{"product_id":"the-eslell-teachers-survival-guide-9781119550389","title":"The ESLELL Teachers Survival Guide","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eMaximize the educational potential of your ESL\/ELL class with this singular resource The ESL\/ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels, 2nd Edition offers readers a comprehensive range of instructional strategies and educational resources for teaching English. The newly revised 2nd Edition includes brand new chapters on: Working with Long-Term English Language LearnersTeaching English internationallyTeaching Elementary Age ELLsTeaching Adult ELLsTeaching ELLs with learning challengesCulturally Responsive InstructionEffective online instructionWorking with co-teachers and para-professionals In addition to the new chapters, The ESL\/ELL Teacher's Survival Guide contains updated material on topics including math, science, social studies, Common Core Standards, the Next Generation Science Standards and 150 pages of new, highly engaging content. An essential resource for anyone involved in teaching English as a Second Language to students of all ages, this book is perfect for general education teachers and ESL specialists for students in grades six through twelve. It's also highly instructive for teachers of adult ESL classes, elementary and teacher educators, and resource specialists.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout the Authors vii\u003c\/p\u003e \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003eAbout the Contributors xvii\u003c\/p\u003e \u003cp\u003eIntroduction xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART ONE: GETTING STARTED WITH ENGLISH LANGUAGE LEARNERS 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 ELL Instruction: The Big Picture 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eELL Population Growth 4\u003c\/p\u003e \u003cp\u003eHow Are English Language Learners Described? 5\u003c\/p\u003e \u003cp\u003eAdolescent English Language Learners 7\u003c\/p\u003e \u003cp\u003eA Primer on ELL Research 8\u003c\/p\u003e \u003cp\u003eA Quick Tour of ELL Best Practices 12\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 ELL Classroom Basics: Building a Positive and Effective Learning Environment 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe First R: Building Relationships 18\u003c\/p\u003e \u003cp\u003eThe Second R: Resources in the ELL Classroom 36\u003c\/p\u003e \u003cp\u003eThe Third R: Establishing Routines 43\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART TWO: TEACHING BEGINNING ENGLISH LANGUAGE LEARNERS 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Key Elements of a Curriculum for Beginning ELLs 49\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Elements of a Curriculum 50\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Daily Instruction for Beginning ELLs 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePicture Word Inductive Model Unit Plan 116\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART THREE: TEACHING INTERMEDIATE ENGLISH LANGUAGE LEARNERS 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Key Elements of a Curriculum for Intermediate ELLs 163\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Elements of a Curriculum 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Daily Instruction for Intermediate ELLs 213\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDesigning Thematic Genre Units 213\u003c\/p\u003e \u003cp\u003eA Sample Unit: Problem-Solution 215\u003c\/p\u003e \u003cp\u003eSample Lesson Plans 245\u003c\/p\u003e \u003cp\u003eInductive Lesson Plan 245\u003c\/p\u003e \u003cp\u003eUsing Text to Generate Analytical Writing Lesson Plan 251\u003c\/p\u003e \u003cp\u003eA Sample Week in a Two-Period Intermediate ELL Class 258\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART FOUR: TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS 263\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 English Language Learners in the Mainstream Classroom 265\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is the Organizing Cycle? 267\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Teaching Social Studies 283\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBuilding Relationships with Students 284\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Teaching Science 301\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction: Science and Language 302\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Teaching Math 315\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 316\u003c\/p\u003e \u003cp\u003eChallenge: Reading Mathematics Texts 317\u003c\/p\u003e \u003cp\u003eChallenge: Knowledge of Appropriate Academic Vocabulary 319\u003c\/p\u003e \u003cp\u003eChallenge: Participating in Mathematics Conversations 321\u003c\/p\u003e \u003cp\u003eChallenge: Understanding Abstract Concepts 324\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART FIVE: WORKING WITH SPECIFIC GROUPS OF ENGLISH LANGUAGE LEARNERS 327\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Supporting Long-Term English Language Learners 329\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWho Are Long-Term\u003c\/p\u003e \u003cp\u003eEnglish Language Learners? 330\u003c\/p\u003e \u003cp\u003eHow Can We Best Support LTELLs? 330\u003c\/p\u003e \u003cp\u003eHow Did Larry and His School Try to Put These Recommendations into Action? 331\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Working with Elementary ELLs 339\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWho Are Elementary English Learners? 340\u003c\/p\u003e \u003cp\u003eDo Elementary English Language Learners Have Different Needs? Does Their Instruction Need to be Different from that of Older English Learners? 342\u003c\/p\u003e \u003cp\u003eProgram Types in Elementary 342\u003c\/p\u003e \u003cp\u003eThe Core Elements of Supportive Instruction for Elementary English Language Learners 345\u003c\/p\u003e \u003cp\u003eWhat Does a Model Classroom that is Highly Supportive of Elementary English Learners Look Like? 345\u003c\/p\u003e \u003cp\u003eWhat Does a Model Classroom that is Highly Supportive of Elementary English Learners Sound Like? 347\u003c\/p\u003e \u003cp\u003eWhat Does a Model Classroom that is Highly Supportive of Elementary ELLs Feel Like? 349\u003c\/p\u003e \u003cp\u003eInstructional Strategies that Support Elementary ELLs 352\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Teaching Adult Ells 355\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Differences in Teaching English to Adults Versus Children 356\u003c\/p\u003e \u003cp\u003eHow to Foster Success with Adult Learners 362\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Teaching ELLs with Learning Differences 371\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConsiderations for Further Investigation 372\u003c\/p\u003e \u003cp\u003eConsiderations for Determining Services 373\u003c\/p\u003e \u003cp\u003eConsiderations for Placement\/Scheduling 375\u003c\/p\u003e \u003cp\u003eResources 376\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART SIX: FURTHER STRATEGIES TO ENSURE SUCCESS 377\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Culturally Responsive and Sustaining Teaching 379\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Culturally Responsive and Sustaining Teaching? 380\u003c\/p\u003e \u003cp\u003eThe Organizing Cycle 381\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Addressing Additional Opportunities and Challenges 393\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStudent Motivation 394\u003c\/p\u003e \u003cp\u003eThe Advantages of Being Bilingual or Multilingual Lesson Plan 395\u003c\/p\u003e \u003cp\u003eSocial Emotional Learning 408\u003c\/p\u003e \u003cp\u003eTextbook Integration 410\u003c\/p\u003e \u003cp\u003eError Correction 412\u003c\/p\u003e \u003cp\u003eLimited Access to Educational Technology 414\u003c\/p\u003e \u003cp\u003eMultilevel Classes 415\u003c\/p\u003e \u003cp\u003eCo-Teaching and\/or Working with an Aide\/Paraprofessional 419\u003c\/p\u003e \u003cp\u003eClassroom Management 421\u003c\/p\u003e \u003cp\u003eBook Selection 422\u003c\/p\u003e \u003cp\u003eSupporting ELL Students with Limited or Interrupted Formal Education (SLIFEs) 424\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Home Language of ELLs 427\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSeeing Home Language as an Asset 429\u003c\/p\u003e \u003cp\u003eA Mini Lesson on the Value of Home Languages 430\u003c\/p\u003e \u003cp\u003eResearch on Home Languages in the Classroom 431\u003c\/p\u003e \u003cp\u003eTurning Bloom’s Taxonomy into a Home-Language Framework 434\u003c\/p\u003e \u003cp\u003eAbandoning English-Only Policies 440\u003c\/p\u003e \u003cp\u003eConclusion 442\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Using Learning Games in the ELL Classroom 445\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eResearch Support 445\u003c\/p\u003e \u003cp\u003eWhat Are the Qualities of a Good Learning Game? 446\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Assessing English Language Learners 461\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAssessing ELLs: Key Principles 462\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Reflective Teaching\/Professional Development 487\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Bread in the Pond 487\u003c\/p\u003e \u003cp\u003eWhy Should We Have an Intentional, Formal Process for Reflecting? 488\u003c\/p\u003e \u003cp\u003eWhy I Began Filming Myself and Why I Continued 489\u003c\/p\u003e \u003cp\u003eAdopting a Reflective Mindset 490\u003c\/p\u003e \u003cp\u003eAfterword 497\u003c\/p\u003e \u003cp\u003eNotes 499\u003c\/p\u003e \u003cp\u003eIndex 539\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48866402500951,"sku":"9781119550389","price":24.65,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119550389.jpg?v=1722278475","url":"https:\/\/bookcurl.com\/products\/the-eslell-teachers-survival-guide-9781119550389","provider":"Book Curl","version":"1.0","type":"link"}