- ISBN: 9781119364962 | 1119364965
- Cover: Paperback
- Copyright: 4/24/2018
Practical strategies to support your English language learners
The ELL Teacher’s Toolbox 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.
Written 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.
- Contains 60% new strategies
- Features ready-to-use lesson plans
- Includes reproducible handouts
- Offers technology integration ideas
The percentage of public school students in the U.S. who are English language learners grows each year—and with this book, you’ll get a ton of fresh, innovative strategies to add to your teaching arsenal.
LARRY FERLAZZO teaches English, social studies, and International Baccalaureate Theory of Knowledge classes to English Language Learners and mainstream students at Luther Burbank High School in Sacramento, California. He has written eight previous books and has won numerous awards, including the Leadership For A Changing World Award from the Ford Foundation, and was the grand prize winner of the International Reading Association Award For Technology and Reading.
KATIE HULL SYPNIESKI has worked with English language learners at the secondary level for 21 years in the Sacramento City Unified School District. She currently teaches middle school English language arts and English language development at Rosa Parks K–8 School.
FERLAZZO and HULL SYPNIESKI are the coauthors of The ESL/ELL Teacher's Survival Guide and Navigating the Common Core with English Language Learners, both from Jossey-Bass/Wiley.
Contents
About the Authors xxix
Acknowledgments xxxi
Introduction 1
I Reading and Writing 3
1. Independent Reading 5
What Is It? 5
Why We Like It 5
Supporting Research 5
Common Core Connections 6
Application 6
Selecting Books 6
Student-Teacher Check-Ins 7
Writing and Talking About Books 7
Publishing Student Successes 8
Working with Students Not Literate in Their Home Language 8
Student Handouts and Examples 9
What Could Go Wrong? 9
Technology Connections 9
Attribution 10
Figures 10
Figure 1.1 End-of-Quarter Reading Reflection 10
Figure 1.2 My Year of Reading Visual Project 11
Figure 1.3 My Year of Reading Student Example 11
2. Literary Conversations 13
What Is It? 13
Why We Like It 13
Supporting Research 13
Common Core Connections 14
Application 14
Book Trailers 14
Book Talks 15
Partner Reading 15
Book Interviews 16
Golden Lines 16
Creative Response Prompts 16
Student Handouts and Examples 17
What Could Go Wrong? 17
Technology Connections 18
Attribution 18
Figures 19
Figure 2.1 Book Trailer 19
Figure 2.2 Book Talk 20
Figure 2.3 Partner-Reading Instructions 21
Figure 2.4 Book Interview 22
3. Graphic Organizers 23
What Is It? 23
Why We Like It 23
Supporting Research 24
Common Core Connections 24
Application 24
Reading 24
Writing 25
Student Handouts and Examples 27
What Could Go Wrong? 27
Technology Connections 28
Attribution 28
Figures 29
Figure 3.1 Narrative Word Chart 29
Figure 3.2 Identifying Words While Reading 30
Figure 3.3 Five Senses Chart 30
Figure 3.4 Five Senses Chart Student Example 31
Figure 3.5 Setting 32
Figure 3.6 Main Characters 33
Figure 3.7 Supporting Characters 34
Figure 3.8 Theme 35
Figure 3.9 Conflict Map 36
Figure 3.10 Story Events 37
Figure 3.11 Dialogue 38
Figure 3.12 Write Your Story 39
4. Vocabulary 41
What Is It? 41
Why We Like It 42
Supporting Research 42
Common Core Connections 43
Application 43
Four Words Sheet 43
Word Chart 43
Teaching New Words During Reading 44
Academic Vocabulary 44
Clines 45
Word Webs 46
Interactive Word Wall 46
Cognates 48
From Clues to Words 48
Student Handouts and Examples 49
What Could Go Wrong? 49
Technology Connections 49
Attribution 50
Figures 51
Figure 4.1 Four Words Sheet 51
Figure 4.2 Question and Sentence Starters List 52
Figure 4.3 Narrative Word Chart 53
Figure 4.4 Identifying Words While Reading 54
Figure 4.5 Clines 55
5. Activating Prior Knowledge 57
What Is It? 57
Why We Like It 58
Supporting Research 58
Common Core Connections 58
Application 58
KWL Charts 59
Anticipation Guides 59
Multimedia 59
Quick writes 60
Preparatory Texts 60
Field Trips—Real or Virtual 60
Student Handout and Example 61
What Could Go Wrong? 61
Technology Connections 61
Figure 62
Figure 5.1 Anticipation Guide 62
6. Sequencing 65
What Is It? 65
Why We Like It 65
Supporting Research 66
Common Core Connections 66
Application 66
Strip Stories 66
Sentence Scrambles 68
Comic Strips 68
Student Handouts and Examples 68
What Could Go Wrong? 69
Technology Connections 69
Attribution 69
Figures 70
Figure 6.1 First Day of School Strip Story (Student Handout) 70
Figure 6.2 First Day of School Strip Story (Teacher Answer Key) 71
Figure 6.3 Mexico Strip Story (Student Handout) 72
Figure 6.4 Mexico Strip Story (Teacher Answer Key) 73
Figure 6.5 Strip Story Instructions 74
7. Clozes 75
What Is It? 75
Why We Like It 75
Supporting Research 75
Common Core Connections 76
Application 76
Student Handouts and Examples 78
What Could Go Wrong? 78
Technology Connections 79
Attribution 79
Figures 80
Figure 7.1 Cloze with No Answers Shown—Jobs (Student Handout) 80
Figure 7.2 Cloze with No Answers Shown—Jobs (Teacher Answer Key) 80
Figure 7.3 Cloze with No Answers Shown—Art and Music (Student Handout) 80
Figure 7.4 Cloze with No Answers Shown—Art and Music (Teacher Answer Key) 81
Figure 7.5 Cloze with Word Bank—Helen Keller (Student Handout) 81
Figure 7.6 Cloze with Word Bank—Helen Keller (Teacher Answer Key) 82
Figure 7.7 Cloze with Word Bank at End of Sentences—Cesar Chavez (Student Handout) 82
Figure 7.8 Cloze with Word Bank at End of Sentences—Cesar Chavez (Teacher Answer Key) 83
Figure 7.9 Cloze with Letter Blanks—Juan and Maria (Student Handout) 83
Figure 7.10 Cloze with Letter Blanks—Juan and Maria (Teacher Answer Key) 83
Figure 7.11 Cloze with No Blanks—US History (Student Handout) 84
Figure 7.12 Cloze with No Blanks—US History (Teacher Answer Key) 85
Figure 7.13 Persuading My Parents Cloze and Mimic Write 85
Figure 7.14 Persuading My Parents (Student Sample) 86
Figure 7.15 Instructions for Making a Cloze 86
8. Language Experience Approach (LEA) 87
What Is It? 87
Why We Like It 87
Supporting Research 87
Common Core Connections 87
Application 88
Student Handout and Example 89
What Could Go Wrong? 89
Technology Connection 90
Attribution 90
Figure 90
Figure 8.1 Language Experience Approach Model 90
9. Jigsaw 91
What Is It? 91
Why We Like It 91
Supporting Research 91
Common Core Connections 92
Application 92
Beginners and Low-Intermediates 92
High-Intermediates and Advanced 94
Student Handouts and Examples 96
What Could Go Wrong? 96
Technology Connections 96
Attribution 97
Figures 97
Figure 9.1 Driver’s License Jigsaw 97
Figure 9.2 Driver’s License Activity 98
Figure 9.3 Nina’s Break-In Part 1: Jigsaw 99
Figure 9.4 Nina’s Break-In Part 2: Questions About the Story 100
Figure 9.5 Nina’s Break-In: How to Use This Jigsaw 101
Figure 9.6 Student Jigsaw Instructions 102
10. Reading Comprehension 103
What Is It? 103
Why We Like It 104
Supporting Research 104
Reading Strategies 104
Read Alouds and Think Alouds 105
Close Reading 105
Common Core Connections 105
Application 105
Reading Strategies 105
Read Alouds and Think Alouds 107
Whole-Class Readings 108
Close Reading 113
Student Handouts and Examples 117
What Could Go Wrong? 117
Technology Connections 117
Attribution 118
Figures 119
Figure 10.1 Reading Strategies Word Chart 119
Figure 10.2 Think Aloud Example 120
Figure 10.3 Benefits of Reading Data Set 121
Figure 10.4 “What People Say About” Graphic Organizer 122
11. Inductive Learning 123
What Is It? 123
Why We Like It 123
Supporting Research 124
Common Core Connections 124
Application 124
Picture Word Inductive Model (PWIM) 124
Text, Phonics, and Picture Data Sets 126
Concept Attainment 128
Student Handouts and Examples 129
What Could Go Wrong? 129
Technology Connections 129
Attribution 130
Figures 130
Figure 11.1 A Man in the Kitchen 130
Figure 11.2 Kitchen Picture Cloze Sentences 131
Figure 11.3 International New Year’s Traditions Data Set (for Intermediates) 132
Figure 11.4 John F. Kennedy Data Set (for Intermediates) 133
Figure 11.5 Seasons of the Year Data Set (for Beginners) 134
Figure 11.6 Data Set Instructions 134
Figure 11.7 Page from Sounds Easy! Phonics, Spelling, and Pronunciation Practice 135
Figure 11.8 Concept Attainment Example on Adjectives and Periods 136
Figure 11.9 Concept Attainment Example on Has and Have 136
12. Concept Attainment—Plus! 137
What Is It? 137
Why We Like It 137
Supporting Research 137
Common Core Connections 137
Application 138
Student Handouts and Examples 139
What Could Go Wrong? 139
Technology Connections 139
Figures 140
Figure 12.1 Student Example and Correction 140
Figure 12.2 Student Annotation of Mistakes 141
Figure 12.3 Teacher Mimic Write of Student Mistakes 142
Figure 12.4 Teacher Mimic Write with Student Corrections 143
Figure 12.5 Student Writing Prompt and Response 144
13. Sentence Navigators and Sentence Builders 145
What Is It? 145
Why We Like It 145
Supporting Research 145
Common Core Connections 146
Application 146
Student Handouts and Examples 147
What Could Go Wrong? 147
Technology Connection 147
Attribution 147
Figures 148
Figure 13.1 Model Sentence Navigator Answering Questions 148
Figure 13.2 Blank Sentence Navigator Answering Questions 149
Figure 13.3 Blank Sentence Navigator for Any Sentence 150
14. Writing Frames and Writing Structures 151
What Is It? 151
Why We Like It 151
Supporting Research 152
Common Core Connections 152
Application 152
Writing Frames 152
Writing Structures 153
Student Handouts and Examples 155
What Could Go Wrong? 155
Technology Connections 156
Attribution 156
Figures 156
Figure 14.1 George Washington Writing Frame 156
Figure 14.2 Mexico Writing Frame 157
Figure 14.3 Mexico Writing Structure 158
Figure 14.4 ABC Writing Structure 159
Figure 14.5 PEE Writing Structure 160
Figure 14.6 RACE Writing Structure 161
Figure 14.7 AREE! Writing Structure 162
Figure 14.8 AREE! Writing Structure Teaching Grid 163
15. Quoting, Summarizing, and Paraphrasing 165
What Is It? 165
Why We Like It 165
Supporting Research 166
Common Core Connections 166
Application 166
Quoting 166
Summarizing 167
Paraphrasing 168
Student Handouts and Examples 170
What Could Go Wrong? 170
Technology Connection 170
Figures 171
Figure 15.1 Summarizing Examples 171
Figure 15.2 Concept Attainment Paraphrasing 1 172
Figure 15.3 Concept Attainment Paraphrasing 2 173
Figure 15.4 Paraphrase Sheet 174
16. Cooperative Writing 175
What Is It? 175
Why We Like It 175
Supporting Research 176
Common Core Connections 176
Application 176
Cooperative Drawings 176
Chain Stories 177
Cooperative Storytelling 178
Sticky Chats 179
What Could Go Wrong? 180
Technology Connections 180
Attribution 181
17. Using Photos or Other Images in Reading and Writing 183
What Is It? 183
Why We Like It 183
Supporting Research 184
Common Core Connections 184
Application 184
Slideshow Annotation 184
Close-Read Photos and Other Images 184
Unveiling Parts of an Image 185
Writing Captions and Cloze Captions 185
Compare and Contrast 186
Picture Story 187
Student Handouts and Examples 187
What Could Go Wrong? 187
Technology Connections 188
Attribution 188
Figures 189
Figure 17.1 Slideshow Notes 189
Figure 17.2 Examining an Image 190
Figure 17.3 Examining an Image (for Intermediates) 191
18. Writer’s Notebook 193
What Is It? 193
Why We Like It 193
Supporting Research 194
Common Core Connections 194
Application 194
Getting Started 194
How Students Use Them 196
How Teachers Use Them 197
Student Handouts and Examples 197
What Could Go Wrong? 197
Technology Connection 198
Attribution 198
Figures 198
Figure 18.1 Student Example of a Heart Map 198
Figure 18.2 Prompts for Responding to My Reading 199
19. Error Correction Strategies 201
What Is It? 201
Why We Like It 201
Supporting Research 202
Common Core Connections 203
Application 203
Concept Attainment and Concept Attainment Plus 203
Games 203
Encourage a Growth Mind-Set 204
Giving Individual Feedback 204
What Could Go Wrong? 205
Technology Connections 205
Attribution 205
20. Revision 207
What Is It? 207
Why We Like It 207
Supporting Research 208
Common Core Connections 208
Application 208
Student Handout and Example 210
What Could Go Wrong? 210
Technology Connections 210
Figure 212
Figure 20.1 Peer Review Sheet 212
21. Problem-Posing 213
What Is It? 213
Why We Like It 213
Supporting Research 213
Common Core Connections 214
Application 214
Student Handout and Example 217
What Could Go Wrong? 217
Technology Connections 218
Attribution 218
Figure 219
Figure 21.1 Problem-Posing Graphic Organizer 219
22. Micro-Progressions 221
What Is It? 221
Why We Like It 221
Supporting Research 222
Common Core Connections 222
Application 222
Student Handouts and Examples 225
What Could Go Wrong? 225
Attribution 225
Figures 226
Figure 22.1 Micro-Progression—Claim and Evidence 226
Figure 22.2 Micro-Progression—Predictions 226
23. Learning Games for Reading and Writing 227
What Is It? 227
Why We Like It 227
Supporting Research 228
Common Core Connections 228
Application 228
Nine Box Grid 228
Phonic Darts 229
Fill-in-the-Blank 229
Flyswatter Game (with or Without Flyswatters) 230
Name It 231
Round-and-Round She Goes 231
Writing Bingo 231
Sentence Scrambles 232
Academic Language Sentences 233
Pictionary 234
Team-Writing Sentences 234
Hangman 234
Categories 235
What Doesn’t Belong? 235
Student Handouts and Examples 235
What Could Go Wrong? 235
Technology Connections 236
Attribution 238
Figures 238
Figure 23.1 Nine Box Grid with Health Care Words Example 238
Figure 23.2 Nine Box Grid Template 239
II Speaking and Listening 241
24. Dictation 243
What Is It? 243
Why We Like It 243
Supporting Research 243
Common Core Connections 243
Application 244
Paired Dictation 244
Dictogloss (and Variations) 244
Picture Dictation 246
Information Gap 246
What Could Go Wrong? 247
Technology Connections 247
Attribution 248
25. Conversation Practice 249
What Is It? 249
Why We Like It 249
Supporting Research 249
Common Core Connections 250
Application 250
Dialogues 250
3–2-1 251
Ask-Answer-Add 252
Conversation Cheat Sheets 253
Self-Assessment 253
Student Handouts and Examples 253
What Could Go Wrong? 254
Technology Connections 254
Attribution 254
Figures 255
Figure 25.1 Holiday Dialogue 255
Figure 25.2 Dialogue Scramble 255
Figure 25.3 Dialogue Scramble (Teacher Answer Key) 256
26. Total Physical Response (TPR) 257
What Is It? 257
Why We Like It 257
Supporting Research 257
Common Core Connections 257
Application 258
TPR Extension Activity 258
What Could Go Wrong? 259
Technology Connections 259
Attribution 260
27. Music 261
What Is It? 261
Why We Like It 261
Supporting Research 261
Common Core Connections 262
Application 262
Typical Sequence 262
Topical Projects 265
Personalized Song Lessons 266
Chants 267
Student Handouts and Examples 267
What Could Go Wrong? 267
Technology Connections 268
Attribution 268
Figures 269
Figure 27.1 Song Lyric Analysis Sheet 269
Figure 27.2 My Favorite Song 271
Figure 27.3 Information Chants 273
28. Using Photos or Other Images in Speaking and Listening 275
What Is It? 275
Why We Like It 275
Supporting Research 275
Common Core Connections 276
Application 276
Photo Collages 276
Back and Forth 276
If Animals or Inanimate Objects Could Talk 277
Student Handout and Example 277
What Could Go Wrong? 277
Technology Connections 277
Attribution 277
Figure 278
Figure 28.1 Back-and-Forth Page 278
29. Video 279
What Is It? 279
Why We Like It 279
Supporting Research 280
Common Core Connections 280
Application 280
Guidelines 280
Typical Sequence 281
Back to the Screen 283
Sequencing 283
True or False 284
Pause and Predict 284
How-To Videos 285
Student Handouts and Examples 285
What Could Go Wrong? 285
Technology Connections 285
Attribution 286
Figures 287
Figure 29.1 Video Thinking Sheet 287
Figure 29.2 Pause and Predict Sheet 288
30. Oral Presentations 289
What Is It? 289
Why We Like It 289
Supporting Research 289
Common Core Connections 290
Application 290
Guidelines 290
Teaching Presentation Skills 292
Short Presentations 294
Long Presentations 298
Student Handouts and Examples 300
What Could Go Wrong? 300
Technology Connections 300
Attribution 301
Figures 302
Figure 30.1 Presentation Peer Evaluation Rubric 302
Figure 30.2 Speaking Dos and Don’ts 303
Figure 30.3 Listening Dos and Don’ts 303
Figure 30.4 Talking Points PresentationModel and Outline 304
Figure 30.5 Top Five Outline 306
Figure 30.6 Home Culture Planning Sheet 307
Figure 30.7 Sentence Stems for Oral Presentations 308
Figure 30.8 Oral Presentation Feedback Form 309
31. Listening 311
What Is It? 311
Why We Like It 311
Supporting Research 312
Common Core Connections 312
Application 312
The Why and the How: Listening Benefits and Metacognitive Listening 312
Listening Language Frames 314
More Listening Ideas 314
Student Handouts and Examples 316
What Could Go Wrong? 316
Technology Connections 316
Attribution 317
Figures 317
Figure 31.1 Listening Practice Sheet 317
Figure 31.2 Listening Frames 318
Figure 31.3 Sample Dialogue 319
32. Debate 321
What Is It? 321
Why We Like It 321
Supporting Research 321
Common Core Connections 322
Application 322
Student Handout and Example 324
What Could Go Wrong? 324
Technology Connection 324
Figure 325
Figure 32.1 Debate Language 325
33. Learning Games for Speaking and Listening 327
What Is It? 327
Why We Like It 327
Supporting Research 327
Common Core Connections 328
Application 328
Nine Box Grid 328
Answer—Question 328
Letter Scavenger Hunt 329
Sound Effects 330
Guess the Word 330
Telephone 330
Running Dictation 331
Student Handout and Example 331
What Could Go Wrong? 331
Technology Connections 331
Attribution 332
Figure 332
Figure 33.1 Nine Box Grid 332
III Additional Key Strategies 333
34. Differentiation for ELLs in Mainstream Classes 335
What Is It? 335
Why We Like It 336
Supporting Research 336
Common Core Connections 336
Application 336
Dos and Don’ts 336
Newcomer in Class 340
What Could Go Wrong? 342
Technology Connections 343
Attribution 344
35. Supporting ELL Students with Interrupted Formal Education (SIFEs) 345
What Is It? 345
Why We Like It 346
Supporting Research 346
Common Core Connections 346
Application 346
Online Support 346
Phonics Instruction 347
Home Language Instruction 347
Encouragement, Patience, and Support 347
What Could Go Wrong? 348
Technology Connections 349
36. Culturally Responsive Teaching 351
What Is It? 351
Why We Like It 352
Supporting Research 352
Common Core Connections 352
Application 352
How Well Do I Know My Students? 352
Do My Words Reflect a Culturally Responsive Mind-Set When I Am Talking to Students and About Students? 353
How Are My Instructional Practices Culturally Responsive? 354
How Is the Curriculum I Am Using Culturally Responsive? 355
What Could Go Wrong? 356
Technology Connections 356
37. Peer Teaching and Learning 359
What Is It? 359
Why We Like It 359
Supporting Research 359
Common Core Connections 359
Application 360
Empathy Project 360
Peer Tutoring 361
Peer Mentoring 362
Sister Classes 362
Everyone Is a Teacher 363
Student Handouts and Examples 364
What Could Go Wrong? 364
Technology Connections 364
Attribution 365
Figures 366
Figure 37.1 Personal Story Outline 366
Figure 37.2 Story Sharing 367
Figure 37.3 Writing Prompt: Building Empathy 368
Figure 37.4 Story-Sharing Listening Chart 369
Figure 37.5 Peer Mentor Guidelines 370
Figure 37.6 Everyone Is a Teacher Poster 371
Figure 37.7 Everyone Is a Teacher Goal-Setting Chart 372
Figure 37.8 Student Example of Goal-Setting Chart 373
38. Co-Teaching 375
What Is It? 375
Why We Like It 375
Supporting Research 375
Common Core Connections 376
Application 376
Co-Teaching Don’ts and Dos 376
Technology Connection 378
Attribution 378
39. Working with Parents and Guardians 379
What Is It? 379
Why We Like It 379
Supporting Research 380
Common Core Connections 381
Application 381
Communicating with Parents 381
Supporting Parents 382
Inviting Families to Participate in Classroom Learning 383
What Could Go Wrong? 383
Technology Connections 384
Attribution 384
40. Learning Stations 385
What Is It? 385
Why We Like It 385
Supporting Research 385
Common Core Connections 385
Application 386
What Could Go Wrong? 387
Technology Connection 388
41. Beginning the School Year 389
What Is It? 389
Why We Like It 389
Supporting Research 389
Common Core Connections 390
Application 390
Greeting Students 390
Student Names 391
Course Expectations Activity 391
Letter Exchange 391
Partner Introductions 392
Student Handouts and Examples 395
What Could Go Wrong? 395
Technology Connections 395
Attribution 396
Figures 396
Figure 41.1 Course Expectations 396
Figure 41.2 Course Expectations Questions 398
Figure 41.3 Partner Introductions 399
Figure 41.4 My Summer 400
42. Ending the School Year 401
What Is It? 401
Why We Like It 401
Supporting Research 401
Common Core Connections 402
Application 402
Activities for the Last Few Months of School 402
Activities for the Last Few Days of School 405
Encouraging Summer Practice 407
Student Handouts and Examples 407
What Could Go Wrong? 408
Technology Connections 408
Attribution 409
Figures 409
Figure 42.1 Finishing Strong Goal Sheet 409
Figure 42.2 Lesson Plan 410
Figure 42.3 My Year Directions 412
Figure 42.4 Writing Improvement Rubric 413
Figure 42.5 Improvement Rubric Reflection Questions 414
43. Beginning and Ending of Class 415
What Is It? 415
Why We Like It 415
Supporting Research 416
Common Core Connections 416
Application 416
Do-Now Activities 416
Closure Activities 419
What Could Go Wrong? 421
Technology Connections 421
Attribution 422
44. Textbooks 423
What Is It? 423
Why We Like It 423
Supporting Research 424
Common Core Connections 424
Application 424
What Could Go Wrong? 426
Technology Connection 426
Attribution 426
45. Using Technology 427
What Is It? 427
Why We Like It 427
Supporting Research 428
Common Core Connections 428
Application 428
Teaching Others 429
Independent Study 429
Homework 431
Learning to Type and Use the Keyboard 432
Student Handouts and Examples 432
What Could Go Wrong? 432
Technology Connections 433
Attribution 433
Figures 434
Figure 45.1 Student-Led Lesson Plan 434
Figure 45.2 Lesson Guide 435
Figure 45.3 Weekly Computer Independent Study Plan 436
Figure 45.4 Personalized Learning Weekly Test 437
Figure 45.5 Daily Computer Plan & Reflection 439
Appendix: English Language Arts Standards—Anchor Standards 441
College and Career Readiness Anchor Standards for Reading 441
College and Career Readiness Anchor Standards for Writing 443
College and Career Readiness Anchor Standards for Speaking and Listening 444
College and Career Readiness Anchor Standards for Language 445
Technological Connections: Web Resources 447
References 461
Index 499
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