1. Cunningham, Patricia. What Really Matters in Vocabulary: Research- Based practices Across the Curriculum. New York: Pearson Education, 2009.

  • Provides examples of how to teach individual vocabulary words
  • Provides examples of how to teach word learning strategies
  • Provides examples of how to foster word consciousness
  • Highlights include: Read aloud geared towards vocabulary with target words and visuals, teaching word parts (compound words, prefixes, suffixes, and roots), reading groups that teach context clues and pre-teach vocabulary with native language translations, and word lists for ELLs in math, science, social studies, art, music, and Physical education.
  • Includes side notes on how to adapt activities for ELLs. Most adaptations focus on providing additional background knowledge and visuals

2. Peregory, Suzanne and Boyle, Owen. Reading, Writing, and Learning in ESL. New York: Pearson Education, 2005.
  • Answers questions: Who are ELL students? How can I incorporate ELLs into the classroom when they speak little/no English? What social and cultral factors will effect how they act in the classroom?
  • Provides alternative assessment ideas for ELLs
  • Provides and explanation of language acquisition theory
  • Provides charts of strategies that can be used to teach ELLs reading and writing skills
  • Outlines home and school environments that nurture emergent literacy
  • Big Idea: "Many non-English speaking parents have feared that using their native language at home might be harmful. This turns out to be untrue. In the case of early literacy, when children are involved in functional literacy activities at home they begin to form important concepts about how print works in form and function(pg. 178)."

3. Educational Leadership. Supporting English Language Learners. April 2009 Vol.66 NO. 7.

Key points:
  • Include parents/families in the literacy process- family literacy programs
  • Culturally knowledgeable teachers can better teach language learners
  • Bilingual education and laws around educating language learners
  • How to differentiate for language learners
  • The importance of building on prior knowledge
  • Provide language learners with more time to learn
  • What is Structures Immersion and how does it work?
  • What are Dual language Programs and How do they work?
  • List of common misconceptions about ELLs (pg56)
  • Ideas on how to scaffold discussions

4. Echevarria, Jane, Vogt, MaryEllen, Short, Deborah J., Making Content Comprehensible for English Learners, the SIOP Model. Pearson Education, 2004.

  • Provides The Sheltered Instruction Observation protocol (SIOP) and an abbreviated SIOP
  • Introduces pressing educational needs of English learners and what sheltered instruction is all about
  • Chapter 2-9 explains the SIOP model and describes the items on the SIOP
  • Each chapter includes a teaching scenarios and how the different lesson rate on the protocol
  • Chapter 10 covers the special needs of ELLs who have reading problems and learning disabilities
  • Chapter 11 provides information about how to score and interpret the SIOP

5. Blachowicz, Camille, Fisher J., Teaching Vocabulary in all Classrooms. Pearson Education, 2006.
  • Chapter 8 Vocabulary Instruction for Diversity: English-Language Learners and Struggling Readers
  • Provide clear examples of Instructional Strategies are effect with our ELLs

6. Smith, Grace, E., Throne, Stephanie, Differentiating Instruction with Technology in K-5 Classrooms.
  • Provides clear examples of how to use technology to differentiate instruction by interest, readiness, learning profile, content, process and product.
  • Provides resources and links at the end of every chapter that can be used to integrate technology into instruction

7. PBS technology integration website: http://www.pbs.org/teachers/librarymedia/tech-integration/
This website offers current research and best practice for integrating technology into your classroom.

8. Artiles, Alfredo, J Ortiz, Alba, A., Editors, English Language Learners With Special Education Needs, Identification, Assessment, and Instruction. Prepared for publication by the ERIC Clearinghouse on Languages and Linguistics. Published by the Center for Applied Linguistics and Delta Systems Co., Inc. 2002.

  • Describes the challenges involved in serving English language learners with special needs.
  • This is a Professional Practice Series with the chapters written by experts who have focused their attention to this unique population of learners.
  • Each chapter focus on a particular topic, trend, and technique that is effective in working with ELLs with special needs.
  • Provides teachers and administrators practical guidelines and strategies for implementing current best practice into classrooms and schools.
Online information about the series found at http//www.practiceseries.com.


9. Rothstein-Fisch, Carrie, Trumbull, Elise, Managing Diverse Classrooms, How to Build on Students' Cultural Strengths, Association for Supervision and Curriculum Development. Alexandria, Virginia. 2008.

  • teacher developed strategies that use cultural values to help improve a wide range of issues:
    • Communication with families
    • Open house and parent-teacher conference
    • Homework
    • Attendance
    • Learning in the content areas
    • Motivation and rewards
    • Classroom rules
    • Assessment and grading
  • This resource is a result of a five-year action research study in the Bridging Cultures Project.