"Very relevant to the real-life teaching situations that first-year teachers often encounter." -Joanne Ho, English Department Chair Clark High School, Las Vegas, NV "Easygoing and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom." -Elise Geither, Instructor Baldwin-Wallace College "The 'exploratory breaks' throughout each chapter provide readers an opportunity to apply their learning in a focused fashion." -Theresa Rouse, Superintendent/Principal San Lucas Union School District, CA   Novice teachers can apply best practices for a successful ELL classroom experience! This easy-to-navigate resource offers beginning teachers a carefully phased-in guide to teaching strategies they can use with their ESL-ELL learners to enhance reading, writing, speaking, listening, and grammar skills. Each chapter provides clear guidelines and step-by-step coverage of these essentials and more: Using different models for lesson planning Monitoring classroom behavior and interactions Using prepared skill-building activities or developing new ones Assessing students for placement in ESL or general education classes Reflecting and exploring the development of their own teaching practice This sourcebook offers a solid reality-based plan for all new teachers who want to create a successful classroom experience for themselves and their ESL-EFL students! 

Table of Contents:
Preface Acknowledgments About the Author Ch 1: Teaching in the First Year Exploratory Break 1.1: Teaching in the First Year Exploratory Break 1.2: First Year Phases of Development Exploratory Break 1.3: Stages of Development Exploratory Break 1.4: Stacy′s First Years of Development Exploratory Break 1.5: Stacy′s First Years of Support Exploratory Break 1.6: Mentors Exploratory Break 1.7: Teaching Load Exploratory Break 1.8: Nature of Classes during the First Years Exploratory Break 1.9: Helping Yourself Chapter Reflection Ch 2: Planning English Language Lessons Exploratory Break 2.1: Why Plan Lessons? Exploratory Break 2.2: Benefits of Planning Lessons Exploratory Break 2.3: Lesson Plan Details Exploratory Break 2.4: Writing Lesson Objectives Exploratory Break 2.5: Lesson Design Exploratory Break 2.6: Questions to Consider Before Lessons Exploratory Break 2.7: Components of a Language Lesson Exploratory Break 2.8: Questions for Teachers to Consider After the Lesson Exploratory Break 2.9: Questions for Students to Consider After the Lesson Chapter Reflection Ch 3: Classroom Management Exploratory Break 3.1: Teacher: Manager or Conductor Exploratory Break 3.2: Organizing the Class Exploratory Break 3.3: Conducting Group Work Exploratory Break 3.4: Dealing with the Disengaged ESL Student Exploratory Break 3.5: Facilitating Classroom Communication Exploratory Break 3.6: Investigating Patterns of Interaction in Your Classroom Exploratory Break 3.7: Facilitating Diversity Exploratory Break 3.8: Facilitating Different Learning Styles Exploratory Break 3.9: Looking Ahead Chapter Reflection Ch 4: Teaching Grammar Exploratory Break 4.1: Teaching and Grammar Exploratory Break 4.2: Grammar Exploratory Break 4.3: Teaching Grammar Exploratory Break 4.4: Inductive and Deductive Grammar Teaching Exploratory Break 4.5: Why Is English So Hard? Exploratory Break 4.6: Grammar Activity Using the CRISP Method Exploratory Break 4.7: Create your own Grammar Activities Using the CRISP Method Chapter Reflection Ch 5: Teaching Writing Exploratory Break 5.1: Writing Exploratory Break 5.2: Purpose and Audience Exploratory Break 5.3: Writing as Product Exploratory Break 5.4: Writing as Process Exploratory Break 5.5: Teaching Writing Exploratory Break 5.6: Assumptions About Writing Exploratory Break 5.7: Peer Evaluation Exploratory Break 5.8: Peer Editing Exploratory Break 5.9: Feedback Exploratory Break 5.10: The Place of Grammar Chapter Reflection Ch 6: Teaching Speaking Exploratory Break 6.1: Speaking a Second/Foreign Language Exploratory Break 6.2: Rules of Face-to-Face Interaction Exploratory Break 6.3: Turn-taking Exploratory Break 6.4: Teaching Turn-taking Exploratory Break 6.5: Establishing Topics Exploratory Break 6.6: Topics Exploratory Break 6.7: Conversation Breakdowns Exploratory Break 6.8: Repair Exploratory Break 6.9: Teaching Dimensions of Speaking Exploratory Break 6.10: Accuracy versus Fluency Exploratory Break 6.11: Guidelines for Planning Speaking Lessons Exploratory Break 6.12: Project Focus Exploratory Break 6.13: Project Information Exploratory Break 6.14: Class Project Chapter Reflection Ch 7: Teaching Reading Exploratory Break 7.1: Reading Habits Exploratory Break 7.2: Reading Definition Exploratory Break 7.3: Models of Reading Exploratory Break 7.4: Reading Strategy Profile Exploratory Break 7.5: Reading Strategies Exploratory Break 7.6: Prior Knowledge Exploratory Break 7.7: Word Association Exploratory Break 7.8: Direct Experience Exploratory Break 7.9: Cinquain Exploratory Break 7.10: Prediction Exploratory Break 7.11: Skimming Exploratory Break 7.12: Scanning Exploratory Break 7.13: Teaching New Vocabulary Exploratory Break 7.14: Text Structures Chapter Reflection Ch 8: Teaching Listening Exploratory Break 8.1: Listening Exploratory Break 8.2: Bottom-up Processing Exploratory Break 8.3: Top-Down Processing Exploratory Break 8.4: Interactional Purposes Exploratory Break 8.5: Transactional Purposes Exploratory Break 8.6: Back-channelling Signals Exploratory Break 8.7: Local, Global, and Transitional Repairs Exploratory Break 8.8: Comprehension Checks Exploratory Break 8.9: Soap Activities Chapter Reflection Ch 9: Language Assessment Exploratory Break 9.1: Language Assessment Exploratory Break 9.2: Reliability and Validity Exploratory Break 9.3: Alternative Assessment Exploratory Break 9.4: Criterion and Norm Reference Assessment Exploratory Break 9.5: Selected-response Assessment Exploratory Break 9.6: Multiple-choice Tests Exploratory Break 9.7: True-false Tests Exploratory Break 9.8: Matching Tests Exploratory Break 9.9: Short-answer Tests Exploratory Break 9.10: Essay Tests Exploratory Break 9.11: Fill-in Tests Exploratory Break 9.12: Oral Tests Exploratory Break 9.13: Portfolios Exploratory Break 9.14: Self/Peer Assessment Exploratory Break 9.15: Constructing Language Tests Exploratory Break 9.16: Create Your Own Language Test Chapter Reflection Ch 10: Professional Development Exploratory Break 10.1: Professional Development Needs Assessment Exploratory Break 10.2: Opportunities for Reflection and Development Exploratory Break 10.3: Action Research Exploratory Break 10.4: Critical Incidents Exploratory Break 10.5: Teaching Journal Exploratory Break 10.6: Classroom Observations Exploratory Break 10.7: Teacher Group Discussion Chapter Reflection References Index