Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Areas / Edition 1

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No longer confined to just a few states, English Language Learners (ELLs) present a growing challenge for schools and school districts across the country. Teaching Reading to English Language Learners, Grades 6-12 provides a comprehensive and systematic framework for developing literacy skills and accelerating language development. With funding from the Carnegie Corporation and the U.S. Department of Education, author Margarita Calderon has developed a research-based approach to expediting reading comprehension that results in higher test scores, not just for ELLs but for all students.

This practical guide is full of ready-to-use tools, including: Lesson templates, Rubrics, Sample lesson plans in mathematics, science, language arts, and social studies, Descriptions of successful programs, Professional development designs. Without strong reading skills, students will never reach their full potential. But now this remarkable book offers a rigorously tested, NCLB-aligned instructional model for improving reading in all content areas. Designed primarily for middle and high school teachers of English, science, math, and social studies, this book will also be a valuable resource for middle and high school principals, literacy coaches, and content curriculum specialists.

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Editorial Reviews

Jane Escobedo
"Ex C-ELL is about dispelling myths regarding what ELL students can and cannot do. It's also about supporting teachers in the delivery of the high quality, rigorous instruction all students deserve. This book should be in the hands of every middle and high school teacher, serving not just ELL students, but all students who need help increasing their speaking, reading and writing skills."
Rebecca S. Donaldson
"Provides a model for comprehensive literacy instruction to enhance students' vocabulary and reading comprehension while gaining and consolidating critical content knowledge in the areas of math, science, language arts and social studies. This outstanding book will prove useful to anyone who is working with English Language Learners in the intermediate grades through high school."
Dawn Billings
"A welcome addition in providing the high-quality educational experiences students need in order to master a new language and open the doors to the world of opportunity that awaits them."
Arlene Mylinski
"A fabulous book that covers everything teachers need to know about teaching reading to ELLs. Contains tons of information that readers can use right away."
Daniel S. Hamada
"For ELL students to succeed academically, effective teaching strategies and best practices must be demonstrated in the classroom. This book provides a systematic and detailed map for helping to ensure success for all students."
Nadia Mykysey
"Offers numerous strategies for building background knowledge and making content comprehensible. Rich with graphic organizers, a glossary, and other tools for teachers."
Neal A. Glasgow
"The best synthesis of reading strategies for secondary ELLs that I've seen. There is something for everyone in this book, from novice teachers to veterans. Doesn’t add to teachers' workloads, but instead replaces ineffective strategies with successful ones."
Margo Gottlieb
"What a welcome addition to the middle and high school instructional program. The ten lesson components work interactively to facilitate students' comprehension, which leads to their academic success across the content areas. Now every teacher can have the tools to become an effective language teacher!"
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Product Details

  • ISBN-13: 9781412909266
  • Publisher: SAGE Publications
  • Publication date: 4/25/2007
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 184
  • Sales rank: 345,600
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.50 (d)

Meet the Author

Dr. Margarita Calderón is a Professor Emeritus and Senior Research Scientist at the Johns Hopkins University’ School of Education. She serves on national panels and committees such as: National Research Council’s Committee on Teacher Preparation, National Literacy Panel for Language Minority Children and Youth, Carnegie Adolescent ELL Literacy Panel, The WIDA Formative Language Assessment Records for ELLs (FLARE) in Secondary School, National Institute for Family Literacy (NIFL) Multicultural Advisory, Professional Advisory Board of the National Center for Learning Disabilities, and ETS Visiting Panel on Research. She is principal investigator in a 5-year study in middle and high schools called Ex C-ELL on professional development of science, social studies, and language arts teachers of ELLs, and RIGOR for teaching language, reading and content to SIFE, ELLs in Special Education, and Newcomers funded by the Carnegie Corporation of New York. She is Co-PI with Robert Slavin on the 5-year randomized evaluation of English immersion, transitional, and two-way bilingual elementary programs funded by the Institute for Education Sciences/U.S. Dept. of Education. Other research has been funded by the U.S. Department of Education, U.S. Department of Labor, National Institutes of Health, and Texas Education Agency.

She has over 100 publications. Three recent publications are: The Mc Graw-Hill LEAD21 and Science Essentials for ELLs; Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Area, and Designing, Implementing and Evaluating Two-Way Bilingual programs by Corwin Press. She is an international speaker and conducts comprehensive professional development programs throughout the country.

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Table of Contents

Preface     vii
Acknowledgments     xiii
About the Author     xvii
Introduction: The ExC-ELL Model-Literacy and English Language Learners     1
Planning Lessons Using a Research-Based Design     13
Vocabulary Development: The Foundation for Reading in the Content Areas     29
Teaching Reading Comprehension and Content     47
Reading, Writing, and Speaking in Mathematics     69
Reading, Writing, and Speaking in Science     83
Teaching the Art in Language Arts     93
A Vignette of Social Studies Teachers Developing and Implementing a Lesson     105
Setting the Context for Teachers to Succeed: Professional Development for Teaching Content Area Literacy to ELLs     111
New Directions in Coaching and Classroom Observation     125
References     137
Index     153
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