Before retiring from Florida International University in Miami, Jodi Reiss served as the director of the TESOL Masters’ program. In her nine years there, she adapted, developed, and taught a variety of graduate and undergraduate TESOL courses. She particularly enjoyed teaching Methods of TESOL, Assessment for English Language Learners, and the final seminar in the Masters’ program in which her teachers directed their full attention toward analyzing their own teaching behaviors. These courses in how to teach, how to evaluate, and how to become a reflective practitioner served as a rich source of material for her books.Since her retirement, Ms. Reiss has written four books for secondary school teachers on strategies for teaching content to English language learners. In conjunction with these books, she conducts teacher workshops and presentations for school districts throughout the United States. Although no longer in the classroom, her clearly written books and popular workshops have allowed her to continue to provide information and inspiration to teachers of English language learners.

'This user friendly text can be used as a guide for new teachers who are looking to gain understanding of language and content learning as well as seasoned teachers who want to expand their repertoire of useful strategies." ~Jennifer Stengel-Mohr, Queens College, Flushing, NY "I found this book to be an excellent guide for novices and veteran teachers alike. The ideas are written in clear and understandable language. The strategies and techniques are explained in a away that makes teachers comfortable enough to attempt them with confidence." ~ Timothy A. Rodriguez, The Ohio State University at Lima, Lima, OH

• ContentsForeword: Ten QuestionsPreface Part I Perspectives for Classroom Practice: Theory and Culture Chapter 1 Theoretical Considerations Why Content Teachers Can Help How Content Teachers Can Help Theoretical Foundations Cummins: Differentiation of Social and Academic LanguageKrashen: The Affective FilterKrashen: The Comprehensible Input HypothesisVygotsky: Zone of Proximal DevelopmentSwain: Meaningful OutputBrown: Principles of Language Teaching and LearningBloom: TaxonomyApplying the Theories and Principles Theory to Application: Twelve Guidelines for Practice Questions for Discussion References and Resources Chapter 2 Culture and Content Instruction Culture and the Process of Content Instruction Class Work PatternsInstructional PatternsQuestioning PatternsExpressing OpinionsResponse Time PatternsAttention PatternsFeedback PatternsPatterns of AddressA Shift in PerceptionCultural Behaviors Change SlowlyCulture and the Product of Content Learning Special Considerations for Teachers of MathSpecial Considerations for Teachers of ScienceSpecial Considerations for Teachers of Social StudiesSpecial Considerations for Teachers of Language Arts, Reading, and LiteratureQuestions for Discussion References and Resources Part II Strategies for Classroom Practice: Instruction Chapter 3 Meeting State Objectives and Standards: Making Good Choices Standards for English Language Learners The Dilemma of Standards Selecting Standards, Topics, and Objectives The Objective: Analyze Standards, Topics, and Objectives to Make Sound ChoicesIn Summary: Selecting Standards, Topics, and Objectives Questions for Discussion References and Resources Chapter 4 Learning Strategies for English Language Learners Learning Strategies Defined Learning Strategies and Teaching Strategies: Same or Different? Learning Strategies and Learning Styles: Same or Different? The Types of Learning Strategies Metacognitive StrategiesCognitive StrategiesMemory StrategiesSocial StrategiesCompensation StrategiesWorking with Learning Strategies The Objective: Combine Strategies and Strategy TypesThe Objective: Actively Teach Learning StrategiesIn Summary: Working with Learning Strategies Questions for Discussion References and Resources Chapter 5 A Solid Start: Building and Activating Background Knowledge Motivation Preexisting Knowledge All Students Need Background Knowledge Working with Background Knowledge The Objective: Use Varied Techniques to Activate and Build Background KnowledgeIn Summary: Working with Background Knowledge Questions for Discussion References and Resources Chapter 6 Presenting New Material: Teaching the Lesson Oral Academic Language The Difficulties of Oral Academic Language Teacher Talk The Objective: Pace Your SpeechThe Objective: Simplify Your SpeechThe Objective: Enhance Your WordsClassroom Routine and Review The Objective: Create Classroom RoutinesThe Objective: Get into the Routine of ReviewIn Summary: Teaching the Lesson Questions for Discussion References and Resources Chapter 7 Did They Get What I Taught? Checking Comprehension Questions, Answers, and Participation in the Classroom The Objective: Formulate Questions in Ways that Encourage ParticipationThe Objective: Fine Tune Your Awareness of Student ParticipationIn Summary: Classroom Questions, Answers, and Participation Questions for Discussion References and Resources Chapter 8 Extending Comprehension: Textbook Vocabulary Strategies New Vocabulary: Which Words to Teach? SynonymsIdiomsNew Usages of Familiar WordsJust Plain New WordsTeaching and Learning Vocabulary The Objective: Use Meaningful Strategies for Teaching and Learning VocabularyThe Objective: Integrate Vocabulary Development into Daily InstructionIn Summary: Teaching and Learning Vocabulary Questions for Discussion References and Resources Chapter 9 Extending Comprehension: Textbook Reading Strategies Working with Your Textbook The Objective: Show Students How to Get the Most Out of Their TextbooksThe Objective: Help Students Become Competent Note TakersThe Objective: Use Alternative Resources for True ELL BeginnersIn Summary: Working with Your Textbook Questions for Discussion References and Resources Chapter 10 Reinforcing Learning: Activities and Assignments Assignments to Promote Student Success The Objective: Good Assignments Begin with Good DirectionsThe Objective: Modify Whole Class Assignments to Make Language ComprehensibleThe Objective: Differentiate Instructional Activities and AssignmentsIn Summary: Assignments that Promote Student Success Questions for Discussion References and Resources Part III Strategies for Classroom Practice: Assessment Chapter 11 Classroom Assessments: Did They Learn What You Taught? Essay Questions, Multiple-Choice Questions, and Language Demand The Pitfalls of Multiple-Choice Tests Separating Language from Content in Assessments The Objective: Modify Testing TechniquesThe Objective: Don’t Test at All!The Objective: Grade English Language Learners to Promote SuccessIn Summary: Separating Language from Content in Assessment Questions for Discussion References and Resources Chapter 12 The Big One: Preparing for High-Stakes Tests Maximizing Student Potential on Standardized Tests The Objective: Familiarize Students with the Format and Process of Multiple-choice TestingThe Objective: Use All Reasonable Allowable Accommodations for English Language LearnersIn Summary: Maximizing Student Potential on Standardized Tests Conclusion Questions for Discussion References and Resources Glossary of Acronyms Book Club SectionAppendix I Additional Resources for Teachers

Before retiring from Florida International University in Miami, Jodi Reiss served as the director of the TESOL Masters’ program. In her nine years there, she adapted, developed, and taught a variety of graduate and undergraduate TESOL courses. She particularly enjoyed teaching Methods of TESOL, Assessment for English Language Learners, and the final seminar in the Masters’ program in which her teachers directed their full attention toward analyzing their own teaching behaviors. These courses in how to teach, how to evaluate, and how to become a reflective practitioner served as a rich source of material for her books.Since her retirement, Ms. Reiss has written four books for secondary school teachers on strategies for teaching content to English language learners. In conjunction with these books, she conducts teacher workshops and presentations for school districts throughout the United States. Although no longer in the classroom, her clearly written books and popular workshops have allowed her to continue to provide information and inspiration to teachers of English language learners.

'This user friendly text can be used as a guide for new teachers who are looking to gain understanding of language and content learning as well as seasoned teachers who want to expand their repertoire of useful strategies." ~Jennifer Stengel-Mohr, Queens College, Flushing, NY "I found this book to be an excellent guide for novices and veteran teachers alike. The ideas are written in clear and understandable language. The strategies and techniques are explained in a away that makes teachers comfortable enough to attempt them with confidence." ~ Timothy A. Rodriguez, The Ohio State University at Lima, Lima, OH

• ContentsForeword: Ten QuestionsPreface Part I Perspectives for Classroom Practice: Theory and Culture Chapter 1 Theoretical Considerations Why Content Teachers Can Help How Content Teachers Can Help Theoretical Foundations Cummins: Differentiation of Social and Academic LanguageKrashen: The Affective FilterKrashen: The Comprehensible Input HypothesisVygotsky: Zone of Proximal DevelopmentSwain: Meaningful OutputBrown: Principles of Language Teaching and LearningBloom: TaxonomyApplying the Theories and Principles Theory to Application: Twelve Guidelines for Practice Questions for Discussion References and Resources Chapter 2 Culture and Content Instruction Culture and the Process of Content Instruction Class Work PatternsInstructional PatternsQuestioning PatternsExpressing OpinionsResponse Time PatternsAttention PatternsFeedback PatternsPatterns of AddressA Shift in PerceptionCultural Behaviors Change SlowlyCulture and the Product of Content Learning Special Considerations for Teachers of MathSpecial Considerations for Teachers of ScienceSpecial Considerations for Teachers of Social StudiesSpecial Considerations for Teachers of Language Arts, Reading, and LiteratureQuestions for Discussion References and Resources Part II Strategies for Classroom Practice: Instruction Chapter 3 Meeting State Objectives and Standards: Making Good Choices Standards for English Language Learners The Dilemma of Standards Selecting Standards, Topics, and Objectives The Objective: Analyze Standards, Topics, and Objectives to Make Sound ChoicesIn Summary: Selecting Standards, Topics, and Objectives Questions for Discussion References and Resources Chapter 4 Learning Strategies for English Language Learners Learning Strategies Defined Learning Strategies and Teaching Strategies: Same or Different? Learning Strategies and Learning Styles: Same or Different? The Types of Learning Strategies Metacognitive StrategiesCognitive StrategiesMemory StrategiesSocial StrategiesCompensation StrategiesWorking with Learning Strategies The Objective: Combine Strategies and Strategy TypesThe Objective: Actively Teach Learning StrategiesIn Summary: Working with Learning Strategies Questions for Discussion References and Resources Chapter 5 A Solid Start: Building and Activating Background Knowledge Motivation Preexisting Knowledge All Students Need Background Knowledge Working with Background Knowledge The Objective: Use Varied Techniques to Activate and Build Background KnowledgeIn Summary: Working with Background Knowledge Questions for Discussion References and Resources Chapter 6 Presenting New Material: Teaching the Lesson Oral Academic Language The Difficulties of Oral Academic Language Teacher Talk The Objective: Pace Your SpeechThe Objective: Simplify Your SpeechThe Objective: Enhance Your WordsClassroom Routine and Review The Objective: Create Classroom RoutinesThe Objective: Get into the Routine of ReviewIn Summary: Teaching the Lesson Questions for Discussion References and Resources Chapter 7 Did They Get What I Taught? Checking Comprehension Questions, Answers, and Participation in the Classroom The Objective: Formulate Questions in Ways that Encourage ParticipationThe Objective: Fine Tune Your Awareness of Student ParticipationIn Summary: Classroom Questions, Answers, and Participation Questions for Discussion References and Resources Chapter 8 Extending Comprehension: Textbook Vocabulary Strategies New Vocabulary: Which Words to Teach? SynonymsIdiomsNew Usages of Familiar WordsJust Plain New WordsTeaching and Learning Vocabulary The Objective: Use Meaningful Strategies for Teaching and Learning VocabularyThe Objective: Integrate Vocabulary Development into Daily InstructionIn Summary: Teaching and Learning Vocabulary Questions for Discussion References and Resources Chapter 9 Extending Comprehension: Textbook Reading Strategies Working with Your Textbook The Objective: Show Students How to Get the Most Out of Their TextbooksThe Objective: Help Students Become Competent Note TakersThe Objective: Use Alternative Resources for True ELL BeginnersIn Summary: Working with Your Textbook Questions for Discussion References and Resources Chapter 10 Reinforcing Learning: Activities and Assignments Assignments to Promote Student Success The Objective: Good Assignments Begin with Good DirectionsThe Objective: Modify Whole Class Assignments to Make Language ComprehensibleThe Objective: Differentiate Instructional Activities and AssignmentsIn Summary: Assignments that Promote Student Success Questions for Discussion References and Resources Part III Strategies for Classroom Practice: Assessment Chapter 11 Classroom Assessments: Did They Learn What You Taught? Essay Questions, Multiple-Choice Questions, and Language Demand The Pitfalls of Multiple-Choice Tests Separating Language from Content in Assessments The Objective: Modify Testing TechniquesThe Objective: Don’t Test at All!The Objective: Grade English Language Learners to Promote SuccessIn Summary: Separating Language from Content in Assessment Questions for Discussion References and Resources Chapter 12 The Big One: Preparing for High-Stakes Tests Maximizing Student Potential on Standardized Tests The Objective: Familiarize Students with the Format and Process of Multiple-choice TestingThe Objective: Use All Reasonable Allowable Accommodations for English Language LearnersIn Summary: Maximizing Student Potential on Standardized Tests Conclusion Questions for Discussion References and Resources Glossary of Acronyms Book Club SectionAppendix I Additional Resources for Teachers