Full Description
Transform how experienced multilinguals develop academic language and literacy skills
Experienced multilinguals—students who have been in language development programs for five or more years—face unique challenges that traditional English language development (ELD) approaches often fail to address. While newcomers receive immediate attention and support, experienced multilinguals frequently find themselves stuck in programs designed for social language development rather than the sophisticated academic language they need to thrive.
In this follow-up to their bestselling Long-Term Success for Experienced Multilinguals, authors Tan Huynh and Beth Skelton provide ELD and English Language Arts teachers with the Integrated Literacy Framework. This revolutionary approach systematically integrates all four language domains (listening, speaking, reading, and writing) with the four dimensions of academic language (vocabulary, sentence structures, organizational patterns, and context). Through content-based units and intentional academic literacy activities, teachers will learn how to design instruction that moves experienced multilinguals beyond survival language to the complex communication skills required for academic success.
Key features of this resource include:
The complete Integrated Literacy Framework with step-by-step guidance for unit and lesson planning that weaves content and language development together
Four comprehensive sample units progressing from foundational to sophisticated academic language, including an approach to create your own vocabulary set, sentence structures, and organizational patterns
Practical classroom tools including engagement models that cultivate independence, vignettes from Tan's classroom, "Try It Out" activities, reflection questions, templates, and visual anchor charts
Foundational literacy routines for systematic sentence-level and organizational instruction, including Structured Quick Write, Sentence Deconstruction and Reconstruction, Co-editing, and Co-revising
This essential resource empowers educators to create the optimal conditions experienced multilinguals need to unlock their potential as the mathematicians, scientists, historians, writers, and artists they know themselves to be. Your students will develop the academic language proficiency necessary to express complex ideas with confidence and sophistication.
Contents
Acknowledgments
About the Authors
Introduction
A Note From Tan
A Note From Beth
Book Overview
PART 1: The Integrated Literacy Framework
Chapter 1: The Instructional Needs of Experienced Multilinguals
Who Are Experienced Multilinguals?
What Is the Dilemma for Experienced Multilinguals?
What Is the Dilemma for ELD Teachers?
What Is the Opportunity for Experienced Multilinguals and ELD Teachers?
What Is Explicit, Systematic, and Integrated ELD Instruction?
Summary
Chapter 2: The Integrated Literacy Framework
Why Should We Have a Framework for ELD Classes?
The Sequence of the Integrated Literacy Framework
Planning With the Integrated Literacy Framework
The Input-Output Loop
Why Is the Integrated Literacy Framework Specifically for Experienced Multilinguals?
Summary
Chapter 3: Intentionally Starting With Unit Planning
Backward Planning at the Unit Level
Why Should Teachers Plan the Unit With the Integrated Literacy Framework?
Five Steps to Backward Planning
Step 1. Identify the content to contextualize the ELD standards.
Step 2. Gather the sources to teach the content.
Step 3. Design the summative assessment.
Step 4: Produce a model response and analyze it for the dimensions of language.
Step 5: Sequence the unit's lessons.
Summary
Chapter 4: Lesson Planning for Academic Literacy
Five Steps to Backward Planning an Integrated Lesson Objective
Step 1: Identify the content for the specific lesson.
Step 2: Write an exit ticket prompt.
Step 3: Produce a model response.
Step 4: Analyze the academic language in the model response.
Step 5: Write an integrated objective with content and language expectations.
Summary
Chapter 5: Designing Integrated Vocabulary Instruction
Essential Principles of Vocabulary Instruction
What Words Should Be Taught in the Unit?
Introducing the Vocabulary Words
Essential Engagement Models
Integrating Reading, Writing, and Oracy With Vocabulary Development at the Sentence Level
Teaching Reading Through the Vocabulary Set
Explaining Vocabulary Within the Text
Summary
Chapter 6: Integrated Literacy Routines
Literacy Routines for Sentence-Level Instruction
Structured Quick Write
Co-editing Sentences of Short-Answer Responses
Sentence Deconstruction and Reconstruction
Literacy Routines for Organization-Level Instruction
Teaching Sentence-to-Sentence Transitions
Teaching Organization Within a Paragraph
Co-revising Paragraph Sequencing Using a Mentor Essay
Teaching Paragraph-to-Paragraph Transitions
How to Use the Literacy Routines
Summary
PART 2: The Units
UNIT 1: Forming Foundational Academic Literacy
Tan's Context for Unit 1
Vocabulary Integration in Unit 1
Conceptual Vocabulary in Unit 1
Thinking Verbs in Unit 1
Sentence Integration in Unit 1
Sentence-Level Acronyms and Formulas in Unit 1
Simple Sentences
Compound Sentences
Organization Integration in Unit 1
Transitions Using Pronoun Referencing
Transitions Using Conjunctive Adverbs
Chronological Summary Paragraph With Sequencing Words (FATNI)
Informative Paragraph Summary (TABBS)
Transitions Between Paragraphs for Chronological Essays
Transitions Between Paragraphs for Informative Essays
Triangle Introduction
Differentiation in Unit 1
Differentiation by Process
Differentiation by Product
Summary
UNIT 2: Cultivating Complex Academic Literacy
Tan's Context for Unit 2
Vocabulary Integration in Unit 2
Conceptual Vocabulary in Unit 2
Explanatory and Argumentative Thinking Verbs in Unit 2
Sentence Integration in Unit 2
Remove Scaffolds for Compound Sentences
Compose Sentences With Appositives
Compose Complex Sentences That Start With Conjunctions and Prepositions
Organization Integration in Unit 2
Transition Between Sentences With WEST BUNDAI Words
Compose a Single Explanatory or Argumentative Paragraph (CEEL)
Transition Between Paragraphs With WEST BUNDAI Words
Collaboratively Compose a Triangle Introduction and Conclusion
Differentiation in Unit 2
Summary
UNIT 3: Acquiring Advanced Academic Literacy
Tan's Context for Unit 3
Vocabulary Integration in Unit 3
Conceptual Vocabulary in Unit 3
Explanatory Thinking Verbs Taught in Unit 3
Argumentative Scaled Phrases in Unit 3
Sentence Integration in Unit 3
Teach the Remaining WEST BUNDAI Words
Compose Sentences With Adverbial Phrases (ESP)
Organization Integration in Unit 3
Transition Between Sentences With WEST BUNDAI Words
Transition Between Sentences With Adverbial Phrases
Transition Between CEEL Paragraphs With WEST BUNDAI Words
Collaboratively Compose a Triangle Introduction and Conclusion
Differentiation in Unit 3
Summary
UNIT 4: Seeking Sophisticated Academic Literacy
Tan's Context for Unit 4
Vocabulary Integration in Unit 4
Conceptual Vocabulary in Unit 4
Thinking Verbs and Scaled Phrases in Unit 4
Sentence Integration in Unit 4
Remove Scaffolds
Compose Sentences That Start With Gerunds
Compose Sentences With Participial Phrases
Compose Sentences Using the "To VD, NVD" Structure
Compose Combined Complex Sentences
Organization Integration in Unit 4
Transitions Between Sentences With "Verbing D, NVD" or "To VD, ND"
Transitions Between Paragraphs That Start With Gerunds, Participial Phrases, and Infinitives
Independently Compose a Triangle Introduction and Conclusion
Differentiation in Unit 4
Summary
Closure and Invitation
Building on the Framework
Reflections on the Framework
Call to Action
With Gratitude
Appendices
Appendix A: Thinking Verbs
Appendix B: Model Response for Unit 1's Summative Informative Essay on the Japanese American Internment Camps
Appendix C: Lesson Planning Template for the Integrated Literacy Framework
Appendix D: Acronyms and Mnemonics for Sentences and Paragraph Structures
Appendix E: Glossary of Terms and Commonly Used Acronyms
References
Index
