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A detailed activity on how to use the Language Experience Approach with English learners, including steps and expected outcomes.

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Article on Second Language Acquisition Theories

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Article on Second Language Acquisition Theories

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This article by Stephen Krashen discusses the Input Hypothesis and its implications for teaching English learners.

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Collaboration and Co-Teaching on Behalf of ELLs

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Collaboration and Co-Teaching on Behalf of ELLs

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This section offers videos that emphasize the importance of collaboration between ESL specialists and content teachers, showcasing successful co-teaching strategies.

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Collaboration on behalf of English language learners (ELLs) can take many forms - sitting together to talk about a lesson, a quick chat in the hallway, or sharing an article from Colorín Colorado! These resources offer ideas from educators who started from scratch in building collaborative relationships and highlight the secrets of their success.

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Collaboration and Co-Teaching on Behalf of ELLs

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Collaboration on behalf of English language learners (ELLs) can take many forms - sitting together to talk about a lesson, a quick chat in the hallway, or sharing an article from Colorín Colorado! These resources offer ideas from educators who started from scratch in building collaborative relationships and highlight the secrets of their success.

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Here was some notes that I think is useful.

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Zaretta Hammond "Culturally Responsive Teaching" at the San Francisco Public Library

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Zaretta Hammond "Culturally Responsive Teaching" at the San Francisco Public Library

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This video explains the principles of culturally responsive teaching and how to implement them in the classroom. This video provides an in-depth look at strategies for fostering an inclusive and supportive learning environment for students from diverse cultural backgrounds.

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Zaretta Hammond "Culturally Responsive Teaching" at the San Francisco Public Library

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Teaching English Language Learners: A Differentiated Approach

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Teaching English Language Learners: A Differentiated Approach

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Author: Carol Rothenberg and Douglas Fisher

This book provides comprehensive strategies and tools for differentiating instruction for English learners at all proficiency levels. It covers practical approaches to creating inclusive classrooms and enhancing the language acquisition process through differentiated instruction.

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Stephen Krashen's Input Hypothesis is a cornerstone of second language acquisition theory. It posits that learners acquire language most effectively when they are exposed to "comprehensible input" that is slightly beyond their current proficiency level, often referred to as "i+1." This means that the language input should be understandable but include some new language elements that challenge the learner and promote growth.

Krashen identifies five main hypotheses within his theory:

1. The Acquisition-Learning Hypothesis: Distinguishes between 'acquisition' (subconscious and natural language development) and 'learning' (conscious knowledge about a language).

2. The Monitor Hypothesis: Suggests that conscious learning functions as a monitor or editor that can correct language output but plays a limited role compared to acquisition.

3. The Natural Order Hypothesis: Proposes that language structures are acquired in a predictable order, which is not necessarily the order taught in language classes.

4. The Input Hypothesis: Central to Krashen's theory, this hypothesis emphasizes the importance of providing learners with comprehensible input just beyond their current level of competence.

5. The Affective Filter Hypothesis: States that emotional factors, such as motivation, self-confidence, and anxiety, can impact the ability to acquire language. A lower affective filter (less anxiety and higher motivation) facilitates better language acquisition.

Relevance to EL Teaching:

Krashen's Input Hypothesis highlights the importance of creating a learning environment rich in meaningful and understandable input. Teachers should provide materials and interactions that are slightly challenging to push learners' language development. Additionally, reducing anxiety and increasing motivation in the classroom can enhance language acquisition. This approach underscores the value of natural communication and real-life language use in teaching English learners.

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A graphic organizer that helps ELs categorize and learn new vocabulary words.

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A graphic organizer that helps ELs categorize and learn new vocabulary words.

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Word: Write the new vocabulary word in the center box.

Definition: Write the definition of the word in your own words.

Sentence: Use the word in a sentence to show understanding.

Synonyms: List synonyms or similar words.

Antonyms: List antonyms or opposite words.

Picture: Draw a picture or find an image that represents the word.

Examples: Provide additional examples or contexts where the word can be used.

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11 Essential Strategies for Teaching English Language Learners [For Any Teacher]

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11 Essential Strategies for Teaching English Language Learners [For Any Teacher]

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This website hosted by the University of San Diego’s Professional and Continuing Education Department provides a comprehensive guide for teachers who work with English Language Learners (ELLs). The article outlines practical and effective strategies designed to enhance the learning experience and academic success of ELL students across various grade levels and subjects.

Key Features:

1. Differentiated Instruction: Emphasizes the importance of tailoring lessons to meet the diverse needs and proficiency levels of ELL students.

2. Scaffolding Techniques: Offers methods to provide support that helps students gradually achieve independence in learning.

3. Interactive and Engaging Activities: Suggests incorporating activities that promote active learning and student participation.

4. Use of Visual Aids and Technology: Highlights the benefits of using visuals and technology tools to aid comprehension and retention.

5. Culturally Relevant Materials: Stresses the importance of using materials that reflect the students’ cultural backgrounds to make learning more relatable.

6. Building Vocabulary: Provides strategies for expanding ELL students' vocabulary through various instructional techniques.

7. Collaborative Learning: Encourages the use of group work and peer interactions to facilitate language practice and social skills.

8. Formative Assessments: Discusses the use of ongoing assessments to monitor student progress and adjust instruction as needed.

9. Family and Community Involvement: Emphasizes the role of families and communities in supporting ELL students’ education.

10. Professional Development: Encourages teachers to engage in continuous learning and professional development opportunities to better serve ELL students.

11. Language Objectives: Recommends setting clear language objectives alongside content objectives to ensure balanced language and academic development.

These strategies are supported by research and best practices in the field of ELL education, making them valuable tools for any teacher looking to improve their instructional methods and better support their English language learners.

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University of San Diego - Professional & Continuing Education

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Imagine trying to learn a classroom lesson when you don't understand the language in which it is being presented. Teaching English language learners requires specialized strategies; and at the most basic level, one of those strategies is to "put yourself in their shoes."

More than 5 million children in U.S. schools are classified as English language learners (ELLs), according to the Department of Education. These students face the dual challenge of learning the material while also learning the language, as their teachers face the added challenge of using the right educational strategies to help them succeed.

Some of the most effective English language learner strategies start with common sense and respect for cultural differences. Simply getting to know the students is considered to be an essential part of the process.

For educators who teach English language learners, developing a deeper understanding of their unique needs and the best practices for teaching them has many benefits. These include:

Better and easier lesson planning

Improved ability to monitor student goals and achievements

The satisfaction of making a difference in the lives of young people learning to communicate in what can be a pretty confusing language

Here, we will review a range of time-tested English language teaching strategies that benefit students and educators alike.

How Can ELL Strategies Help Me as an Educator?

In addition to achieving better learning outcomes for students, embracing best practices and strategies for working with English language learners offers some fundamental, organizational benefits for educators as well.

For example, when you have a well-thought-out plan for engaging and teaching your ELLs, you are able to more effectively manage your lesson planning and monitor the progress of your students. You will also waste less time on strategies that don't work for your students.

Ultimately, an organized and focused approach to teaching non-native speakers is also the most effective way to create a solid foundation for them to become autonomous learners in English.

What About Using 'Scaffolding' for English Language Learners?

Scaffolding can mean a number of things when it comes to language development. First, it can refer to allowing students to continue limited use of their first language while learning English. Though the point is to train students to become independently proficient readers, writers and speakers of English, allowing native speech can help students figure things out, rather than go silent if they don't understand or know an answer.

According to CollaborativeClassroom.org, "A scaffold is a temporary framework that is put up for support and access to meaning and is taken away when the student feels success and masters tasks, concepts, and, in this case, language acquisition."

The use of sentence frames - partial sentences that include blank spaces where students fill in missing words or information - is another example of scaffolding-type techniques that can help students learn language. In a broader context, scaffolding refers to giving students the support, context and tools they need to learn new materials, ideas or skills.

11 Strategies for Teaching English Language Learners
1. Cultivate relationships
This one is a "no-brainer" no matter what language you speak. As a teacher, getting to know each student helps you understand who they are, where they come from and, perhaps, gain some insight into what teaching and learning styles are most effective for them.

For the students, knowing that your teacher cares enough to make the effort to get to know you as a person can have a motivating effect. It contributes to an atmosphere in which each student feels known and appreciated, and is therefore more likely to fully open themselves to the learning process rather than succumb to feelings of reticence or shyness that can often accompany a lack of language skills.
2. Be culturally aware
Since many English language learners come from outside the U.S., part of creating the ideal learning atmosphere may include cultivating an appreciation of diversity. Developing an awareness of each student's background, religious and cultural practices may also provide insights that affect how you interact with a particular student (for example, if they come from a cultural tradition where eye contact with adults is viewed as disrespectful).

At a very basic level, engaging in discussions about the different cultural backgrounds of students helps everyone get to know each other and reinforces the idea that different cultures include many similarities and differences - an important concept when some students are in the process of acquiring a new culture and language. Some educational advocates also suggest home visits as an effective "extracurricular" way for educators to invest in building rapport.
3. Teach language skills across all curriculum topics
In many cases, your English language learners may also be receiving specific English as a Second Language instruction from an ESL specialist. However, it is helpful for teachers of all curriculum topics in mainstream classrooms to understand and embrace the role of language teacher as well.
4. Speak slowly and be patient
You have a lot of material to cover, but there is no need to rush. In fact, teachers of ELLs are encouraged to consciously slow things down. This can mean:

Speaking in a slower, measured cadence

Being a bit more aware of your enunciation

Allowing extra time (an additional 3 to 5+ seconds) for students to respond

The extra seconds give all students a little extra time to think and formulate a response. "Researchers have found that typically most teachers give 1 to 2 seconds between asking a question and expecting a student response," Larry Ferlazzo, a teacher, education blogger and co-author of "The ESL/ELL Teacher's Survival Guide," told Edutopia. "The same researchers have shown that if you wait 3 to 5 seconds, the quality of responses is astronomically greater."
5. Prioritize "productive language"
Speaking and writing are sometimes characterized as "productive language" because they both literally require students to "produce" language output, in contrast with reading and listening, which are described as "receptive" skills.

Teachers who are not language specialists may not be aware that English language learners are likely to develop those receptive skills first. It is important to emphasize the fact that evidence that students are reading, listening or understanding does not necessarily equate to progress in expressing themselves through fluency in speaking or writing.
6. Use a variety of methods to engage learning
The idea here is to provide students with multiple options for taking in information, processing and making sense of ideas, and sharing what they are learning. This is often referred to as "differentiated instruction" - an educational practice that involves recognizing that "students each have their own unique gifts and challenges; interests, aptitudes and learning styles" and tailoring instruction to meet students' individual needs.

According to Edutopia, "All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier."
7. Utilize visual aids
The strategy of using visual aids also connects to the idea of differentiated instruction, which is considered central to teaching English language learners. In this case, it is understood that some students are "visual learners" whose ability to digest and process new concepts and material is enhanced by the use of pictures, diagrams, charts and other visual tools.

The belief is that combining "nonlinguistic representation" along with the linguistic component of each lesson benefits all students and not just English language learners - the operative strategy here is to "show" as well as "tell." In addition to pictures, diagrams, etc., teachers are encouraged to write everything on the board so students can see as well as hear the information.
8. Coordinate with the ESL teacher
Since ELLs are often receiving specific English as a Second Language instruction from an ESL specialist, it can be very helpful to check in with their ESL instructors. Doing so can help the educators involved develop a fuller understanding of how regular classroom work can support ESL instruction, and vice versa.

Such discussions can yield insights into individual students and their learning styles or challenges; they can also be helpful for sharing information about curriculum topics, potentially providing ESL teachers with ideas for highly relevant vocabulary words that can reinforce academic lessons.
9. Pre-teach new vocabulary words
When you have a challenging reading assignment coming up, some experts encourage you to preview or "pre-teach" new vocabulary words that may be unfamiliar to ELLs, or even to give them a copy of the article or link to the material ahead of time.
10. Build in some group work
Instructor-led, whole-class activities may make up most of your class period but it can also be very helpful to build in time for group work as well. This is because it affords additional opportunities for ELLs to practice their language skills with peers in a less formal, lower-risk setting.
11. Respect moments of silence
Many new language learners tend to be a little reticent and quiet, opting for silence over speaking up and saying something "wrong" in a language that is still unfamiliar. Therefore, teachers are encouraged to be mindful of this and not be too aggressive in forcing students to open up at the outset. Ongoing support and patience is preferable to pressure, since such initial silence is considered to be a normal stage in learning a second language.

Academic Support for Teaching English Language Learners

Teachers whose work involves supporting the language development of non-native speakers also have the opportunity to take courses that are focused on skills, techniques and best practices for teaching English language learners.

For example, the University of San Diego offers an online course titled "Teaching Strategies for ELLs" that is ideal for K-12 teachers. Participants earn 2 graduate-level extension credit units while focusing on:

Ways to integrate language acquisition and academic content learning

Assessment approaches that measure student achievement within a linguistically diverse classroom

Research-based strategies for differentiating instruction to promote student learning

To learn more about the curriculum, expected learner outcomes and cost, contact us today or review the "Teaching Strategies for ELLs" course page.

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University of San Diego - Professional & Continuing Education

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11 Essential Strategies for Teaching English Language Learners [For Any Teacher] - University of San Diego - Professional & Continuing Education

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11 Essential Strategies for Teaching English Language Learners [For Any Teacher]. Advance your career with professional and continuing education from the University of San Diego.

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5-Minute Film Festival: Culturally Responsive Teaching

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5-Minute Film Festival: Culturally Responsive Teaching

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This video playlist from Edutopia provides a series of short videos that offer an overview of culturally responsive teaching. The videos cover topics such as unintentional bias, expanding teacher self-knowledge, and practical strategies for building trust with families.

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The changing racial and cultural landscape of America is certainly a much-discussed topic -- some researchers studying U.S. Census data and demographics even say that America could be a "minority majority" country as early as 2050. While the barriers between countries continue to come down, and globalization continues, how can teachers address the needs of students from a variety of cultural backgrounds and upbringings? This collection of videos introduces culturally responsive teaching (CRT), and includes some techniques that you can use to help students from diverse backgrounds succeed together.

Video Playlist: Culturally Responsive Teaching

Watch the first video below, or watch the whole playlist on YouTube.

1. Valerie Purdie-Vaughns on Unintentional Bias (3:04)
In this short video from Big Think, researcher Valerie Purdie-Vaughns explains how bias and assumptions can unconsciously affect the way you act. Although it's geared toward diversity awareness in the workplace, this is a good primer on cultural discrimination.

2. Expanding Teacher Self-Knowledge (1:27)
Since bias is often unconscious, one of the first things a culturally responsive teacher can do is be aware of assumptions about themselves and their students. This quick tip from the Southern Poverty Law Center's Teaching Tolerance initiative explains the value of self-reflection.

3. Office Chat: Culturally Responsive Teaching (9:24)
In this interview, Dr. Kavatas Newell, a faculty member at the University of Mary Washington, introduces some initial ways that teachers can incorporate culturally responsive teaching methods into their classrooms. The audio quality here is a bit low, but the tips are worth it.

4. The Danger of a Single Story (19:16)
Author Chimamanda Adichie's amazing TED talk introduces "The Danger of a Single Story." Teaching students of other cultures may require that you look past familiar stories and narratives to find school materials that resonate with your students' experiences and lives.

5. Building Trust With Families (14:12)
Many students from other cultures are English-language Learners (ELL). Although this video is long at 14 minutes, the panel of teachers and principals organized by Colorin Colorado offers great tips for connecting with the families of ELLs.

6. Recognizing Individual Characteristics (1:10)
This quick video, also from the Teaching Tolerance initiative, reminds viewers to respect students' individuality, even as you learn more about cultural differences and introduce more responsive practices into the classroom.

7. Education: Culture Matters (14:25)
This video from the Kamehameha Schools showcases the importance of culturally responsive educational programs. Students from the native Hawaiian population thrive when they learn in programs that incorporate their cultural heritage and traditions.

More Resources on Culturally Responsive Teaching

Whether you've been teaching diverse learners for years, or you're just starting to think about how to incorporate CRT into your classroom, these organizations and articles can help.

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5-Minute Film Festival: Culturally Responsive Teaching | Edutopia

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The changing racial and cultural landscape of America is certainly a much-discussed topic -- some researchers studying U.S. Census data and demographics even say that America could be a "minority majority" country as early as 2050. While the barriers between countries continue to come down, and globalization continues, how can teachers address the needs of students from a variety of cultural backgrounds and upbringings?

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The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students (The Teacher's Toolbox Series)

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The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students (The Teacher's Toolbox Series)

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This book is a valuable resource filled with practical, research-based strategies for teaching ELLs. It covers areas such as lesson planning, classroom management, and specific activities designed to improve language acquisition.

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The ELL Teacher's Toolbox is a practical, valuable resource to be used by teachers of English Language Learners, in teacher education credential programs, and by staff development professionals and coaches. It provides hundreds of innovative and research-based instructional strategies you can use to support all levels of English Language Learners.

Written by proven authors in the field, the book is divided into two main sections: Reading/Writing and Speaking/Listening. Each of those sections includes "Top Ten" favorites and between 40 and 70 strategies that can be used as part of multiple lessons and across content areas.

The percentage of public school students in the U.S. who are English language learners grows each year-and with this book, you'll get a ton of fresh, innovative strategies to add to your teaching arsenal.

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The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students (The Teacher's Toolbox Series)

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Amazon.com: The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students (The Teacher's Toolbox Series): 9781119364962: Ferlazzo, Larry, Sypnieski, Katie Hull: Books

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This collection features classroom videos that highlight effective instruction of ELLs. The videos are organized as professional development modules and include related resources.

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Colorín Colorado is pleased to present the following classroom videos highlighting effective instruction of English language learners (ELLs). The videos are presented as professional development modules with related resources.

These videos were created through the following projects:

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Colorín Colorado is pleased to present the following classroom videos highlighting effective instruction of English language learners (ELLs). The videos are presented as professional development modules with related resources. These videos were created through the following projects:

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Create a word wall in your classroom where new vocabulary words are displayed. Words can be added as they are introduced in lessons, and the wall can be used for reference and activities. Word walls help students retain new vocabulary, provide a visual reference for spelling, and encourage usage of new words in speaking and writing.

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A word wall is a visible display in a classroom that features a collection of words students are studying. Word walls can focus on high-frequency words, word study examples, academic language, and words that are introduced in the content areas. They can be used to support phonics, spelling, vocabulary, comprehension, and writing.

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This section includes various videos and resources focused on school-wide strategies to support ELLs, such as bilingual education, dual-language programs, and family engagement.

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Just as it takes a village to raise a child, it takes an entire school community to help English language learners (ELLs) succeed. These resource sections offer guidance on the necessary elements and feature a number of related videos, guides, and tip sheets. Additional ideas are available in our By Audience section.

For an overview of educational services for immigrant children, including FAQs, enrollment guidelines, and related policies, see this fact sheet from the U.S. Department of Education (also available in Spanish).

For additional guidance on the laws and regulations relating to ELLs, see our Policy & Research section.

All students have a right to a public K-12 education regardless of immigration status. Learn more about registration and enrollment policies for ELLs and immigrant students in U.S. public schools from the following resources.
Photo credit: Becoming Bilingual (PBS Launching Young Readers).

This section addresses the critical questions of how to properly assess and place English language learners (ELLs) at the school-wide and classroom level.

Bilingual and dual-language education programs are becoming more common throughout the country. Learn about bilingual and dual-language instruction and policy, considerations for special education, and tips for parents on raising bilingual children!
Photo credit: Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action.

Learn how you can help English language learners (ELLs) and their families feel welcome at the school library with these ideas! Visit our Books and Authors section for book recommendations, as well as our Multicultural Literature section for additional ideas.

The first step in building a partnership with the families of English language learners (ELLs) is to make sure that they feel welcome at their child's school. This resource section includes ideas that all members of the school community can try!

Administrators play a crucial role in creating an environment in which ELLs can succeed. This section offers school leaders - particularly those with growing ELL populations - ideas and strategies to make that happen. Resources include articles, recommended reports, professional books, and expert interviews.

We encourage you to share these resources with colleagues and use them for professional development activities.

Paraprofessionals who work alongside ELLs may do so in a variety of settings with a variety of roles. Whatever the case may be, there are some tips that will help paraprofessionals succeed in supporting ELLs.

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Just as it takes a village to raise a child, it takes an entire school community to help English language learners (ELLs) succeed. These resource sections offer guidance on the necessary elements and feature a number of related videos, guides, and tip sheets. Additional ideas are available in our By Audience section.

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English Language Learners: Teaching Strategies that Work

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English Language Learners: Teaching Strategies that Work

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This book offers a collection of proven strategies and techniques for effectively teaching ELLs. It includes real-life classroom examples, lesson plans, and tips for engaging students in meaningful learning activities.

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English Language Learners: Teaching Strategies that Work

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Amazon.com: English Language Learners: Teaching Strategies that Work: 9781586835248: Ferlazzo, Larry: Books

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During interactive read-alouds, teachers read books aloud to the class while stopping to ask questions, discuss the story, and explain vocabulary. This activity improves listening skills, builds vocabulary, and enhances comprehension through interactive engagement with the text.

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Print out the samples below and try them out in your own classroom.
Planning Tools
Depending on your classroom need on any given day, you may choose to access an interactive read-aloud lesson in one of two primary ways: by standard or by title.

Lesson Matrix: When you have a particular standard that must be addressed for your curriculum or because children are developmentally ready for it, locate the standard on the following Lesson Matrix chart. Next to the standard you'll see the title of the mentor text that the lesson in this guide is based on as well as suggested Booklinks for extending learning with the same standard.

Title List: When you have a particular book that fits into your ongoing classroom activities, into your children's interests, or even into your mood on a given day, take a look at the Title List in the Teacher's Guide. Here, the mentor texts on which the interactive read-aloud lessons are based are listed alphabetically by title for ease of location. Find your book to see the standards and lessons it matches.
Lessons
A concise Lesson Plan models an interactive read aloud and then offers an end of story reflection and strategies for extending and assessing the learning.
Shared Reading Overhead Masters
The shared reading text in each lesson oftentimes introduces another genre (nonfiction, poetry) for strategy practice. It provides an opportunity for you and the children to read aloud together, building oral fluency while using strategies with a variety of texts. This full-size page may be made into an overhead transparency for group sharing and copied for children's literacy notebooks.
Reader's Theater Scripts
Each lesson includes a Readers Theater script that provides an opportunity to develop oral fluency. The script may recap or use the same language structure as the mentor test, introduce a new genre (e.g. nonfiction), or extend the story context. Readers Theater fluency practice focuses on reading expressively, matching the reading to the purpose and type of text, and should be joyous and engaging. Students should revel in the opportunity to show off their reading in a lively way.

The Interactive Read-Alouds lessons are grouped into six standards-based strands: comprehension, story elements, vocabulary/literary language, literary elements and devices, genre, and writing traits. Each of these strands was selected with great care after an extensive review of standards across the country to determine which standards show up as common threads across multiple states.

Comprehension. This strand-from utilizing prior knowledge and asking questions to summarizing and distinguishing real from make-believe-focuses on strategies that help learners negotiate the meaning of texts. Within this strand, you will find familiar terms such as main idea, cause and effect, analyze, and evaluate that commonly appear in lists of standards for comprehension.

Story Elements. The story elements strand includes identifying events in a plot sequence, discerning author's purpose, tracking character development, developing a statement of theme for a text, and so on. There is also support for examining structural elements such as climax, setting, problem/solution, and the role of the narrator.

Vocabulary/Literary Language. Standards in this strand encourage learners to observe the power of precise vocabulary; to identify and appreciate rhythm, rhyme, onomatopoeia, alliteration and literary language; and to discern the meanings of unfamiliar words through context clues. Transition words and words with multiple meanings are also highlighted in this strand.

Literary Elements and Devices. Literary elements and devices, such as point of view, foreshadowing, repetition, and exaggeration, get at the heart of the way an author structures a text to effectively tell a story. Standards in this strand involve readers in more complex story structures and more sophisticated language devices such as simile/ metaphor, and personification.

Genre. Genre categories-fiction, nonfiction, fairy tale, drama, and so on-each have a particular kind of content or structure. Exploring the standards in this strand, learners begin to understand the distinguishing features of various genres and learn what to expect from each.

Writing Traits. Engaging, well-written texts provide outstanding models for beginning writers. Standards in this strand explore ideas, organization, voice, conventions and so on, so learners can begin to emulate that writer's work and incorporate those traits into their own writing.

To review the Lesson Matrix that organizes the Mentor Texts and alternative Booklinks by strategy strand review the pdf files below:

(Excerpted from Interactive Read-Alouds Teacher's Guide)
The interactive read-aloud lessons in this collection bring together children and classic picture books to promote accelerated learning on multiple fronts. Several principles or beliefs about read-aloud practice guided their development.

Powerful Mentor Texts-Exemplary Children's Classics and Strong Nonfiction Texts-Are the Centerpiece of any Read-aloud.

Children deserve opportunities to interact with the richest language, most beautiful art and enticing storylines that we can offer. In selecting mentor texts, books that could serve as exemplary models for readers and writers, we turned to the gorgeous art and enticing storylines of Caldecott Medal winners as well as treasured favorites. These books offer characters and plots that enthrall our learners, texts that you want to revisit over and over again, and topics that will expand children's knowledge of the world.

Mentor Texts
The concept of a mentor text is important. A mentor is one who models, coaches, and lifts another to higher levels. With that in mind, a mentor text must be chosen carefully to ensure that it can establish a model of quality writing that is worthy of guiding our learners. With the help of a beautifully crafted mentor text, we can wonder together about the imagery, the possible themes, and the elements that have come together to create the literary magic that resides in these much-loved books. With a mentor text in hand, we can gently open children's eyes to the inner workings of the selection, savor its beauty, and create powerful links to the standards we want our children to understand.

The mentor texts profiled in these lessons were chosen for their ability to:

boost language development

promote active listening

encourage deeper thinking

provide outstanding models of fluency

feature beautiful art

support learning more about the world around us

serve as models of great writing, and

are time tested and easily available "classics"

Booklinks
The lessons in this book, all based on powerful mentor texts, are springboards to an in-depth look at a standard, a literary element, or a comprehension strategy in action. We know that true learning requires a sustained focus. We need to give children opportunities to apply new learning in many contexts over time if we want them to truly own the target understanding. Each of these lessons then is a beginning, a chance to open the window of possibility and help children begin a journey of deep learning.

After the initial lesson with the mentor text, turn to the Booklinks. You will notice that these additional Caldecott winners and familiar favorites exemplify the target standard, literary element, or comprehension strategy. They were chosen because they are particularly well matched to the target standard. The Lesson Matrix will guide you through the Booklinks as you continue to focus on the target learning begun in the mentor text.

What is vital is to extend the focus on a standard across many texts and multiple subject areas so the children can synthesize and apply their learning. Just because there is one mentor text doesn't mean you stop working on the standard or strategy. Booklinks are important extensions to long term understanding. Note that many of the Booklink titles appear as mentor texts for multiple standards. This is deliberate. Children need to understand the power of rereading with new purposes, to revisit with new eyes and discover the wealth of learning that resides in each of these wonderful books. Read it again and again and again!

Nonfiction
The lessons in Interactive Read-Aloud s were built around mentor texts that are the easiest for you to find in schools, public libraries, and book stores. These books are time-tested favorites and award winners that are least likely to go out of print. There is, however, a sad feature to the convenience of selecting books that are readily available. Caldecott books and treasured favorites with easy availability are primarily fiction. While fiction is, of course, wonderful... it isn't enough. Our learners deserve to have the same in-depth experience and knowledge of nonfiction titles that they have with fiction. They deserve to have rich interactions with nonfiction read-alouds that not only capture kid-delightful, eye-popping information but also sing with exquisite language. They deserve to see that nonfiction texts can capture their interest, pique a sense of wonder, and bring the world alive with striking visuals and colorful language.

Because there is not an established body of familiar nonfiction books readily available in all libraries, broadening your children's experience with the target standards and comprehension strategies of these lessons will depend on you. I highly encourage you to go to your library and gather books by Seymour Simon, Gail Gibbons, Stephen Kramer, Michael Tunnell, and the many other amazing writers of nonfiction that are guaranteed to delight and intrigue your children. Then, using these books as additional Booklinks, model for your students how you can apply comprehension strategies and standards, such as main idea or word choice, as a reader of these delightful selections. This will help your students in a myriad of ways. They will be learning about the world. They will again realize that these standards and strategies will help them in any book they read. They will feel empowered because they will have meaning-seeking tools that they have practiced so well, they can apply them in all the texts they encounter.

I am an enthusiastic promoter of the power of nonfiction read-alouds and have developed several resources to that end, including Make It Real: Strategies for Success with Informational Texts (Heinemann, 2002); Exploring Informational Texts (Heinemann 2003); and Navigating Informational Texts video collection (Heinemann, 2004). I believe that learners of all ages need to understand the structure and features of informational text, learn the wonder and excitement of learning something fascinating about our world, and develop a sense of passion for nonfiction that will show in their eyes and voices when you bring out a new nonfiction book to share. I encourage and challenge you to gather wonderful magazines, books, and resources that allow you to extend your children's focus on a strategy into nonfiction. (See the Printable Resources CD-ROM for a lesson template to help you structure your own interactive read-aloud lesson using nonfiction selections.)

An Interactive Read-aloud with a Clear Instructional Focus Lifts Student Achievement.

Standards that are commonly held across many states are the driving force throughout these lessons. Each lesson, with its accompanying mentor text and Booklinks, is designed to help children see a standard in action within the supportive and safe context of a readaloud. Teacher think-aloud language and questions to stimulate quality partner conversations are all focused on the target standard so that children can listen to the teacher applying the standard, then share their thinking with a partner. This process is repeated with each mentor text as teacher modeling and guided practice are central support systems across the many books in which children apply the target standard.

You'll notice that in the lessons I use the language of the standards when talking to the children. I believe that all learners, from kindergarten on, can and should use the "real" language that describes our thinking about comprehension, literary elements and genre- point of view, characterization, alliteration, voice -call it like it is! Children then become comfortable using that language, as they converse with Thinking Partners. This explicit language enables children to label the cognitive processes they are using and to accurately categorize the story elements that build the rich infrastructure that holds a good story together.

Bull's-eye Concept
Each of the Interactive Read-Alouds lessons represents a Bull's-eye session and its extensions. During a Bull's-eye instructional session, I hone in on one particular strategy or idea in a piece of text. For this one lesson, instruction focuses on a single standard. This is not to say that this is the only direction a reading might take; a text might be the focal point for both point. of view and transition words, for example. Every book is rich with possibilities for instruction. The trick is to target one standard per lesson so it becomes transparent for the children.

To address additional standards, read the book again on another day and focus on a new teaching point. Children often make really charming comments and observations during a read-aloud-fine for a listen-for-pleasure experience-but the Think-Aloud and Turn & Talk for an interactive read-aloud lesson should be directed to one specific standard to help the learners keep track of the target learning.

Well-structured Interactive Read-aloud Lessons Create Environments in Which Children Are Strong Participants in their Own Learning.

Pearson and Gallagher (1983) coined the phrase "gradual release of responsibility" to describe the idea that instruction should begin with explicit modeling by the teacher followed with guided practice and then move on to activities that position students to become independent learners. The interactive read-aloud lessons you find here are built on just such a model. During "Interactive Read-Aloud," students see an expert at work.

The teacher models think-alouds to provide children with a window into a reading strategy and show how an accomplished thinker uses that strategy. Next, the teacher provides scaffolds for students as they stretch their new learning into another context. Carefully constructed learning activities in "Share the Reading" provide guided practice with the teacher actively supporting the learning. During the "Readers Theater" experience, children get further guided practice as they work with peers. Finally children attempt the strategy in an independent way, depending on themselves in "Extend the Learning."

Like the gradual release model that underpins Interactive Read-Alouds lesson design, the sample test items in each lesson's "Infusion of Formal Language" feature provide a gentle way to accustom children to the language of tests and, ultimately, to strengthen learners' responsibility for their own performance. The test questions that characterize standardized tests, end of unit tests, and so on are often written in a formal register that is very different from that of oral speech, and certainly different from most of the literature we read to our students (Hoyt, 2006). Embedding test-style language into your daily interactions with students and weaving this formal register into your conversations about books will help learners to become comfortable with these often unfamiliar structures. The "Infusion of Formal Language" section in each lesson will give you sample language to offer your students. The idea is to get them used to hearing these language structures, to think about what the question is really asking of them... and then to use these forms to wonder together about the mentor text. The objective isn't necessarily to answer the question correctly. It is to develop a sense of confidence with formal test style language and begin to think of it as "just another way we talk about our books."

The samples provided are springboards for you. You may want to post a list of common test-style stems and then deliberately use them as you talk with students about the books and stories you share.

Interactive Read-Alouds Open Up Opportunities to Develop Oral Language.

An analysis of traditional interactions between students and teachers reveals that teachers do the majority of the talking while children sit passively. Those students who do talk are often the predictable few who raise their hands quickly and love to be heard. Just as predictably, teachers know which students have learned to keep their hands down with their eyes averted in hopes that they will not be called upon. This interaction results in a very small number of learners who share their thoughts. Meanwhile, the struggling learners quickly figure out that if they are quiet long enough, a more verbal peer will speak and let them off the hook. Interactive read-aloud lessons recast this unproductive interaction and raise the level of responsibility for all learners.

Turn & Talk (Float the learning on a sea of talk)
"Turn & Talk," an integral part of every Interactive Read-Alouds lesson, takes the traditional whole-class literacy experience and turns that experience into interactive thinking. Into every lesson I build regular, prompted turn-and-talk moments during which children and their Thinking Partners engage in sharing ideas about the text and the target standard. To set this up, I model my thinking, ask a question or prompt a discussion, and then direct students to talk to their Thinking Partners. Students are not allowed to raise their hands!

The expectation is for quality conversation on the topic in a short burst of 20-30 seconds so students stay focused and don't have enough time to stray off topic. (Jensen, 2000) Careful timing of Turn & Talk moments-approximately once in every five minutes of read-aloud time-ensures full engagement for all students, that the learning is full of meaningful talk, and that the students have immediate opportunities use the content vocabulary of the story.

Thinking Partners
I am often asked about how Thinking Partners are chosen. I find that with some groups of learners I can ask them to find a Thinking Partner on their way to our story time area and it works beautifully. They sit with their partner and expect to have responsible conversations together. With some classes, I need to provide extra behavioral support by pre-selecting Thinking Partners for students. In this case, I would want to ensure that I do not match my highest and lowest achieving students as the higher achiever may have a tendency to take over and do all of the thinking. This is a good time to be sensitive to the needs of ELL learners who may need first language support and consider matching them with another child who speaks their native language.

In all cases, it is important to model Thinking Partner conversations. It is important that children understand that I place high value on quality talk and taking responsibility for thinking together. To help them understand, I often ask another teacher or a student in class to be my Thinking Partner. We sit facing each other while the students fishbowl around us to listen to our conversation and notice the way we look directly at our partners, practice active listening, and are careful to take turns talking. As they catch on, then

I bring two students to the center of the fishbowl to model quality Thinking Partner interactions. Once the Turn & Talk reflection is complete, you return to the read-aloud or-occasionally-celebrate children's thinking by asking partners to share their discoveries and wonderings out loud so others can hear the collaborative reflections.

Share the Reading
One of the best ways to immerse children in rich language and extended learning is through shared reading. While shared reading was traditionally accomplished with big books, in these lessons overhead transparencies present text in a way that is highly visible to all. During "Share the Reading," a transparency is placed on the overhead using the master provided in the lesson. The teacher reads the selection aloud and invites children to again think together about the target standard. In this new context, the children will need to stretch their understanding of the standard to apply it in a different situation. This supports the transfer of the learning and increases the likelihood that students will take personal and independent control of the thinking that is targeted in the lesson.

Another added benefit is that we have now created a reading experience for the children. The shift from listening to the read-aloud to observing a text on the overhead increases time with text, provides additional exposure to print, and invites accelerated fluency development as the lesson encourages multiple readings of the selection for fluency and expression. You will find suggestions for modeling the reading, reading in unison, reading in teams that alternate lines of text and so on.

In some lessons, "Share the Reading" becomes an opportunity to model writing for the children. This is a wonderful chance for learners to see a proficient writer craft text while they watch the punctuation, spelling, grammar and word choice unfold on the overhead projector.

Readers Theater
The Readers Theater scripts that are provided with each lesson bring an exciting element to the read-aloud-expressive oral reading and drama! The Readers Theater scripts are each based on a retelling of the read-aloud selection or designed to offer a related experience with a different genre or topic. They are designed to give children an authentic purpose for oral reading and are specifically crafted to support the target standard. Best of all, they are terrific vehicles for joyful, expressive oral reading that will build fluency in a way that makes it clear to children that fluency isn't just about FAST. It is about interpreting a selection and matching your rate, your intonation, and your phrasing to match the meaning and the kind of text you are sharing.

The scripts are flexible enough for emergent and developing readers but include concepts and ideas that are engaging for all readers. The scripts afford children opportunities to read different types of text (including nonfiction and poetry) and to become more fluent readers. Be sure to notice the Tips for Reader Theater in each lesson as you will find ideas for differentiating interactions with the scripts so they are fun for all learners.

Unlike a typical play, Readers Theater doesn't require props, staging, costumes, or even memorizing lines. The point of Readers Theater is to make readers the stars! As they take "center stage," children interact with the text in a deeper way. While Readers Theater gives students opportunities for increasing fluency and vocabulary, improving their comprehension, and communicating in a meaningful way, it's also a lot of fun! Teamwork is enhanced, too. Students of different abilities have the chance to read together and work together to transform written words into spoken ones-fluent and flowing language that excites students as they become more proficient readers.

To view all of the Grade K-1 titles (Mentor Texts and Booklinks) organized by strand and standard click on Grades K-1 Lesson Matrix
To view all of the K-1 Mentor Texts and Booklinks in alphabetical order click on Grades K-1 Title List
In Grades K-1 there are 60+ interactive read-aloud lessons built around the following Mentor Texts.

The Art Lesson by Tomie de Paola

Blueberries for Sal by Robert McCloskey

The Bremen-Town Musicians by Ilse Plume

Brown Bear, Brown Bear, What Do You See? by Eric Carle

A Chair for My Mother by Vera B. Williams

Chicken Little by Steven Kellogg

Click, Clack, Moo: Cows that Type by Doreen Cronin

Diary of a Worm by Doreen Cronin

Don't Let the Pigeon Drive the Bus by Mo Willems

Farmer Duck by Martin Waddell

Frederick by Leo Lionni

Frog and Toad Are Friends, "The Lost Button" by Arnold Lobel

Frog and Toad Are Friends, "The Swim" by Arnold Lobel

Galimoto by Karen Lynn Williams

The Ghost-Eye Thee by Bill Martin Jr. and John Archambault

Goldilocks and the Three Bears by James Marshall

Good Dog, Carl by Alexandra Day

Goodnight Moon by Margaret Wise Brown

The Grouchy Ladybug by Eric Carle

Hattie and the Fox by Mem Fox

Have You Seen My Duckling? by Nancy Tafuri

If You Give a Mouse a Cookie by Laura Romanoff

Inch by Inch by Leo Lionni

Joseph Had a Little Overcoat by Simms Taback

King Bidgood's in the Bathtub by Audrey Wood

Kitten's First Full Moon by Kevin Henkes

Mike Mulligan and His Steam Shovel by Virginia Lee Burton

Miss Nelson is Missing by Harry Allard

No David! by David Shannon

Noisy Nora by Rosemary Wells

Olivia by Ian Falconer

Owen by Kevin Henkes

Owl Moon by Jane Yolen

A Pocket for Corduroy by Don Freeman

Q is for Duck by Mary Elting and Michael Folsom

Quick as a Cricket by Audrey Wood

Rosie's Walk by Pat Hutchins

Rotten Ralph by Jack Gantos

Rumpelstiltskin by Paul O. Zelinsky

The Snowy Day by Ezra Jack Keats

Stellaluna by Janell Cannon

Strega Nona by Tomie dePaola

Ten, Nine, Eight by Molly Bank

The Art Lesson by Tommie dePaola

The Ghost-Eye Tree by Bill Martin and John Archambault

Tomorrow's Alphabet by George Shannon

Tops & Bottoms by Janet Stevens

The Very Hungry Caterpillar by Eric Carle

We're Going On a Bear Hunt by Michael Rosen

The Wednesday Surprise by Eve Bunting

When Sophie Gets Angry-Really, Really Angry by Molly Bang

Where the Wild Things Are by Maurice Sendak

Where's Spot? by Eric Hill

Wilfred Gordon McDonald Partridge by Mem Fox

To view all of the Grade 2-3 titles (Mentor Texts and Booklinks) organized by strand and standard click on Grades 2-3 Lesson Matrix
To view all of the Grade 2-3 Mentor Texts and Booklinks in alphabetical order click on Grades 2-3 Title List
In Grades 2-3 there are 60+ interactive read-aloud lessons built around the following Mentor Texts.

The Art Lesson by Tommie dePaola

Ashanti to Zulu: African Traditions by Margaret Musgrove

The Biggest Bear by Lynd Ward

Casey at the Bat by Ernest Thayer

Cheyenne Again by Eve Bunting

A Chocolate Moose for Dinner by Fred Gwynne

Cloudy With a Chance of Meatballs by Judy Barrett

Crow Boy by Taro Yashima

The Dinosaurs of Waterhouse Hawkins by Barbara Kerley

Dogteam by Gary Paulson

Dr. De Soto by William Steig

Fredrick by Leo Lioni

The Frog Prince Continued by Jon Scieszka

The Ghost-Eye Tree by Bill Martin and John Archambault

Goggles! by Ezra Jack Keats

Goldilocks and the Three Bears by James Marshall

Grandfather's Journey by Allen Say

Hansel and Gretel by Rika Lesser

Heartland by Diane Siebert

The Important Book by Margaret Wise Brown

It Could Always Be Worse by Margot Zemach

Jumanjii by Chris Van Allsburg

Kitten's First Full Moon by Kevin Henkes

Little Bear's Visit by Else H. Minarik

Little Red Riding Hood by Trina Schart Hyman

Lon Po Po: A Red-Riding Hood Story from China by Ed Young

Make Way for Ducklings by Robert McCloskey

The Man Who Walked Between the Towers by Mordicai Gerstein

Martin's Big Words: the Life of Dr. Martin Luther King, Jr. by Doreen Rapport

Mirandy and Brother Wind by Patricia C. McKissack

Mufaro's Beautiful Daughters: An African Tale by John Steptoe

Officer Buckle and Gloria by Peggy Rathmann

Owen by Kevin Henkes

Owl Moon by Jane Yolen

Puss in Boots by Malcolm Arthur

The Relatives Came by Cynthia Rylant

Rumpelstiltskin by Paul O. Zelinsky

Seven Blind Mice by Ed Young

Shrek! by William Steig

Sleeping Ugly by Jand Yolen

Snow by Uri Shulevitz

Snowflake Bentley by Jacqueline Briggs Martin

Some Smug Slug by Pamela Duncan Edwards

Stellaluna by Janell Cannon

The Stray Dog by Marc Simont

Strega Nona by Tomie dePaola

Sylvester and the Magic Pebble by William Steig

Tomorrow's Alphabet by George Shannon

The True Story of the Three Little Pigs! by Jon Scieszka

Tuesday by David Wiesner

The Ugly Duckling by Jerry Pinkney

What Do You Do with a Tail Like This? by Steve Jenkins and Robin Page

When I Was Young in the Mountains by Cynthia Rylant

When Sophie Gets Angry-Really, Really Angry by Molly Bang

Where the Wild Things Are by Maurice Sendak

Yo! Yes? by Richard Jackson

To view all of the Grade 4-5 titles (Mentor Texts and Booklinks) organized by strand and standard click on Grades 4-5 Lesson Matrix
To view all of the 4-5 Mentor Texts and Booklinks in alphabetical order click on Grades 4-5 Title List

In Grades 4-5 there are 60+ interactive read-aloud lessons built around the following Mentor Texts.

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

All the Places to Love by Patricia MacLachlan

Annie and the Old One by Miska Miles

Barefoot by Pamela Duncan Edwards

Black and White by David Macaulay

The Butterfly by Patricia Polacco

Casey at the Bat by Ernest L. Thayer

Caves by Stephen P. Kramer

Cheyenne Again by Eve Bunting

Chicken Sunday by Patricia Polacco

Dakota Dugout by Ann Turner

Diary of a Worm by Doreen Cronin

Dogteam by Gary Paulsen

Dandelions by Eve Bunting

A Drop of Water by Walter Wick

The Frog Prince Continued by Jon Scieszka

The Gardener by Sarah Stewart

The Girl Who Loved Wild Horses by Paul Goble

Gleam and Glow by Eve Bunting

The Heart by Seymour Simon

Heartland by Diane Siebert

Home Run by Robert Burleigh

If I Were in Charge of the World by Judith Viorst

The Important Book by Margaret Wise Brown

Joyful Noise by Paul Fleischman

Jumanji by Chris Van Allsburg

Lincoln: A Photobiography by Russell Freedman

Martin's Big Words by Doreen Rapport

More Than Anything Else by Marie Bradby

Mufaro's Beautiful Daughters by John Steptoe

Nettie's Trip South by Ann Turner

The Mysteries of Harris Burdick by Chris Van Allsburg

Miss Alaineus by Debra Frasier

The Other Side by Jacqueline Woodson

Owl Moon by Jane Yolen

Pink and Say by Patricia Polacco

Punctuation Takes a Vacation by Robin Pulver

Piggy Pie! by Margie Palatini

Rumpelstiltskin by Paul O. Zelinsky

Sector 7 by David Wiesner

Smoky Night by Eve Bunting

Snowflake Bentley by Jacqueline Briggs Martin

So Far from the Sea by Eve Bunting

So You Want to Be President? by Judith St. George

Tar Beach by Faith Ringgold

Tough Cookie by David Wisniewski

The True Story of the Three Little Pigs by Jon Scieszka

Under the Quilt of Night by Deborah Hopkinson

Two Bad Ants by Chris Van Allsburg

The Ugly Duckling by Jerry Pinkney

When I Was Young in the Mountains by Cynthia Rylant

The Widow's Broom by Chris Van Allsburg

Wilma Unlimited by Kathleen Krull

The Wreck of the Zephyr by Chris Van Allsburg

The Yellow Star by Carmen Agra Deedy

The Z Was Zapped by Chris Van Allsburg

To view all of the Grade 6-7 titles (Mentor Texts and Booklinks) organized by strand and standard click on Grades 6-7 Lesson Matrix
To view all of the 6-7 Mentor Texts and Booklinks in alphabetical order click on Grades 6-7 Title List

In Grades 6-7 there are 60+ interactive read-aloud lessons built around the following Mentor Texts.

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

"All Summer in a Day" by Ray Bradbury

"The All-American Slurp" by Lensey Namioka

Almost to Freedom by Vaunda Micheaux Nelson

"America the Not-so-Beautiful" by Andy Rooney

American Plague, An: The True and Terrifying Story of the Yellow Fever Epidemic of 1793 by Jim Murphy

Angel for Solomon Singer, An by Cynthia Rylant

Animal Farm by George Orwell

Animals Nobody Loves by Seymour Simon

"Annabel Lee" by Edgar Allan Poe

Anne Frank: The Diary of a Young Girl by Anne Frank

Appalachia: The Voices of Sleeping Birds by Cynthia Rylant

Annie and the Old One by Miska Miles

"April Rain Song" by Langston Hughes

Avalanche by Stephen Kramer

Because of Winn-Dixie by Kate DiCamillo

Belinda and the Glass Slipper by Amy Young

Black and White by David Macaulay

Bad Boy: A Memoir by Walter Dean Meyers

Black Whiteness by Robert Burleigh

Boy Called Slow, A by Joseph Bruchac

Boy of the Painted Cave, The by Justin Denzel

Bud, Not Buddy by Christopher Paul Curtis

Bridge to Terabithia by Katherine Paterson

Call of the Wild, The by Jack London

Carver: A Life in Poems by Marilyn Nelson

Cay, The by Theodore Taylor

"Charles" by Shirley Jackson

Cheyenne Again by Eve Bunting

"Casey at the Bat" by Ernest L. Thayer

Children of Topaz, The: The Story of a Japanese-American Internment Camp by Michael O. Tunnell and George W. Chilcoat

City of Ember, The by Jeanne DuPrau

Come On, Rain! by Karen Hesse

Crash by Jerry Spinelli

Dogteam by Gary Paulsen

Devil's Arithmetic, The by Jane Yolen

Drop of Water, A by Walter Wick

Encounter by Jane Yolen

Even More Parts by Tedd Arnold

Facing the Lion: Growing Up Maasai on the African Savannah by Joseph Lemasolai Lekuton

"Ellis Island" by Joseph Bruchac

Faithful Elephants by Yukio Tsuchiya

Faithful Friend, The by Robert D. San Souci

Feathers and Fools by Mem Fox

Flying Solo by Ralph Fletcher

Firebird by Demi

"Fog" by Carl Sandburg

Frenchtown Summer by Robert Cormier

"From Mother to Son" by Langston Hughes

"The Fun They Had" by Isaac Asimov

"The Future Doesn't Belong to the Fainthearted" by Ronald Reagan

Frog Prince Continued, The by Jon Scieszka

Gardener, The by Sarah Stewart

"Gettysburg Address" by Abraham Lincoln

Giver, The by Lois Lowry

Gleam and Glow by Eve Bunting

Golem by David Wisniewski

Gold Cadillac, The by Mildred D. Taylor

Good Masters! Sweet Ladies! Voices from a Medieval Village by Laura Amy Schlitz

Grandfather's Journey by Allen Say

Great Kapok Tree, The by Lynne Cherry

Greatest, The: Mohammad Ali by Walter Dean Myers

Growing Up in Coal Country by Susan Campbell Bartoletti

Great Fire, The by Jim Murphy

Guts by Gary Paulsen

Harlem by Walter Dean Myers

Harris and Me by Gary Paulsen

Harry Potter series by J. K. Rowling

Hattie Big Sky by Kirby Larson

Hatchet by Gary Paulsen

Heart, The: Our Circulatory System by Seymour Simon

Henry's Freedom Box: A True Story from the Underground Railroad by Ellen Levine

Holes by Louis Sachar

Home Run by Robert Burleigh

Homeless Bird by Gloria Whelan

Hitler Youth: Growing Up in Hitler's Shadow by Susan Campbell Bartoletti

House of the Scorpion, The by Nancy Farmer

How Many Days to America? by Eve Bunting

I Have a Dream by Dr. Martin Luther King, Jr.

"I Have a Dream" by Martin Luther King, Jr.

"I, Too" by Langston Hughes

In Flanders Fields by Norman Jorgensen and Brian Harrison-Lever

"In Flanders Fields" by John McCrae

"In Response to Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centers" by Dwight Okita

Inconvenient Truth, An: The Crisis of Global Warming (teen/YA edition) by Al Gore

Inkheart by Cornelia Funke

Invention of Hugo Cabret, The by Brian Selznick

Inaugural Speech (1961) by John F. Kennedy

"Jabberwocky" by Lewis Carroll

Jazz: An American Saga by James Lincoln Collier

Joey Pigza Loses Control by Jack Gantos

John, Paul, George, and Ben by Lane Smith

Joyful Noise: Poems for Two Voices by Paul Fleischman

Journey to Topaz: A Story of the American Evacuation by Yoshiko Uchida

Julie of the Wolves by Jean Craighead George

Kira-Kira by Cynthia Kadohata

"Lean on Me" by Bill Withers

Leon's Story by Leon Walter Tillage

Langston's Train Ride by Robert Burleigh

Lincoln: A Photobiography by Russell Freedman

Long Way from Chicago, A by Richard Peck

Lotus Seed, The by Sherry Garland

Lyddie by Katherine Paterson

Malcolm X: A Fire Burning Brightly by Walter Dean Meyers

Macaroni Boy by Katherine Ayres

Man Who Walked Between the Towers, The by Mordicai Gerstein

Maniac Magee by Jerry Spinelli

Martin's Big Words by Doreen Rapport

Mary Celeste, The: An Unsolved Mystery from History by Jane Yolen and Heidi Elisabet Yolen Stemple

Math Curse by Jon Scieszka

Martian Chronicles, The by Ray Bradbury

Midnight Ride of Paul Revere, The by Henry Wadsworth Longfellow

Mirandy and Brother Wind by Patricia C. McKissack

Miss Alaineus by Debra Frasier

Mufaro's Beautiful Daughters by John Steptoe

"The Mouse's Tale" by Lewis Carroll

My Brother Sam Is Dead by James and Chris Collier

Mysteries of Harris Burdick, The by Chris Van Allsburg

Night by Elie Wiesel

"Nothing Gold Can Stay" by Robert Frost

Number the Stars by Lois Lowry

Nettie's Trip South by Ann Turner

Olive's Ocean by Kevin Henkes

"Oranges" by Gary Soto

Orphans of Normandy: A True Story of World War II Told Through Children by Nancy Amis

Out of the Dust by Karen Hesse

Owl Moon by Jane Yolen

Outsiders, The by S. E. Hinton

Passage to Freedom: The Sugihara Story by Ken Mochizuki

Patrol: An American Soldier in Vietnam by Walter Dean Myers

People Could Fly, The by Virginia Hamilton

Pictures of Hollis Woods by Patricia Reilly Giff

Place to Grow, A by Soyung Pak

Peace Crane by Sheila Hamanaka

Princess Bride, The by William Goldman

Punctuation Takes a Vacation by Robin Pulver

"The Railway Train" by Emily Dickinson

"The Raven" by Edgar Allan Poe

"The Ransom of Red Chief" by O. Henry

Red Flower Goes West by Ann Turner

"Rikki-Tikki-Tavi" by Rudyard Kipling

"The Road Less Traveled" by Robert Frost

Roll of Thunder, Hear My Cry by Mildred D. Taylor

Scholastic Dictionary of Idioms by Marvin Terban

River Ran Wild, A by Lynne Cherry

Seedfolks by Paul Fleischman

Shiloh by Phyllis Reynolds Naylor

Show Way by Jacqueline Woodson

Shrek! by William Steig

Silent Boy, The by Lois Lowry

Sign of the Beaver, The by Elizabeth George Speare

Single Shard, A by Linda Sue Park

Snowflake Bentley by Jacqueline Briggs Martin

Song of the Trees by Mildred D. Taylor

"The Star-Spangled Banner" by Francis Scott Key

Stone Fox by John Reynolds Gardiner

So Far from the Sea by Eve Bunting

"Stopping by Woods on a Snowy Evening" by Robert Frost

Storms by Seymour Simon

"Summer Grass" by Carl Sandburg

Table Where Rich People Sit, The by Byrd Baylor

Tar Beach by Faith Ringgold

Tale of Despereaux, The by Kate DiCamillo

Teammates by Peter Golenbock

Terrible Things by Eve Bunting

Thanksgiving Story, The by Alice Dalgliesh

Things Not Seen by Andrew Clements

Through My Eyes by Ruby Bridges

Thank You, Mr. Falker by Patricia Polacco

Tough Cookie by David Wisniewski

Tracking Trash: Flotsam, Jetsam, and the Science of Ocean Motion by Loree Griffin Burns

Train to Somewhere by Eve Bunting

True Story of the Three Little Pigs, The by Jon Scieszka

"Two Sunflowers Move in the Yellow Room" by William Blake

Turnabout by Margaret Peterson Haddix

Under the Quilt of Night by Deborah Hopkinson

Voice That Challenged a Nation, The: Marian Anderson and the Struggle for Equal Rights by Russell Freedman

Watsons Go to Birmingham - 1963, The by Christopher Paul Curtis

Wednesday Wars, The by Gary D. Schmidt

When I Was Young in the Mountains by Cynthia Rylant

Wall, The: Growing Up Behind the Iron Curtain by Peter Sís

When Marian Sang: The True Recital of Marian Anderson, the Voice of a Century by Pam Muñoz Ryan

Where the Red Fern Grows by Wilson Rawls

Whittington by Alan Armstrong

"Willow and Ginkgo" by Eve Merriam

Witness by Karen Hesse

Wilma Unlimited by Kathleen Krull

Wolves by Seymour Simon

Wonderful Wizard of Oz, The by L. Frank Baum

"A Word Is Dead" by Emily Dickinson

Wrinkle in Time, A by Madeleine L'Engle

Year Down Yonder, A by Richard Peck

Woodsong by Gary Paulsen

Z Was Zapped, The by Chris Van Allsburg

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Print out the samples below and try them out in your own classroom. Planning Tools Depending on your classroom need on any given day, you may choose to access an interactive read-aloud lesson in one of two primary ways: by standard or by title.

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Summaries of important second language acquisition theories and principles

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Summaries of important second language acquisition theories and principles

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Here are summaries of some important second language acquisition theories and principles.

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Summaries of important second language acquisition theories and principles

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Scaffolding Language, Scaffolding Learning, Second Edition: Teaching English Language Learners in the Mainstream Classroom 

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Scaffolding Language, Scaffolding Learning, Second Edition: Teaching English Language Learners in the Mainstream Classroom 

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Pauline Gibbons provides a detailed guide on how to support ELLs through scaffolding techniques that bridge language and content learning. The book includes examples, strategies, and practical advice for mainstream teachers.

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The bestselling Scaffolding Language, Scaffolding Learning helped tens of thousands of mainstream elementary teachers ensure that their English language learners became full members of the school community with the language and content skills they needed for success. In the highly anticipated Second Edition, Pauline Gibbons updates her classic text with a multitude of practical ideas for the classroom, supported by the latest research in the field of ELL/ESL.

With clear directions and classroom tested strategies for supporting students' academic progress, Gibbons shows how the teaching of language can be integrated seamlessly with the teaching of content, and how academic achievement can be boosted without sacrificing our own vision of education to the dictates of knee-jerk accountability. Rich examples of classroom discourse illustrate exactly how the scaffolding process works, while activities to facilitate conversation and higher-level thinking put the latest research on second language learning into action.

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Scaffolding Language, Scaffolding Learning, Second Edition: Teaching English Language Learners in the Mainstream Classroom

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Scaffolding Language, Scaffolding Learning, Second Edition: Teaching English Language Learners in the Mainstream Classroom

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Use pictures, comic strips, or storyboards to help students create and tell stories. Students can describe the images and sequence events. This activity supports narrative skills, vocabulary development, and the use of descriptive language.

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Visual storytelling is the art of using images to tell a story.

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Here are some core principles for teaching English Language Learners (ELLs), supported by multiple sources.