Teaching English Language Learners: A Differentiated Approach / Edition 1

Paperback (Print)
Rent from BN.com
(Save 75%)
Est. Return Date: 05/04/2015
Buy Used
Buy Used from BN.com
(Save 41%)
Item is in good condition but packaging may have signs of shelf wear/aging or torn packaging.
Condition: Used – Good details
Used and New from Other Sellers
Used and New from Other Sellers
from $10.19
Usually ships in 1-2 business days
(Save 74%)
Other sellers (Paperback)
  • All (19) from $10.19   
  • New (10) from $33.42   
  • Used (9) from $10.08   


Are you looking for a methods book to facilitate literacy and academic development in your K-12 classroom? Building on a solid foundation in language acquisition and learning theory, this book will show you how to examine your own practice and design lessons that consider the individual needs of English language learners and accelerate their achievement. This book is designed to help your students develop proficiency in both everyday and academic English while developing listening, speaking, reading, and writing skills. It also serves as a great guide for promoting high-level, high-quality, and high-expectation instruction with respect to language, literacy development, and academic achievement for all of your students.


  • Constructed from a strong research base, each chapter highlights specific research topics to provide you with practical ideas in applying this research to your own practices.
  • Accessing Prior Knowledge Activities allow you to engage your own background knowledge in visualizing, brainstorming, previewing, reflecting, and observing to help you get the most from each chapter.
  • Spotlight on Instruction features visit classrooms of effective teachers of English language learners providing an authentic context as you learn.
  • Application to Practice case studies build upon one another from chapter to chapter illustrating how to apply this growing wealth of strategies in your own classroom.
  • Teacher Tools in the back of this book provide a collection of reproducibles for use in your classroom, including planning tools, writing assignments, and self reflection tools.
Read More Show Less

Editorial Reviews

From the Publisher

Co-author Doug Fisher received this note:

"Dr. Fisher, I have read your book twice- back to back! I have never read any book two times, but I found even more information on the second reading. It is so interesting and so jam packed with information. I am an ELL specialist and consultant. I will be teaching a class of teachers next week and have add so much information to my plans for the class after reading your book. I will definitely be promoting it next week. Thank you so much for providing so much information and insightful reasoning. I taught ELLs for over fifteen years. I used many of the approaches and strategies that you advocate in your book and they worked beautifully with my students. You and your fellow author, Carol, do such an excellent job in providing insight into why these strategies work for language learners. Thanks again."

-Linda Iza, ELL Specialist

Read More Show Less

Product Details

  • ISBN-13: 9780131704398
  • Publisher: Pearson
  • Publication date: 11/6/2006
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 312
  • Sales rank: 249,885
  • Product dimensions: 7.40 (w) x 9.00 (h) x 0.70 (d)

Meet the Author

Carol Rothenberg is a staff developer in the area of literacy and English language learners. Providing support and guidance to teachers across content areas and grade levels, she coaches them in planning, assessing, and reflecting on instruction. She has worked with elementary and secondary schools throughout the San Diego Unified School District, training teachers and administrators on effective programs and instruction for English language learners. An experienced classroom teacher, Carol has taught bilingual special education, Spanish, and English to migrant workers. She currently teaches classes for new teachers on effective instruction of English language learners.

Read More Show Less

Table of Contents

Teaching English Language Learners:

A Differentiated Approach To Language Development

Chapter 1: Where Do We Begin?

  • Focus Questions
  • Accessing Prior Knowledge: Learning In Another Language
  • What Is The Need?
  • Teacher Expectations
  • The Zone Of Proximal Development
  • Conditions Of Learning
  • Effective Strategies For Teaching English Language Learners: ELD And SDAIE
  • Sheltered Instruction Or Specially Designed Academic Instruction In English?

· Bilingual Education And Achievement In English

  • Application To Practice

Chapter 2: Background Knowledge For Teaching English Language Learners

  • Focus Questions
  • Accessing Prior Knowledge: Acquiring A Second Language
  • Four Principles Of Language Acquisition
  • Communicative Competence
  • Grammatical Competence
  • Sociolinguistic Competence
  • Discourse Competence
  • Strategic Competence
  • The Four Principles Of Language Acquisition Applied
  • Principle 1: Comprehensible Input
  • Principle 2: Contextualized Instruction
  • Principle 3: Low Anxiety Environment
  • Principle 4: Meaningful Engagement
  • Additional Factors That Influence Language Learning
  • Application To Practice

Chapter 3: Purposeful Instruction Planning: Begin With The End In Mind

  • Focus Questions
  • Accessing Prior Knowledge: Previewing Texts
  • Planning Instruction That Matters
  • Traditional Planning: A View From Carol’s Classroom
  • The Role Of Standards
  • Understanding By Design
  • Language Objectives
  • Social Objectives
  • Universal Design
  • Components Of Universal Design And Access In Education
  • Daily Lesson Planning
  • Framework For Teaching English Language Learners
  • Application To Practice

Chapter 4: Using Assessments To Guide Instruction

  • Focus Questions
  • Accessing Prior Knowledge: IQ Test
  • Testing And Assessment — Why?
  • Student Oral Language Observation Matrix (SOLOM)
  • Sample Assessments Of Reading And Writing
  • Interactive Writing Charts
  • Running Records
  • KWL Charts And Response Logs
  • Teacher Created Tests
  • Using Writing Samples
  • Implementing An Assessment System
  • Good Ideas About Assessments
  • Application To Practice

Chapter 5: Oral Language: The Foundation Of Literacy

  • Focus Questions
  • Accessing Prior Knowledge: Language, Culture And Learning
  • Learning And Social Interaction
  • Comprehensible Output
  • Organizing For Interaction
  • Grouping Students
  • Effective Group Work
  • Language Development And Group Work
  • Listening
  • Questioning
  • Teacher Questioning.
  • Question And Teacher Expectations
    Wait Time
  • Student Questioning
  • Question-Answer Relationships (Qar)
  • How Do We Teach Students To Ask Questions?
  • Students Helping Students
    Reciprocal Teaching
  • How Do We Teach Students To Use Reciprocal Teaching?
  • Application To Practice
Chapter 6: Academic Language: From Fluency To Proficiency
  • Focus Questions
  • Accessing Prior Knowledge: Developing Academic Language
  • Academic Language Proficiency
  • What Is Academic Language?
  • Language Registers
  • Reading Academic Language
  • Vocabulary
  • Word Learning Strategies
  • Text Structures And Functions
  • Writing For Academic Purposes
  • Language Experience Approach
  • Interactive Writing
  • Writing Models
  • Generative Sentences
  • Word Pyramids
  • Power Writing
  • Found Poems
  • Raft
  • Writing To Learn
  • Independent Writing Assignments
  • Teaching Grammar
  • Error Correction
  • Application To Practice

Chapter 7: Integrating Language And Content: Developing Knowledge Bases

· Focus Questions

· Accessing Prior Knowledge: Making Meaning From Text

· Making Content Comprehensible: Scaffolding

  • Modeling
  • Bridging
  • Contextualization
  • Schema-Building
  • Metacognition
  • Text Re-Presentation
  • How Do Graphic Organizers Support Ells?
  • Text Structure: From Text-To-Graphics And Back Again
  • Integrating Language And Content: Frontloading

· Developing Independence: Teaching Learning Strategies

· Calla (Cognitive Academic Language Learning Approach)

· How Do We Teach Learning Strategies?

  • Mathematics
  • Science
  • Social Studies
  • Literature
  • Redundancy
  • Application To Practice

Chapter 8: Teacher Expectations And Differentiating Instruction

  • Focus Questions
  • Accessing Prior Knowledge: Learning Styles

· Teacher Expectations And Student Achievement

  • Heterogenous Or Homogeneous Classrooms?
  • What Is Differentiation?
  • Differentiating Sources, Processes, Products
  • Uniqueness In Learning

· Using Varied Grouping Configurations To Differentiate Instruction

  • Grouping To Differentiate Language Instruction
  • How Do I Plan For Differentiated Instruction?
  • Application To Practice

Epilogue: Mary’s Top Ten: A Guide For Teaching English Language Learners

Teacher Tools

1) Self-Evaluation Tool.

2) Instruction For English Language Learners Observation And Reflection Guide.

3) Instruction For English Language Learners Observation And Reflection Guide 2.

4) Unit Of Study.

5) Anticipation Guide.

6) English And Spanish Cognates

7) Academic Word List

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star


4 Star


3 Star


2 Star


1 Star


Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation


  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)