Table of Contents

Acknowledgments
About the Authors
PART I: The Equitable Access Approach
Chapter 1. Foundations for the Equitable Access Approach for English Learners
Mandated Language Arts Programs
Key Practices for Working With English Learners
Conclusion
PART II: Example Units
Chapter 2. Language Objectives: A Seeds, Plants, and Plant Growth Unit
Language Objectives
Putting the Unit Into Context: Rosa’s Seeds, Plants, and Plant Growth Unit
Preview Activities: Drawing on and Building Background
As We Engage in the Unit: View Activities
Review Activities for Plants and Seeds Unit
Your Turn: Unit Reflection
Outline of Plants and Seeds Unit Strategies
Preview Activities: Drawing on and Building Background
As We Engage in the Unit: View Activities
Review Activities for Plants and Seeds Unit
Chapter 3. Making the Input Comprehensible: A Habitats Unit
Making the Input Comprehensible
Putting the Unit Into Context: Robert’s Unit on Habitats
Preview Activities: Drawing on and Building Background
As We Engage in the Unit: View Activities
Review Activities for Habitats Unit
Your Turn: Unit Reflection
Outline of Habitats Unit Strategies
Preview Activities: Drawing on and Building Background
As We Engage in the Unit: View Activities
Review Activity for Habitats Unit
Chapter 4. Characteristics of Texts That Support Readers: Our Amazing Oceans Unit
Characteristics of Texts That Support Readers
Putting the Unit Into Context: Felipe’s Our Amazing Oceans Unit
Preview Activities: Drawing on and Building Background
As We Engage in the Unit: View Activities
Review Activities for Oceans Unit
Your Turn: Unit Reflection
Outline of Our Amazing Oceans Unit Strategies
Preview Activities: Drawing on and Building Background
As We Engage in the Unit: View Activities
Review Activities for Oceans Unit
Chapter 5. Teaching Academic Language and Meaningful Content: Our Earth, Natural Disasters Unit
Teaching Academic Language and Meaningful Content
Putting the Unit Into Context: Gloria’s Our Earth, Natural Disasters Unit
Preview Activities: Drawing on and Building Background
As We Engage in the Unit: View Activities
Review Activities for Natural Disasters Unit
Your Turn: Unit Reflection
Conclusion
Outline of Natural Disasters Unit Strategies
Preview Activities: Drawing on and Building Background
As We Engage in the Unit: View Activities
Review Activities for Natural Disasters Unit
Professional References
Index

About the Author

Mary Soto, an Assistant Professor in the Teacher Education Department at California State University East Bay, prepares teacher candidates and masters students to work with diverse learners. She is a co-author of ESL Teaching: Principles for Success (Heinemann, 2016) and has published articles on the topic of bilingual/ESL teaching. She presents at national and international conferences. Her research interests focus on best practices for long-term English Learners.


Dr. Yvonne Freeman and Dr. David Freeman are professors emeriti at The University of Texas Rio Grande Valley. Both are interested in effective education for emergent bilinguals. They present regularly at international, national, and state conferences. They have worked extensively in schools in the U.S. They have also worked with educators in Ecuador, Mexico, Colombia, Venezuela, Costa Rica, Argentina, Uruguay, Hong Kong, India, Indonesia, Lithuania, Mallorca, and Sweden.      

The Freemans have authored books, articles and book chapters jointly and separately on the topics of second language teaching, biliteracy, bilingual education, linguistics, and second language acquisition. They are authors of Grammar and Syntax in Context published by Corwin. Their books, published by Heinemann, include Dual Language Essentials for Teachers and Administrators 2nd edition, ESL Teaching: Principles for Success 2nd edition, Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar, 2nd edition, Between Worlds: Access to Second Language Acquisition, 3rd edition, Academic Language for English Language Learners and Struggling Readers La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión, 2nd edition, Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms 2nd edition, Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners, and Teaching Reading in Multilingual Classrooms.

In addition they have edited three books: Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals, Research On Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals and Diverse Learners in the Mainstream Classroom: Strategies for Supporting All Students Across Content Areas.


Dr. Yvonne Freeman and Dr. David Freeman are professors emeriti at The University of Texas Rio Grande Valley. Both are interested in effective education for emergent bilinguals. They present regularly at international, national, and state conferences. They have worked extensively in schools in the U.S. They have also worked with educators in Ecuador, Mexico, Colombia, Venezuela, Costa Rica, Argentina, Uruguay, Hong Kong, India, Indonesia, Lithuania, Mallorca, and Sweden.      

The Freemans have authored books, articles and book chapters jointly and separately on the topics of second language teaching, biliteracy, bilingual education, linguistics, and second language acquisition. They are authors of Grammar and Syntax in Context published by Corwin. Their books, published by Heinemann, include Dual Language Essentials for Teachers and Administrators 2nd edition, ESL Teaching: Principles for Success 2nd edition, Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar, 2nd edition, Between Worlds: Access to Second Language Acquisition, 3rd edition, Academic Language for English Language Learners and Struggling Readers La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión, 2nd edition, Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms 2nd edition, Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners, and Teaching Reading in Multilingual Classrooms.

In addition they have edited three books: Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals, Research On Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals and Diverse Learners in the Mainstream Classroom: Strategies for Supporting All Students Across Content Areas.