/p\u003e \u003cp\u003eFigures 255\u003c\/p\u003e \u003cp\u003eFigure 25.1 Holiday Dialogue 255\u003c\/p\u003e \u003cp\u003eFigure 25.2 Dialogue Scramble 255\u003c\/p\u003e \u003cp\u003eFigure 25.3 Dialogue Scramble (Teacher Answer Key) 256\u003c\/p\u003e \u003cp\u003e\u003cb\u003e26. Total Physical Response (TPR) 257\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 257\u003c\/p\u003e \u003cp\u003eWhy We Like It 257\u003c\/p\u003e \u003cp\u003eSupporting Research 257\u003c\/p\u003e \u003cp\u003eCommon Core Connections 257\u003c\/p\u003e \u003cp\u003eApplication 258\u003c\/p\u003e \u003cp\u003eTPR Extension Activity 258\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 259\u003c\/p\u003e \u003cp\u003eTechnology Connections 259\u003c\/p\u003e \u003cp\u003eAttribution 260\u003c\/p\u003e \u003cp\u003e\u003cb\u003e27. Music 261\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 261\u003c\/p\u003e \u003cp\u003eWhy We Like It 261\u003c\/p\u003e \u003cp\u003eSupporting Research 261\u003c\/p\u003e \u003cp\u003eCommon Core Connections 262\u003c\/p\u003e \u003cp\u003eApplication 262\u003c\/p\u003e \u003cp\u003eTypical Sequence 262\u003c\/p\u003e \u003cp\u003eTopical Projects 265\u003c\/p\u003e \u003cp\u003ePersonalized Song Lessons 266\u003c\/p\u003e \u003cp\u003eChants 267\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 267\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 267\u003c\/p\u003e \u003cp\u003eTechnology Connections 268\u003c\/p\u003e \u003cp\u003eAttribution 268\u003c\/p\u003e \u003cp\u003eFigures 269\u003c\/p\u003e \u003cp\u003eFigure 27.1 Song Lyric Analysis Sheet 269\u003c\/p\u003e \u003cp\u003eFigure 27.2 My Favorite Song 271\u003c\/p\u003e \u003cp\u003eFigure 27.3 Information Chants 273\u003c\/p\u003e \u003cp\u003e\u003cb\u003e28. Using Photos or Other Images in Speaking and Listening 275\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 275\u003c\/p\u003e \u003cp\u003eWhy We Like It 275\u003c\/p\u003e \u003cp\u003eSupporting Research 275\u003c\/p\u003e \u003cp\u003eCommon Core Connections 276\u003c\/p\u003e \u003cp\u003eApplication 276\u003c\/p\u003e \u003cp\u003ePhoto Collages 276\u003c\/p\u003e \u003cp\u003eBack and Forth 276\u003c\/p\u003e \u003cp\u003eIf Animals or Inanimate Objects Could Talk 277\u003c\/p\u003e \u003cp\u003eStudent Handout and Example 277\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 277\u003c\/p\u003e \u003cp\u003eTechnology Connections 277\u003c\/p\u003e \u003cp\u003eAttribution 277\u003c\/p\u003e \u003cp\u003eFigure 278\u003c\/p\u003e \u003cp\u003eFigure 28.1 Back-and-Forth Page 278\u003c\/p\u003e \u003cp\u003e\u003cb\u003e29. Video 279\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 279\u003c\/p\u003e \u003cp\u003eWhy We Like It 279\u003c\/p\u003e \u003cp\u003eSupporting Research 280\u003c\/p\u003e \u003cp\u003eCommon Core Connections 280\u003c\/p\u003e \u003cp\u003eApplication 280\u003c\/p\u003e \u003cp\u003eGuidelines 280\u003c\/p\u003e \u003cp\u003eTypical Sequence 281\u003c\/p\u003e \u003cp\u003eBack to the Screen 283\u003c\/p\u003e \u003cp\u003eSequencing 283\u003c\/p\u003e \u003cp\u003eTrue or False 284\u003c\/p\u003e \u003cp\u003ePause and Predict 284\u003c\/p\u003e \u003cp\u003eHow-To Videos 285\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 285\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 285\u003c\/p\u003e \u003cp\u003eTechnology Connections 285\u003c\/p\u003e \u003cp\u003eAttribution 286\u003c\/p\u003e \u003cp\u003eFigures 287\u003c\/p\u003e \u003cp\u003eFigure 29.1 Video Thinking Sheet 287\u003c\/p\u003e \u003cp\u003eFigure 29.2 Pause and Predict Sheet 288\u003c\/p\u003e \u003cp\u003e\u003cb\u003e30. Oral Presentations 289\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 289\u003c\/p\u003e \u003cp\u003eWhy We Like It 289\u003c\/p\u003e \u003cp\u003eSupporting Research 289\u003c\/p\u003e \u003cp\u003eCommon Core Connections 290\u003c\/p\u003e \u003cp\u003eApplication 290\u003c\/p\u003e \u003cp\u003eGuidelines 290\u003c\/p\u003e \u003cp\u003eTeaching Presentation Skills 292\u003c\/p\u003e \u003cp\u003eShort Presentations 294\u003c\/p\u003e \u003cp\u003eLong Presentations 298\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 300\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 300\u003c\/p\u003e \u003cp\u003eTechnology Connections 300\u003c\/p\u003e \u003cp\u003eAttribution 301\u003c\/p\u003e \u003cp\u003eFigures 302\u003c\/p\u003e \u003cp\u003eFigure 30.1 Presentation Peer Evaluation Rubric 302\u003c\/p\u003e \u003cp\u003eFigure 30.2 Speaking Dos and Don’ts 303\u003c\/p\u003e \u003cp\u003eFigure 30.3 Listening Dos and Don’ts 303\u003c\/p\u003e \u003cp\u003eFigure 30.4 Talking Points PresentationModel and Outline 304\u003c\/p\u003e \u003cp\u003eFigure 30.5 Top Five Outline 306\u003c\/p\u003e \u003cp\u003eFigure 30.6 Home Culture Planning Sheet 307\u003c\/p\u003e \u003cp\u003eFigure 30.7 Sentence Stems for Oral Presentations 308\u003c\/p\u003e \u003cp\u003eFigure 30.8 Oral Presentation Feedback Form 309\u003c\/p\u003e \u003cp\u003e\u003cb\u003e31. Listening 311\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 311\u003c\/p\u003e \u003cp\u003eWhy We Like It 311\u003c\/p\u003e \u003cp\u003eSupporting Research 312\u003c\/p\u003e \u003cp\u003eCommon Core Connections 312\u003c\/p\u003e \u003cp\u003eApplication 312\u003c\/p\u003e \u003cp\u003eThe Why and the How: Listening Benefits and Metacognitive Listening 312\u003c\/p\u003e \u003cp\u003eListening Language Frames 314\u003c\/p\u003e \u003cp\u003eMore Listening Ideas 314\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 316\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 316\u003c\/p\u003e \u003cp\u003eTechnology Connections 316\u003c\/p\u003e \u003cp\u003eAttribution 317\u003c\/p\u003e \u003cp\u003eFigures 317\u003c\/p\u003e \u003cp\u003eFigure 31.1 Listening Practice Sheet 317\u003c\/p\u003e \u003cp\u003eFigure 31.2 Listening Frames 318\u003c\/p\u003e \u003cp\u003eFigure 31.3 Sample Dialogue 319\u003c\/p\u003e \u003cp\u003e\u003cb\u003e32. Debate 321\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 321\u003c\/p\u003e \u003cp\u003eWhy We Like It 321\u003c\/p\u003e \u003cp\u003eSupporting Research 321\u003c\/p\u003e \u003cp\u003eCommon Core Connections 322\u003c\/p\u003e \u003cp\u003eApplication 322\u003c\/p\u003e \u003cp\u003eStudent Handout and Example 324\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 324\u003c\/p\u003e \u003cp\u003eTechnology Connection 324\u003c\/p\u003e \u003cp\u003eFigure 325\u003c\/p\u003e \u003cp\u003eFigure 32.1 Debate Language 325\u003c\/p\u003e \u003cp\u003e\u003cb\u003e33. Learning Games for Speaking and Listening 327\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 327\u003c\/p\u003e \u003cp\u003eWhy We Like It 327\u003c\/p\u003e \u003cp\u003eSupporting Research 327\u003c\/p\u003e \u003cp\u003eCommon Core Connections 328\u003c\/p\u003e \u003cp\u003eApplication 328\u003c\/p\u003e \u003cp\u003eNine Box Grid 328\u003c\/p\u003e \u003cp\u003eAnswer—Question 328\u003c\/p\u003e \u003cp\u003eLetter Scavenger Hunt 329\u003c\/p\u003e \u003cp\u003eSound Effects 330\u003c\/p\u003e \u003cp\u003eGuess the Word 330\u003c\/p\u003e \u003cp\u003eTelephone 330\u003c\/p\u003e \u003cp\u003eRunning Dictation 331\u003c\/p\u003e \u003cp\u003eStudent Handout and Example 331\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 331\u003c\/p\u003e \u003cp\u003eTechnology Connections 331\u003c\/p\u003e \u003cp\u003eAttribution 332\u003c\/p\u003e \u003cp\u003eFigure 332\u003c\/p\u003e \u003cp\u003eFigure 33.1 Nine Box Grid 332\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIII Additional Key Strategies 333\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e34. Differentiation for ELLs in Mainstream Classes 335\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 335\u003c\/p\u003e \u003cp\u003eWhy We Like It 336\u003c\/p\u003e \u003cp\u003eSupporting Research 336\u003c\/p\u003e \u003cp\u003eCommon Core Connections 336\u003c\/p\u003e \u003cp\u003eApplication 336\u003c\/p\u003e \u003cp\u003eDos and Don’ts 336\u003c\/p\u003e \u003cp\u003eNewcomer in Class 340\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 342\u003c\/p\u003e \u003cp\u003eTechnology Connections 343\u003c\/p\u003e \u003cp\u003eAttribution 344\u003c\/p\u003e \u003cp\u003e\u003cb\u003e35. Supporting ELL Students with Interrupted Formal Education (SIFEs) 345\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 345\u003c\/p\u003e \u003cp\u003eWhy We Like It 346\u003c\/p\u003e \u003cp\u003eSupporting Research 346\u003c\/p\u003e \u003cp\u003eCommon Core Connections 346\u003c\/p\u003e \u003cp\u003eApplication 346\u003c\/p\u003e \u003cp\u003eOnline Support 346\u003c\/p\u003e \u003cp\u003ePhonics Instruction 347\u003c\/p\u003e \u003cp\u003eHome Language Instruction 347\u003c\/p\u003e \u003cp\u003eEncouragement, Patience, and Support 347\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 348\u003c\/p\u003e \u003cp\u003eTechnology Connections 349\u003c\/p\u003e \u003cp\u003e\u003cb\u003e36. Culturally Responsive Teaching 351\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 351\u003c\/p\u003e \u003cp\u003eWhy We Like It 352\u003c\/p\u003e \u003cp\u003eSupporting Research 352\u003c\/p\u003e \u003cp\u003eCommon Core Connections 352\u003c\/p\u003e \u003cp\u003eApplication 352\u003c\/p\u003e \u003cp\u003eHow Well Do I Know My Students? 352\u003c\/p\u003e \u003cp\u003eDo My Words Reflect a Culturally Responsive Mind-Set When I Am Talking to Students and About Students? 353\u003c\/p\u003e \u003cp\u003eHow Are My Instructional Practices Culturally Responsive? 354\u003c\/p\u003e \u003cp\u003eHow Is the Curriculum I Am Using Culturally Responsive? 355\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 356\u003c\/p\u003e \u003cp\u003eTechnology Connections 356\u003c\/p\u003e \u003cp\u003e\u003cb\u003e37. Peer Teaching and Learning 359\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 359\u003c\/p\u003e \u003cp\u003eWhy We Like It 359\u003c\/p\u003e \u003cp\u003eSupporting Research 359\u003c\/p\u003e \u003cp\u003eCommon Core Connections 359\u003c\/p\u003e \u003cp\u003eApplication 360\u003c\/p\u003e \u003cp\u003eEmpathy Project 360\u003c\/p\u003e \u003cp\u003ePeer Tutoring 361\u003c\/p\u003e \u003cp\u003ePeer Mentoring 362\u003c\/p\u003e \u003cp\u003eSister Classes 362\u003c\/p\u003e \u003cp\u003eEveryone Is a Teacher 363\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 364\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 364\u003c\/p\u003e \u003cp\u003eTechnology Connections 364\u003c\/p\u003e \u003cp\u003eAttribution 365\u003c\/p\u003e \u003cp\u003eFigures 366\u003c\/p\u003e \u003cp\u003eFigure 37.1 Personal Story Outline 366\u003c\/p\u003e \u003cp\u003eFigure 37.2 Story Sharing 367\u003c\/p\u003e \u003cp\u003eFigure 37.3 Writing Prompt: Building Empathy 368\u003c\/p\u003e \u003cp\u003eFigure 37.4 Story-Sharing Listening Chart 369\u003c\/p\u003e \u003cp\u003eFigure 37.5 Peer Mentor Guidelines 370\u003c\/p\u003e \u003cp\u003eFigure 37.6 Everyone Is a Teacher Poster 371\u003c\/p\u003e \u003cp\u003eFigure 37.7 Everyone Is a Teacher Goal-Setting Chart 372\u003c\/p\u003e \u003cp\u003eFigure 37.8 Student Example of Goal-Setting Chart 373\u003c\/p\u003e \u003cp\u003e\u003cb\u003e38. Co-Teaching 375\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 375\u003c\/p\u003e \u003cp\u003eWhy We Like It 375\u003c\/p\u003e \u003cp\u003eSupporting Research 375\u003c\/p\u003e \u003cp\u003eCommon Core Connections 376\u003c\/p\u003e \u003cp\u003eApplication 376\u003c\/p\u003e \u003cp\u003eCo-Teaching Don’ts and Dos 376\u003c\/p\u003e \u003cp\u003eTechnology Connection 378\u003c\/p\u003e \u003cp\u003eAttribution 378\u003c\/p\u003e \u003cp\u003e\u003cb\u003e39. Working with Parents and Guardians 379\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 379\u003c\/p\u003e \u003cp\u003eWhy We Like It 379\u003c\/p\u003e \u003cp\u003eSupporting Research 380\u003c\/p\u003e \u003cp\u003eCommon Core Connections 381\u003c\/p\u003e \u003cp\u003eApplication 381\u003c\/p\u003e \u003cp\u003eCommunicating with Parents 381\u003c\/p\u003e \u003cp\u003eSupporting Parents 382\u003c\/p\u003e \u003cp\u003eInviting Families to Participate in Classroom Learning 383\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 383\u003c\/p\u003e \u003cp\u003eTechnology Connections 384\u003c\/p\u003e \u003cp\u003eAttribution 384\u003c\/p\u003e \u003cp\u003e\u003cb\u003e40. Learning Stations 385\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 385\u003c\/p\u003e \u003cp\u003eWhy We Like It 385\u003c\/p\u003e \u003cp\u003eSupporting Research 385\u003c\/p\u003e \u003cp\u003eCommon Core Connections 385\u003c\/p\u003e \u003cp\u003eApplication 386\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 387\u003c\/p\u003e \u003cp\u003eTechnology Connection 388\u003c\/p\u003e \u003cp\u003e\u003cb\u003e41. Beginning the School Year 389\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 389\u003c\/p\u003e \u003cp\u003eWhy We Like It 389\u003c\/p\u003e \u003cp\u003eSupporting Research 389\u003c\/p\u003e \u003cp\u003eCommon Core Connections 390\u003c\/p\u003e \u003cp\u003eApplication 390\u003c\/p\u003e \u003cp\u003eGreeting Students 390\u003c\/p\u003e \u003cp\u003eStudent Names 391\u003c\/p\u003e \u003cp\u003eCourse Expectations Activity 391\u003c\/p\u003e \u003cp\u003eLetter Exchange 391\u003c\/p\u003e \u003cp\u003ePartner Introductions 392\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 395\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 395\u003c\/p\u003e \u003cp\u003eTechnology Connections 395\u003c\/p\u003e \u003cp\u003eAttribution 396\u003c\/p\u003e \u003cp\u003eFigures 396\u003c\/p\u003e \u003cp\u003eFigure 41.1 Course Expectations 396\u003c\/p\u003e \u003cp\u003eFigure 41.2 Course Expectations Questions 398\u003c\/p\u003e \u003cp\u003eFigure 41.3 Partner Introductions 399\u003c\/p\u003e \u003cp\u003eFigure 41.4 My Summer 400\u003c\/p\u003e \u003cp\u003e\u003cb\u003e42. Ending the School Year 401\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 401\u003c\/p\u003e \u003cp\u003eWhy We Like It 401\u003c\/p\u003e \u003cp\u003eSupporting Research 401\u003c\/p\u003e \u003cp\u003eCommon Core Connections 402\u003c\/p\u003e \u003cp\u003eApplication 402\u003c\/p\u003e \u003cp\u003eActivities for the Last Few Months of School 402\u003c\/p\u003e \u003cp\u003eActivities for the Last Few Days of School 405\u003c\/p\u003e \u003cp\u003eEncouraging Summer Practice 407\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 407\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 408\u003c\/p\u003e \u003cp\u003eTechnology Connections 408\u003c\/p\u003e \u003cp\u003eAttribution 409\u003c\/p\u003e \u003cp\u003eFigures 409\u003c\/p\u003e \u003cp\u003eFigure 42.1 Finishing Strong Goal Sheet 409\u003c\/p\u003e \u003cp\u003eFigure 42.2 Lesson Plan 410\u003c\/p\u003e \u003cp\u003eFigure 42.3 My Year Directions 412\u003c\/p\u003e \u003cp\u003eFigure 42.4 Writing Improvement Rubric 413\u003c\/p\u003e \u003cp\u003eFigure 42.5 Improvement Rubric Reflection Questions 414\u003c\/p\u003e \u003cp\u003e\u003cb\u003e43. Beginning and Ending of Class 415\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 415\u003c\/p\u003e \u003cp\u003eWhy We Like It 415\u003c\/p\u003e \u003cp\u003eSupporting Research 416\u003c\/p\u003e \u003cp\u003eCommon Core Connections 416\u003c\/p\u003e \u003cp\u003eApplication 416\u003c\/p\u003e \u003cp\u003eDo-Now Activities 416\u003c\/p\u003e \u003cp\u003eClosure Activities 419\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 421\u003c\/p\u003e \u003cp\u003eTechnology Connections 421\u003c\/p\u003e \u003cp\u003eAttribution 422\u003c\/p\u003e \u003cp\u003e\u003cb\u003e44. Textbooks 423\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 423\u003c\/p\u003e \u003cp\u003eWhy We Like It 423\u003c\/p\u003e \u003cp\u003eSupporting Research 424\u003c\/p\u003e \u003cp\u003eCommon Core Connections 424\u003c\/p\u003e \u003cp\u003eApplication 424\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 426\u003c\/p\u003e \u003cp\u003eTechnology Connection 426\u003c\/p\u003e \u003cp\u003eAttribution 426\u003c\/p\u003e \u003cp\u003e\u003cb\u003e45. Using Technology 427\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is It? 427\u003c\/p\u003e \u003cp\u003eWhy We Like It 427\u003c\/p\u003e \u003cp\u003eSupporting Research 428\u003c\/p\u003e \u003cp\u003eCommon Core Connections 428\u003c\/p\u003e \u003cp\u003eApplication 428\u003c\/p\u003e \u003cp\u003eTeaching Others 429\u003c\/p\u003e \u003cp\u003eIndependent Study 429\u003c\/p\u003e \u003cp\u003eHomework 431\u003c\/p\u003e \u003cp\u003eLearning to Type and Use the Keyboard 432\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 432\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 432\u003c\/p\u003e \u003cp\u003eTechnology Connections 433\u003c\/p\u003e \u003cp\u003eAttribution 433\u003c\/p\u003e \u003cp\u003eFigures 434\u003c\/p\u003e \u003cp\u003eFigure 45.1 Student-Led Lesson Plan 434\u003c\/p\u003e \u003cp\u003eFigure 45.2 Lesson Guide 435\u003c\/p\u003e \u003cp\u003eFigure 45.3 Weekly Computer Independent Study Plan 436\u003c\/p\u003e \u003cp\u003eFigure 45.4 Personalized Learning Weekly Test 437\u003c\/p\u003e \u003cp\u003eFigure 45.5 Daily Computer Plan \u0026amp; Reflection 439\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix: English Language Arts Standards—Anchor Standards 441\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCollege and Career Readiness Anchor Standards for Reading 441\u003c\/p\u003e \u003cp\u003eCollege and Career Readiness Anchor Standards for Writing 443\u003c\/p\u003e \u003cp\u003eCollege and Career Readiness Anchor Standards for Speaking and Listening 444\u003c\/p\u003e \u003cp\u003eCollege and Career Readiness Anchor Standards for Language 445\u003c\/p\u003e \u003cp\u003eTechnological Connections: Web Resources 447\u003c\/p\u003e \u003cp\u003eReferences 461\u003c\/p\u003e \u003cp\u003eIndex 499\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48866393391447,"sku":"9781119364962","price":26.1,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119364962.jpg?v=1722278441","url":"https:\/\/bookcurl.com\/products\/the-ell-teachers-toolbox-9781119364962","provider":"Book Curl","version":"1.0","type":"link"}