Building upon the theoretical and practical foundation outlined in their previous book, Educating English Learners, the authors show classroom teachers how to develop a repertoire of instructional techniques that address K-12 English learners (ELs) at different English proficiency and grade levels, and across subject areas. Show, Tell, Build is organized around two decision maps for planning and implementing differentiated instruction for ELs: the Academic Subjects Protocol (for teachers of academic subjects) and the Language Arts Protocol (for teachers of language arts). The instructional tools and techniques described in each chapter help teachers provide communication support for ELs through showing and telling, and develop their language proficiency through building their skills. The book also discusses the demands that academic language poses for English learners and ways to assess students' proficiency in English. Show, Tell, Build provides classroom teachers, English language development specialists, literacy coaches, and school leaders with valuable knowledge and skills to support ELs' academic success.

In Educating English Learners, Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in the award-winning book, Preparing Every Teacher to Reach English Learners, the authors now turn their attention to the needs of K-12 teachers who typically have two or three English learners in their classrooms. English learners are not a homogenous group, andthe challenges they face vary tremendously. Nutta and her colleagues present protocols and case studies to help preservice and in-service teachers understand the needs of English learners in their classrooms and differentiate instruction and assessment accordingly. Woven throughout the book are the stories of Gero, Edith, Tasir, and Edgar, four case study students of different ages, backgrounds, and levels of English proficiency. The authors show how the protocols they provide can be applied to adaptsample lessons for students like these, across a range of grade levels, subject areas, and pedagogical approaches. Finally, the authors show how the system can be applied schoolwide for a collaborative approach to meeting English learners' needs.

Preparing Every Teacher to Reach English Learners presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The authors outline the key steps involved in this approach-winning faculty support, assessing needs, and developing capacity-and share strategies for avoiding pitfalls. The central chapters feature sample courses illustrating how EL content can be incorporated into standard courses (human development, learning disabilities, and social foundations) and across subject areas and topics (math, science, social science, physical education, classroom management).

This book addresses the need to help all students, including English learners, improve their ability to read with understanding so that they can succeed not just in their language and literacy classes, but also in their subject area classrooms. The book brings together a group of experts representing the fields of first and second language reading, whose chapters contribute in different yet complementary ways to the goal of this book: Improve students' reading for understanding across languages with metacognitive awareness and use of reading strategies instruction.

This book addresses the need to help all students, including English learners, improve their ability to read with understanding so that they can succeed not just in their language and literacy classes, but also in their subject area classrooms. The book brings together a group of experts representing the fields of first and second language reading, whose chapters contribute in different yet complementary ways to the goal of this book: Improve students' reading for understanding across languages with metacognitive awareness and use of reading strategies instruction.

During the past two decades, several changes have transformed core practices of teacher educators. One of the most salient changes pertains to dramatic shifts in school demographics. In practically every state in the United States, primary, elementary, middle, and high schools are experiencing expanding enrollments of students whose primary language is not English. Recent demographic data show that linguistically and culturally diverse students constitute an increasingly strong presence in our schools and communities. There are approximately 5 million ELs in the U.S., and this number is on the rise. It is estimated that two-thirds of these students are in at least one course taught by general education teachers. Growth in K-12 EL enrollment has skyrocketed in the past 20 years. One in 20 public K-12 students was an EL in 1990. In 2008, it was one in nine. Projections suggest that in 20 years it will be one in four. The content of the book integrates new and emerging research and policy insights that inform effective teaching of ELs across the disciplines. The chapters in this book will in ways to give teachers the tools they need to improve the quality of instruction in classrooms with ELs in grades K-12 both in the United States and around the world. In this book a select group of contributors address a variety of topics to enhance ELs language and literacy skills, as well increase their reading comprehension abilities across the curriculum. Chapter topics include reading and writing instruction focusing on the Common Core standards, classroom-based assessment, literacy-based mathematics instruction, literacy instruction using current technologies that include digital literacies and social media, as well as context-embedded vocabulary development using art.

During the past two decades, several changes have transformed core practices of teacher educators. One of the most salient changes pertains to dramatic shifts in school demographics. In practically every state in the United States, primary, elementary, middle, and high schools are experiencing expanding enrollments of students whose primary language is not English. Recent demographic data show that linguistically and culturally diverse students constitute an increasingly strong presence in our schools and communities. There are approximately 5 million ELs in the U.S., and this number is on the rise. It is estimated that two-thirds of these students are in at least one course taught by general education teachers. Growth in K-12 EL enrollment has skyrocketed in the past 20 years. One in 20 public K-12 students was an EL in 1990. In 2008, it was one in nine. Projections suggest that in 20 years it will be one in four. The content of the book integrates new and emerging research and policy insights that inform effective teaching of ELs across the disciplines. The chapters in this book will in ways to give teachers the tools they need to improve the quality of instruction in classrooms with ELs in grades K-12 both in the United States and around the world. In this book a select group of contributors address a variety of topics to enhance ELs language and literacy skills, as well increase their reading comprehension abilities across the curriculum. Chapter topics include reading and writing instruction focusing on the Common Core standards, classroom-based assessment, literacy-based mathematics instruction, literacy instruction using current technologies that include digital literacies and social media, as well as context-embedded vocabulary development using art.

Preparing Every Teacher to Reach English Learners presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The authors outline the key steps involved in this approach-winning faculty support, assessing needs, and developing capacity-and share strategies for avoiding pitfalls. The central chapters feature sample courses illustrating how EL content can be incorporated into standard courses (human development, learning disabilities, and social foundations) and across subject areas and topics (math, science, social science, physical education, classroom management).

Building upon the theoretical and practical foundation outlined in their previous book, Educating English Learners, the authors show classroom teachers how to develop a repertoire of instructional techniques that address K-12 English learners (ELs) at different English proficiency and grade levels, and across subject areas. Show, Tell, Build is organized around two decision maps for planning and implementing differentiated instruction for ELs: the Academic Subjects Protocol (for teachers of academic subjects) and the Language Arts Protocol (for teachers of language arts). The instructional tools and techniques described in each chapter help teachers provide communication support for ELs through showing and telling, and develop their language proficiency through building their skills. The book also discusses the demands that academic language poses for English learners and ways to assess students' proficiency in English. Show, Tell, Build provides classroom teachers, English language development specialists, literacy coaches, and school leaders with valuable knowledge and skills to support ELs' academic success.