JOSSEY-BASS TEACHER Jossey-Bass Teacher provides educators with practical knowledge and tools to create a positive and lifelong impact on student learning. We offer classroom- tested and research-based teaching resources for a variety of grade levels and subject areas. Whether you are an aspiring, new, or veteran teacher, we want to help you make every teaching day your best. From ready-to-use classroom activities to the latest teaching framework, our value-packedbooksprovideinsightful,practical,andcomprehensivematerialson the topics that matter most to K–12 teachers. We hope to become your trusted source for the best ideas from the most experienced and respected experts in the field. i HOW TO TEACH ENGLISH LANGUAGE LEARNERS Effective Strategies from Outstanding Educators D I A N E H A A G E R J A N E T T E K . K L I N G N E R T E R E S E C . A C E V E S Copyright©2010byJohnWiley&Sons,Inc.Allrightsreserved. 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Jossey-Bassbooksandproductsareavailablethroughmostbookstores.TocontactJossey-Bassdirectly callourCustomerCareDepartmentwithintheU.S.at800-956-7739,outsidetheU.S.at 317-572-3986,orfax317-572-4002. Jossey-Bassalsopublishesitsbooksinavarietyofelectronicformats.Somecontentthatappearsin printmaynotbeavailableinelectronicbooks. LibraryofCongressCataloging-in-PublicationData Haager,Diane. HowtoteachEnglishlanguagelearners:effectivestrategiesfromoutstandingeducators/Diane Haager,JanetteK.Klingner,TereseC.Aceves. p.cm.–(Jossey-Bassteacher) Includesbibliographicalreferencesandindex. ISBN978-0-470-39005-4(pbk.) 1.Englishlanguage–Studyandteaching–foreignspeakers.I.Klingner,JanetteK.II.Aceves, TereseC.,1970-III.Title. PE1128.A2H2232009 428.2'4–dc22 2009031944 PrintedintheUnitedStatesofAmerica FIRSTEDITION PBPrinting 10987654321 ABOUT THIS BOOK We often learn the most by watching those who are highly skilled perform their craft and then trying the new ideas ourselves. This book provides an opportunity to do just that by shining a light into the classrooms of successful elemen- tary school teachers and their English language learners (ELLs) and depicting strategies for teaching reading and language arts while also supporting students’ language acquisition. The book includes scenarios from bilingual and English immersion models in various schools and contexts where we will find ELLs. These case studies highlight instruction across three tiers of reading instruction typicalofaResponsetoIntervention(RTI)model:corereadingandlanguagearts instruction, small-group supplemental reading intervention for struggling read- ers, and intensive instruction for students with learning disabilities. Each chapter includes opportunities for reflection through questions for the readers and sug- gested application activities. This book is for readers who want to learn how to improve outcomes for English language learners, and it is appropriate for group study, in professional learning communities or teacher education classes, or for individual reading. v THE AUTHORS Diane Haager is a professor at California State University, Los Angeles, where she instructs teachers in methods for teaching students with reading difficulties and learning disabilities. Haager has worked in the public schools as a reading specialist and special educator. She is coauthor with Janette K. Klingner of Dif- ferentiating Instruction in Inclusive Classrooms: The Special Educator’s Guide (Allyn & Bacon, 2004), and she coauthored the reading intervention handbook Interventions for Reading Success (Brookes, 2007), as well as numerous book chaptersandarticles.Haager’sresearchinterestsincludeeffectivereadinginstruc- tion for English learners, students with learning disabilities, and students at risk for reading failure. Janette K. Klingner is a professor of education specializing in bilingual multicultural special education at the University of Colorado at Boulder. She was a bilingual special education teacher for ten years before earning a PhD in reading and learning disabilities from the University of Miami. To date, she has authored or coauthored more than eighty articles, books, and book chapters. In 2004 she won the American Educational Research Association’s Early Career Award. Research interests include reading comprehension strategy instruction for culturally and linguistically diverse students, Response to Intervention for English language learners, the disproportionate representation of culturally and linguisticallydiversestudentsinspecial education,andprofessional development that enhances teacher quality. Terese C. Aceves is an associate professor of special education at Loyola MarymountUniversityinLosAngeles.Afterworkingintheclassroomasabilin- gualresourcespecialist,sheearnedherPhDinspecialeducation,disabilities,and risk studies from the University of California, Santa Barbara, while also com- pleting her masters degree in school psychology. She is coeditor of Education for All: Critical Issues in the Education of Children and Youth with Disabilities (Jossey-Bass, 2008). Her research interests include early intervention and iden- tification of children at risk for reading failure and supporting culturally and linguistically diverse families who have children with disabilities. vii