DR. JEFF ZWIERS is a senior researcher at the Stanford University Graduate School of Education. He supports the Understanding Language Initiative and codirects the Academic Language Development Network (aldnetwork.org), a research and professional development project focused on the education of academic English learners. He has published articles and books on literacy, cognition, discourse, and academic language. His current research focuses on effective lesson planning and classroom practices that foster academic interactions and literacy. DR. SUSAN O’HARA is executive director of the CRESS Center at the University of California, Davis, and cofounder of the Academic Language Development Network. Her research agenda focuses on teacher professional development and on instructional practices that are associated with improved outcomes for English learners. DR. ROBERT PRITCHARD is a professor of education at Sacramento State University. A former ESL teacher and reading specialist, Dr. Pritchard works extensively with teachers and administrators in a variety of professional development settings. He has authored numerous publications related to language and literacy development of culturally and linguistically diverse learners.

"Teachers will find the details, instruction, and annotations fascinating, like a slowed-down movie version of an actual classroom where we have the opportunity to pause, think, and rethink, move around the room, and reflect on our normally fast-paced lessons." - Teachers College Record"It's classroom application of the common core at its best." - Midwest Book Review

• Introduction; Chapter 1: Framing the Teaching of Academic Language and Disciplinary Literacy; Chapter 2: Designing Activities and Lessons; Chapter 3: Clarifying, Modeling, and Guiding; Chapter 4: Using Complex Texts; Chapter 5: Lessons Focused on Using Complex Texts; Chapter 6: Fortifying Complex Output; Chapter 7: Lessons Focused on Fortifying Complex Output; Chapter 8: Fostering Academic Interactions; Chapter 9: Lessons That Focus on Fostering Academic Interactions; Chapter 10: Coaching, Collaboration, and Capacity; Conclusion

DR. JEFF ZWIERS is a senior researcher at the Stanford University Graduate School of Education. He supports the Understanding Language Initiative and codirects the Academic Language Development Network (aldnetwork.org), a research and professional development project focused on the education of academic English learners. He has published articles and books on literacy, cognition, discourse, and academic language. His current research focuses on effective lesson planning and classroom practices that foster academic interactions and literacy. DR. SUSAN O’HARA is executive director of the CRESS Center at the University of California, Davis, and cofounder of the Academic Language Development Network. Her research agenda focuses on teacher professional development and on instructional practices that are associated with improved outcomes for English learners. DR. ROBERT PRITCHARD is a professor of education at Sacramento State University. A former ESL teacher and reading specialist, Dr. Pritchard works extensively with teachers and administrators in a variety of professional development settings. He has authored numerous publications related to language and literacy development of culturally and linguistically diverse learners.

"Teachers will find the details, instruction, and annotations fascinating, like a slowed-down movie version of an actual classroom where we have the opportunity to pause, think, and rethink, move around the room, and reflect on our normally fast-paced lessons." - Teachers College Record"It's classroom application of the common core at its best." - Midwest Book Review

• Introduction; Chapter 1: Framing the Teaching of Academic Language and Disciplinary Literacy; Chapter 2: Designing Activities and Lessons; Chapter 3: Clarifying, Modeling, and Guiding; Chapter 4: Using Complex Texts; Chapter 5: Lessons Focused on Using Complex Texts; Chapter 6: Fortifying Complex Output; Chapter 7: Lessons Focused on Fortifying Complex Output; Chapter 8: Fostering Academic Interactions; Chapter 9: Lessons That Focus on Fostering Academic Interactions; Chapter 10: Coaching, Collaboration, and Capacity; Conclusion

DR. JEFF ZWIERS is a senior researcher at the Stanford University Graduate School of Education. He supports the Understanding Language Initiative and codirects the Academic Language Development Network (aldnetwork.org), a research and professional development project focused on the education of academic English learners. He has published articles and books on literacy, cognition, discourse, and academic language. His current research focuses on effective lesson planning and classroom practices that foster academic interactions and literacy. DR. SUSAN O’HARA is executive director of the CRESS Center at the University of California, Davis, and cofounder of the Academic Language Development Network. Her research agenda focuses on teacher professional development and on instructional practices that are associated with improved outcomes for English learners. DR. ROBERT PRITCHARD is a professor of education at Sacramento State University. A former ESL teacher and reading specialist, Dr. Pritchard works extensively with teachers and administrators in a variety of professional development settings. He has authored numerous publications related to language and literacy development of culturally and linguistically diverse learners.

"Teachers will find the details, instruction, and annotations fascinating, like a slowed-down movie version of an actual classroom where we have the opportunity to pause, think, and rethink, move around the room, and reflect on our normally fast-paced lessons." - Teachers College Record"It's classroom application of the common core at its best." - Midwest Book Review

• Introduction; Chapter 1: Framing the Teaching of Academic Language and Disciplinary Literacy; Chapter 2: Designing Activities and Lessons; Chapter 3: Clarifying, Modeling, and Guiding; Chapter 4: Using Complex Texts; Chapter 5: Lessons Focused on Using Complex Texts; Chapter 6: Fortifying Complex Output; Chapter 7: Lessons Focused on Fortifying Complex Output; Chapter 8: Fostering Academic Interactions; Chapter 9: Lessons That Focus on Fostering Academic Interactions; Chapter 10: Coaching, Collaboration, and Capacity; Conclusion