How does a mainstream elementary classroom teacher with little or no specialized ESL training meet the challenge of teaching linguistically diverse students? Gibbons begins with a strong theoretical underpinning for her practice, drawing on a functional model of language, sociocultural theories of learning, and current research on second-language development. After supporting her view that the regular curriculum offers the best language-learning environment for young ESL students, Gibbons demonstrates the ways in which content areas provide a context for the teaching of English, from speaking and listening to reading and writing. These in turn are treated not as discrete skills, but as ones that can also be integrated in the learning of diverse subjects. Gibbons illustrates this with a wide range of teaching and learning activities across the curriculum, supplemented with programming and assessment formats and checklists.


The guide offers practical guidance, powerful and concrete strategies, and sample lesson scenarios that can be implemented immediately in any science class. It includes rubrics to help teachers identify the most important language skills at five ELD levels; practical guidance and tips from the field; seven scaffolding strategies for differentiating instruction; seven tools to promote academic language and scientific discourse; assessment techniques and accommodations to lower communication barriers for English learners; two integrated lesson scenarios demonstrating how to combine and embed these various strategies, tools, techniques, and approaches; and much more.The volume is designed for teachers who have had limited preparation for teaching science in classrooms where some students are also English learners.



The Map presents California's English Language Development (ELD) standards and English Language Arts (ELA) standards side-by-side and organized in a logical, pedagogical way. This resource tool supports teachers in designing instruction that integrates ELD and ELA standards and appropriate assessment. The Map also highlights "essential" standards those most heavily assessed on California's tests (California Standards Tests and California High School Exit Exam) and the ELD standards assessed on the California English Language Development Test (CELDT).




What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks.


Too often, the needs of English language learners are met with simplified curriculum and lowered expectations. What would happen if instead classrooms were organized to honor the promise of these students by increasing rather than decreasing the intellectual challenge of instruction, by increasing the support such challenge requires, and by increasing students' active engagement with their own learning? Classroom vignettes, transcripts of student interactions, and detailed examples of intellectually engaging middle school and high school lessons provide a concrete picture of the instructional approach developed by co-author Aída Walqui, founder and director of WestEds Quality Teaching for English Learners (QTEL) initiative.



Brian Campbell and Lori Fulton spent four years investigating the use of science notebooks by students, teachers, and practicing scientists. This book not only details what they learned, it serves as a ready resource of strategies and methods for teachers to incorporate science notebooks into their school day. Along the way, the book intersperses additional help: Classroom vignettes demonstrate how science notebooks actually function in class. Student samples allow readers to see student entries at a variety of levels.



Improving Education for English Learners: Research-Based Approaches offers a comprehensive, user-friendly, review, and analysis of recent research to inform and improve instructional practices in order to help English learners, who currently constitute one in four of California's K-12 public school students. This series of Webinars explores key areas of the publication.


Fifty Strategies for Teaching English Language Learners includes a rich assortment of practical strategies aligned to TESOL standards which have been field-tested in diverse classrooms. Each strategy includes a brief explanation, step-by-step instructions on how to plan and use the strategy, and two classroom scenarios demonstrating how the strategy can be adapted for different grade levels and content areas.

This easy-to-use resource offers 102 practical instructional and assessment strategies built on a strong foundation of second language acquisition theories and principles. Easy to incorporate into daily classroom instruction, all 102 strategies are concise and offer helpful guides that maximize students’ performance potential at every level of development. Strategies address a variety of issues, including cultural considerations, instructional processes, traditional testing, alternative testing formats, grading, and accountability.


For twelve years, educators have turned to Jana Echevarría, MaryEllen Vogt, and Deborah Short for an empirically validated model of sheltered instruction. In the Third Edition of this bestseller, the authors include new research findings and studies on the Sheltered Instruction Observation Protocol (SIOP®) Model, which offers school administrators, teachers, teacher candidates, coaches, university faculty, and field experience supervisors a tool for observing and quantifying a teacher's implementation of quality sheltered instruction.


This publication presents a compelling report on the major findings, promising approaches, systems issues and policy recommendations related to addressing the needs of Long Term English Learners (LETLs).