120 Content Strategies for English Language Learners Teaching for Academic Success in Secondary School

Before retiring from Florida International University in Miami, Jodi Reiss served as the director of the TESOL Masters’ program. In her nine years there, she adapted, developed, and taught a variety of graduate and undergraduate TESOL courses. She particularly enjoyed teaching Methods of TESOL, Assessment for English Language Learners, and the final seminar in the Masters’ program in which her teachers directed their full attention toward analyzing their own teaching behaviors. These courses in how to teach, how to evaluate, and how to become a reflective practitioner served as a rich source of material for her books.

Since her retirement, Ms. Reiss has written four books for secondary school teachers on strategies for teaching content to English language learners. In conjunction with these books, she conducts teacher workshops and presentations for school districts throughout the United States.  Although no longer in the classroom, her clearly written books and popular workshops have allowed her to continue to provide information and inspiration to teachers of English language learners.

Contents

Foreword: Ten Questions

Preface    

Part I   Perspectives for Classroom Practice: Theory and Culture

Chapter 1 Theoretical Considerations  

Why Content Teachers Can Help  

How Content Teachers Can Help  

Theoretical Foundations  

Cummins: Differentiation of Social and Academic Language  

Krashen: The Affective Filter  

Krashen: The Comprehensible Input Hypothesis  

Vygotsky: Zone of Proximal Development  

Swain: Meaningful Output  

Brown: Principles of Language Teaching and Learning  

Bloom: Taxonomy  

Applying the Theories and Principles  

Theory to Application: Twelve Guidelines for Practice  

Questions for Discussion  

References and Resources  

Chapter 2 Culture and Content Instruction  

Culture and the Process of Content Instruction  

Class Work Patterns  

Instructional Patterns  

Questioning Patterns  

Expressing Opinions

Response Time Patterns  

Attention Patterns  

Feedback Patterns  

Patterns of Address  

A Shift in Perception  

Cultural Behaviors Change Slowly  

Culture and the Product of Content Learning  

Special Considerations for Teachers of Math  

Special Considerations for Teachers of Science  

Special Considerations for Teachers of Social Studies  

Special Considerations for Teachers of Language Arts, Reading, and Literature  

Questions for Discussion  

References and Resources  

Part II Strategies for Classroom Practice: Instruction

Chapter 3 Meeting State Objectives and Standards: Making Good Choices  

Standards for English Language Learners  

The Dilemma of Standards  

Selecting Standards, Topics, and Objectives  

The Objective: Analyze Standards, Topics, and Objectives to Make Sound Choices  

In Summary: Selecting Standards, Topics, and Objectives  

Questions for Discussion  

References and Resources  

Chapter 4 Learning Strategies for English Language Learners  

Learning Strategies Defined  

Learning Strategies and Teaching Strategies: Same or Different?  

Learning Strategies and Learning Styles: Same or Different?  

The Types of Learning Strategies  

Metacognitive Strategies  

Cognitive Strategies  

Memory Strategies  

Social Strategies  

Compensation Strategies  

Working with Learning Strategies  

The Objective: Combine Strategies and Strategy Types  

The Objective: Actively Teach Learning Strategies  

In Summary: Working with Learning Strategies  

Questions for Discussion  

References and Resources  

Chapter 5 A Solid Start: Building and Activating Background Knowledge  

Motivation  

Preexisting Knowledge  

All Students Need Background Knowledge  

Working with Background Knowledge  

The Objective: Use Varied Techniques to Activate and Build Background Knowledge  

In Summary: Working with Background Knowledge  

Questions for Discussion  

References and Resources  

Chapter 6 Presenting New Material: Teaching the Lesson  

Oral Academic Language  

The Difficulties of Oral Academic Language  

Teacher Talk  

The Objective: Pace Your Speech  

The Objective: Simplify Your Speech  

The Objective: Enhance Your Words  

Classroom Routine and Review  

The Objective: Create Classroom Routines  

The Objective: Get into the Routine of Review  

In Summary: Teaching the Lesson  

Questions for Discussion  

References and Resources  

Chapter 7 Did They Get What I Taught? Checking Comprehension  

Questions, Answers, and Participation in the Classroom  

The Objective: Formulate Questions in Ways that Encourage Participation  

The Objective: Fine Tune Your Awareness of Student Participation  

In Summary: Classroom Questions, Answers, and Participation  

Questions for Discussion  

References and Resources  

Chapter 8 Extending Comprehension: Textbook Vocabulary Strategies  

New Vocabulary: Which Words to Teach?  

Synonyms  

Idioms  

New Usages of Familiar Words  

Just Plain New Words  

Teaching and Learning Vocabulary  

The Objective: Use Meaningful Strategies for Teaching and Learning Vocabulary  

The Objective: Integrate Vocabulary Development into Daily Instruction  

In Summary: Teaching and Learning Vocabulary  

Questions for Discussion  

References and Resources  

Chapter 9 Extending Comprehension: Textbook Reading Strategies  

Working with Your Textbook  

The Objective: Show Students How to Get the Most Out of Their Textbooks  

The Objective: Help Students Become Competent Note Takers  

The Objective: Use Alternative Resources for True ELL Beginners 

In Summary: Working with Your Textbook  

Questions for Discussion  

References and Resources  

Chapter 10 Reinforcing Learning: Activities and Assignments  

Assignments to Promote Student Success  

The Objective: Good Assignments Begin with Good Directions  

The Objective: Modify Whole Class Assignments to Make Language Comprehensible  

The Objective: Differentiate Instructional Activities and Assignments  

In Summary: Assignments that Promote Student Success  

Questions for Discussion  

References and Resources  

Part III Strategies for Classroom Practice: Assessment   

Chapter 11 Classroom Assessments: Did They Learn What You Taught?  

Essay Questions, Multiple-Choice Questions, and Language Demand  

The Pitfalls of Multiple-Choice Tests  

Separating Language from Content in Assessments  

The Objective: Modify Testing Techniques  

The Objective: Don’t Test at All! 

The Objective: Grade English Language Learners to Promote Success  

In Summary: Separating Language from Content in Assessment  

Questions for Discussion  

References and Resources  

Chapter 12 The Big One: Preparing for High-Stakes Tests  

Maximizing Student Potential on Standardized Tests  

The Objective: Familiarize Students with the Format and Process of Multiple-choice Testing  

The Objective: Use All Reasonable Allowable Accommodations for English Language Learners  

In Summary: Maximizing Student Potential on Standardized Tests  

Conclusion  

Questions for Discussion 

References and Resources  

Glossary of Acronyms  

Book Club Section

Appendix I   Additional Resources for Teachers  

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