About the Authors -- Acknowledgments -- About the Contributors -- Introduction -- GETTING STARTED WITH ENGLISH LANGUAGE LEARNERS: -- ELL Instruction: The Big Picture -- ELL Population Growth -- How Are English Language Learners Described? -- Adolescent English Language Learners -- A Primer on ELL Research -- A Quick Tour of ELL Best Practices  -- ELL Classroom Basics: Building a Positive and Effective Learning Environment: -- The First R: Building Relationships -- The Second R: Resources in the ELL Classroom -- The Third R: Establishing Routines -- TEACHING BEGINNING ENGLISH LANGUAGE LEARNERS: -- Key Elements of a Curriculum for Beginning ELLs -- Key Elements of a Curriculum -- Daily Instruction for Beginning ELLs -- Picture Word Inductive Model Unit Plan -- TEACHING INTERMEDIATE ENGLISH LANGUAGE LEARNERS: -- Key Elements of a Curriculum for Intermediate ELLs -- Key Elements of a Curriculum -6 Daily Instruction for Intermediate ELLs -- Designing Thematic Genre Units -- A Sample Unit: Problem-Solution -- Sample Lesson Plans -- Inductive Lesson Plan -- Using Text to Generate Analytical Writing Lesson Plan -- A Sample Week in a Two-Period Intermediate ELL Class -- TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS: -- English Language Learners in the Mainstream Classroom -- What Is the Organizing Cycle? -- Teaching Social Studies -- Building Relationships with Students -- Teaching Science -- Introduction: Science and Language -- Teaching Math -- Introduction -- Challenge: Reading Mathematics Texts -- Challenge: Knowledge of Appropriate Academic Vocabulary -- Challenge: Participating in Mathematics Conversations -- Challenge: Understanding Abstract Concepts -- WORKING WITH SPECIFIC GROUPS OF ENGLISH LANGUAGE LEARNERS -- Supporting Long-Term English Language Learners -- Who Are Long-Term English Language Learners? -- How Can We Best Support LTELLs? -- How Did Larry and His School Try to Put These Recommendations into Action? -- Working with Elementary ELLs -- Who Are Elementary English Learners? -- Do Elementary English Language Learners Have Different Needs? Does Their Instruction Need to be Different from that of Older English Learners? -- Program Types in Elementary -- The Core Elements of Supportive Instruction for Elementary English Language Learners -- What Does a Model Classroom that is Highly Supportive of Elementary English Learners Look Like? -- What Does a Model Classroom that is Highly Supportive of Elementary English Learners Sound Like? -- What Does a Model Classroom that is Highly Supportive of Elementary ELLs Feel Like? -- Instructional Strategies that Support Elementary ELLs -- Teaching Adult Ells -- The Differences in Teaching English to Adults Versus Children -- How to Foster Success with Adult Learners -- Teaching ELLs with Learning Differences -- Considerations for Further Investigation -- Considerations for Determining Services -- Considerations for Placement/Scheduling -- Resources --FURTHER STRATEGIES TO ENSURE SUCCESS: -- Culturally Responsive and Sustaining Teaching -- What Is Culturally Responsive and Sustaining Teaching? -- The Organizing Cycle -- Addressing Additional Opportunities and Challenges -- Student Motivation -- The Advantages of Being Bilingual or Multilingual Lesson Plan -- Social Emotional Learning -- Textbook Integration -- Error Correction -- Limited Access to Educational Technology -- Multilevel Classes -- Co-Teaching and/or Working with an Aide/Paraprofessional -- Classroom Management -- Book Selection -- Supporting ELL Students with Limited or Interrupted Formal Education (SLIFEs) -- Home Language of ELLs -- Seeing Home Language as an Asset -- A Mini Lesson on the Value of Home Languages -- Research on Home Languages in the Classroom -- Turning Bloom’s Taxonomy into a Home-Language Framework -- Abandoning English-Only Policies -- Conclusion -- Using Learning Games in the ELL Classroom -- Research Support -- What Are the Qualities of a Good Learning Game? -- Assessing English Language Learners -- Assessing ELLs: Key Principles  --Reflective Teaching/Professional Development -- The Bread in the Pond -- Why Should We Have an Intentional, Formal Process for Reflecting? -- Why I Began Filming Myself and Why I Continued -- Adopting a Reflective Mindset -- Afterword -- Notes -- Index