English Language Learners are no longer confined to just a few states, but can be found in just about every classroom. Without strong reading skills, ELLs cannot develop to their fullest potential and are at greater risk for dropping out of school. Many ELLs don't fully develop their literacy skills in the elementary grades or begin their schooling in middle or high school. And most mainstream teachers may not have the training and preparation to teach language minority students. This resource provides assistance to teachers who struggle with the question of how to appropriately present complex subject matter to students who are just learning to speak English. With funding from the Carnegie Corporation and the US Department of Education, Margarita Calder=n and her associates developed the ExCELL (Expediting Comprehension for English Language Learners) model. From this successful program they created the ExC-ELL Observation Protocolua tool for planning content lessons; coaching for literacy coaches not familiar with ELL instruction; supervision by administrators; teacher self-reflection; peer coaching; and conducting classroom research. This practical guide is full of ready-to-use tools, including:Lesson templatesRubricsSample lesson plans in mathematics, science, language arts, and social studiesDescriptions of successful programsProfessional development designsThis book is designed for middleaand high school teachers of English, science, math, and social studies who teach one or more ELL students. Middle and high school principals, literacy coaches, content curriculum specialists, and central office administrators will find this to be a useful tool in raising the achievement of ELLs.
Margarita Calderon, PhD is professor emerita senior research scientist at Johns Hopkins University School of Education. Since 2004, she has been conducting research studies funded by the Carnegie Corporation of New York. She has conducted longitudinal studies on English learners' language and literacy development in elementary, middle, and high schools, and is now focusing on professional development designs for adopting evidence-based instruction. The author of more than one hundred articles, chapters, books, and teacher training manuals, Dr. Calderon's most recent professional book is Teaching Reading to English Language Learners, Grades 6-12. She also developed RIGOR (Reading Instructional Goals for Older Readers), a series of intervention resources for older students reading at preliterate-Grade 3 levels. RIGOR is being used in New York City, Boston, Houston, Louisville, Salt Lake City, and other major cities. Dr. Calderon has worked as an ESL high school teacher, a professional development coordinator for San Diego State University, and a bilingual director for the University of California at Santa Barbara. She presents frequently at conferences of major education organizations, including the International Reading Association, Teachers of English as a Second Language, and National Association of Bilingual Educators. Born in Juarez, Mexico, Dr. Calderon was educated in Mexico and the United States, receiving her BA in English and MA in linguistics from the University of Texas at El Paso, followed by a PhD from Claremont Graduate School in Pomona, California.