ESL-7200

Mora-Flores, E., & Villalobos, J. (2019). Integrated English language development: Supporting English language learners across the curriculum. Shell Education.
Read Chapter 4: Comprehensible Input and Chapter 5: Comprehensible Output.

Ferlazzo, L., & Hull Sypnieski, K. (2016). Navigating the common core with English language learners: Practical strategies to develop higher-order thinking skills. Jossey-Bass.
Read your choice of remaining chapters as they relate to the content area of the lesson plan you intend to write for your assignment this week. Explore the table of contents to choose a chapter because each chapter relates directly to a content area and or grade level. For example, if your assignment this week will be a lesson plan for math, then read the chapter about math.

Echevarria, J., Short, D., & Powers, K. (2008). Making content comprehensible for non-native speakers of English: The SIOP Model. International Journal of Learning, 14(11), 41–49.
This resource will help you consider how the SIOP model helps content area teachers make input more comprehensible and accessible to ELL students with specific teaching strategies and tools. This article explains the process and research behind the SIOP model.

The SIOP model is a research-based and highly regarded practical tool to help teachers make sure that they are addressing ELL students’ access to comprehensible input. After reading the About page, explore the following section on lesson plans.

English Language Learning LibGuide
NCU’s English Language Learning LibGuide contains a treasure trove of information on teaching ELL students in today’s diverse classrooms/schools. Browse the various videos, articles, and websites in the LibGuide to inspire your lesson plan ideas and teaching strategies.