Description

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This bestselling guide shows elementary and secondary general education and content-area teachers, as well as literacy, special education, and English language development (ELD) specialists, how to differentiate core content-area instruction and assessment for the English language learners (ELLs) in their classes.

The book provides concrete strategies that teachers can use in any content-area classroom to engage every ELL, from beginning to advanced levels of ELD. The authors also highlight how teachers can address critical differences between ELLs with a strong foundation in the home language as well as students with limited or interrupted formal education (SLIFE).

The book and poster set is aligned with national and state English language proficiency standards and assessments, and it gives teachers tools to ensure that every ELL develops the oral and written academic language they need to reach high content-area standards and succeed at school.

This user-friendly resource shows teachers how to scaffold and support student learning in linguistically and culturally diverse classrooms so that all students--including ELLs--can attain high content area standards and learn to use English for academic purposes.

Key Features

• True-to-life scenarios of students and teachers in elementary, middle, and high school classrooms ground every chapter
• Easy-to-use templates model how to differentiate core-content instructional units and lessons according to ELLs' ELD level and other background factors (e.g., home language literacy, prior schooling, cultural orientation)
• End-of-chapter professional development activities guide teacher implementation
• Extensive resources enhance continued professional development

New to the Second Edition

• Responds to changes in student demographics and learning standards
• Additional chapter on teaching content and language to diverse learners
• Attention to academic language at the word, sentence, and discourse levels
• Greater focus on how students learn to use language and literacy for school success
• Stronger emphasis on teacher collaboration, leadership, and innovative teacher-directed approaches to professional learning
• Incorporates feedback from teachers and educators in the field

About the Author

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Shelley Fairbairn, Ph.D., is a professor at the Drake University School of Education and a national teacher professional development consultant. Fairbairn specializes in the instruction, assessment, and grading of K-12 English language learners; issues of cultural and linguistic diversity; and teacher education. Stephaney Jones-Vo, M.A., is a consultant and professional developer focusing on linguistic differentiation, literacy, and equity. She has extensive experience as a K-12 ESOL teacher, Title III grants director, refugee sponsor and resettlement volunteer, and teacher of adult refugees. As a private consultant for Starfish Education, her passion continues to be English learners, from early childhood age to adult.