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 More Praise for How to Reach & Teach
English Language Learners

‘‘One of the single most urgent questions facing educators today is, ‘How
can we best identify and meet the needs of English language learners?’
With a depth of practical experience, coupled with action research to
identify high-impact strategies for engaging English language learners,
this book presents a hands-on approach for all educators who provide
instruction to students acquiring a second language.’’
—Armene Chavdarian, retired deputy superintendent, Instructional
Services, El Monte City School District, El Monte, California

‘‘Rachel Carrillo Syrja has written a comprehensive guide on second

language learners that should be on every educator’s reading list.
Not only does Rachel look at specific instructional strategies, she also
provides powerful insight into assessment, grading, and cultural aspects
of teaching ELLs.’’
—Christopher Hanson, professional development associate,
The Leadership and Learning Center
How to Reach &
Teach English
Language Learners
 Jossey-Bass Teacher

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How to Reach &
Teach English
Language Learners
Rachel Carrillo Syrja
Copyright  2011 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass
A Wiley Imprint
989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or
by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted
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missions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax
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Permission is given for individual classroom teachers to reproduce the pages and illustrations for classroom
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Library of Congress Cataloging-in-Publication Data

Syrja, Rachel Carrillo, 1968-
How to reach and teach English language learners / Rachel Carrillo Syrja.—1st ed.
p. cm.—(J-B ed : reach and teach ; 4)
Includes bibliographical references and index.
ISBN 978-0-470-76761-0 (pbk.)
ISBN 978-1-118-09815-8 (ebk.)
ISBN 978-1-118-09816-5 (ebk.)
ISBN 978-1-118-09817-2 (ebk.)
1. English language -Study and teaching—Foreign speakers. I. Title. II. Title: How to reach and
teach English language learners.
PE1128.A2S97 2011
428.0071—dc23
2011021313

Printed in the United States of America

FIRST EDITION
PB Printing 10 9 8 7 6 5 4 3 2 1
 About the Author

Rachel Carrillo Syrja, M.Ed., is a professional development associate with the Leadership
and Learning Center in Denver, Colorado. A native Spanish speaker raised in a bilingual
household and a veteran educator of English as a Second Language (ESL) and Title
I students, she has placed a strong emphasis on serving English Language Learners
throughout her career.
During her nearly two decades in education, Syrja has worked as a classroom teacher,
mathematics resource teacher, and professional developer. Her varied educational expe-
riences as well as leadership roles have enhanced her knowledge and skills in the areas
of curriculum, instruction, and assessment. Among her many leadership roles, she has
designed and implemented districtwide staff development in the areas of English language
development, working with struggling readers, standards-based education, and assessment
for learning. In addition, she has conducted workshops for teachers and administrators
on data teams, professional learning communities, and using assessment data to drive
instruction, and she has presented at national conferences such as ASCD.
Throughout her career, Syrja has led and facilitated district task forces for curriculum
adoptions, standards-based report cards, and the creation of benchmark assessments and
pacing guides. She recently developed and implemented an ESL curriculum for a large
urban school district, and her current focus is on ensuring a high degree of implementation
of professional development initiatives.

ix
 About The Leadership
and Learning Center

The Leadership and Learning Center provides world-class, research-based professional

development services and solutions for educators who serve students from pre-kindergarten
through college. The Center has worked in all fifty states and every Canadian province, as well
as Europe, Africa, Asia, South America, and the Middle East. The Center works with public
schools, religious and secular independent schools, charter schools, community colleges,
technical schools, universities, state departments of education, and international education
associations. Center Professional Development Associates are experienced superintendents,
administrators, and educators who provide comprehensive practices for clients in the areas
of standards, assessment, instruction, accountability, data analysis, and leadership.

x
 Acknowledgments

I begin by thanking those individuals in my life who had a profound impact on the
writing of this book: first and foremost, my parents, Alfonso and Florentina, who taught
my brothers and me the importance and value of an education, and my beloved brothers,
Martin and Alfonso, with whom I spent the happiest of childhoods.
I offer thanks as well to my incredibly forward-thinking administrators Barbara Gera,
Armene Chavdarian, Cynthia Traino, and Jeff Seymour, who had the wisdom to know
the importance of developing the knowledge base of their team in all curricular areas,
and particularly in strategies for supporting English learner populations; to Guy DeRosa,
Jessica Pardini, and Shirley Burkhardt for always challenging me to continue learning
and growing; and to the administrators, teachers, and students of the city of El Monte,
California, who never fail to inspire me.
There are times in one’s life when the stars align and unexpected opportunities present
themselves to you. The Leadership and Learning Center entered my life in 2004 and
literally changed the trajectory of my career. Special thanks go to Douglas Reeves and Larry
Ainsworth for believing in me and in my ability to write this book and to the amazing
professional development associates there, including Bonnie Bishop, Juan Cordova, Mary
Vedra, Lisa Almeida, Loan Mascorro, Angela Peery, Linda Gregg, Steve Ventura, and Connie
Kamm, without whose professional guidance and support this book would have never
happened. Special thanks go to Kristin Anderson, who has supported and encouraged me
to continue challenging myself and to always be the author of my own story.
I extend a very special word of appreciation to the editorial staff at Jossey-Bass, including
Marjorie McAneny and Robin Lloyd, for their tireless support. And to my editor, Beverly
Miller, whose countless hours of editing have made my work sound better than I ever
imagined it could.
To my husband, Randy, whose love and devotion carried me through the writing of
every word in this book, I offer countless thanks. Finally, my daughter, Haley, withstood
countless hours without her mother’s company and always did so without a single
complaint. I cherish every moment I get to spend with you!

xi
 Contents

About the Author ix

About The Leadership and Learning Center x
Acknowledgments xi
Preface xxi

Introduction 1
Where Are the Answers? 2
Using This Resource 2

PART ONE
ENGLISH LANGUAGE LEARNERS

Chapter 1: The Current State of Education for English Language Learners 5

What Works with ELLs 6
Is It Only About Degree of Implementation? 7
How Long It Takes to Acquire English 8
The New Wave of Immigration 9
A Growing ELL Population 9
Characteristics of the Current ELL Population 10

Chapter 2: The Case for Urgency 11

The Impact of the No Child Left Behind Act 11
State Concentrations of School-Age Children of Immigrants 13
Responding to the Challenges 14

Chapter 3: Long-Term English Language Learners 15

Chapter 4: How Children Acquire Language 19

xiii
Part One Resources 23
What Works with Long-Term English Learners 23
Discussion Questions 24

PART TWO
GETTING READY TO TEACH

Chapter 5: English Language Learner Instructional Programs 27

Some Issues with the Home Language Survey 28
English Language Learner Program Options 29
Bilingual Programs 30
Dual-Immersion Programs 30
English-Immersion Programs 31
English Mainstream 31
Support Programs for ELLs 31
English as a Second Language Instruction 31
Sheltered Instruction 32
Total Physical Response 32
Conclusion 32

Chapter 6: Levels of Language Acquisition 33

How the Four Language Domains Develop in ELLs 34
Common Misconceptions 34
Conclusion 37

Chapter 7: Assessing English Language Learners 39

Formative and Summative Assessments 40
The Assessment Process 40
Monitoring Language Acquisition 40
Complexities of Monitoring Language Acquisition 40
Assessment in the ESL Classroom 43
Assessment in the Mainstream Classroom 43
Planning Differentiated Assessments 45
A Word of Caution to Mainstream Teachers 48
The Bottom Line 49

xiv Contents
Chapter 8: Grading English Language Learners 51
Impact of an Inaccurate Grading System on Students and Parents 52
What About the Teacher’s Beliefs? 54
How to Solve the Grading Issues 54

Chapter 9: Identifying Language Acquisition Levels 57

Creating Language Proficiency Assessments 58
Using Assessment Results 59

Part Two Resources 61

Survey: Auditing Your English Language Learner Program 61
Sample Supplemental Grading Report 64
English Language Learner Profile Sheet 66
Using the English Language Learner Profile Sheet 68
Discussion Questions 69

PART THREE
REACHING ENGLISH LANGUAGE LEARNERS

Chapter 10: Lowering the Affective Filter 73

Establishing a Low Affective Filter 74
Lowering the Affective Filter 75
Ensuring the Environment Is Conducive to Learning 75
Strategies for Lowering the Affective Filter 76
A Peek into Two Classrooms 76

Chapter 11: Connecting with Families of English Language Learners 81

Where to Begin 82
Making Parents and Families Feel Welcome 82
Educational Opportunities for Parents 84

Chapter 12: The Importance of Cultural Connections 87

Funds of Knowledge 88
Connecting with Families 89

Contents xv
Part Three Resources 91
Planning Resources for Family Nights 91
Sample Parent Letter 91
Parent Education Planning Checklist 92
Family Night Planning Checklist 92
Family Reading Night Parent Resources for Elementary Schools 93
Before-Reading Strategies 93
During-Reading Strategies 93
After-Reading Strategies 93
Family Night Parent Resources for Secondary School 93
Discussion Questions 94

PART FOUR
TEACHING ENGLISH LANGUAGE LEARNERS

Chapter 13: What We Do Matters: The Importance of High-Quality

Instruction 97
Action Research to Identify High-Impact Strategies 98
Conducting Action Research 99

Chapter 14: Using the Four Domains of Language in Teaching 101

The Domains in Detail 102
Listening 102
Speaking 102
Reading 102
Writing 103
Engaging Students Using the Four Domains of Language 103
The Fifth Domain: Thinking 106

Chapter 15: Making Content Comprehensible 107

Chapter 16: Total Physical Response 111

Chapter 17: Sheltered Instruction 115

Examples of Sheltered Instruction 116
Graphic Organizers and Concept Maps 116

xvi Contents
 Schema Building 117
Word Study 117
Sheltered Instruction Strategies 117
Conclusion 118

Chapter 18: English as a Second Language 119

How English Learners Are Placed in ESL Classes 120
ESL Programs 122
ESL Curriculum Materials 122
Content-Based Instruction for ESL 123
Content-Driven ESL 124
Content-Based ESL 124

Part Four Resources 127

Assessing the Effectiveness of Our ESL Program 127

PART FIVE
TEACHING STRATEGIES ACROSS THE CONTENT AREAS

Chapter 19: High-Impact Strategies for Teaching the Content Areas 131

Chapter 20: Strategies for Reading 133

Approaches to Reading for Elementary and Secondary English Learners 134
Assessing Preexisting Reading Ability 135
Comprehension: The Key to Accessing Content 136
Background Knowledge 137
The Strategy: Making Connections to Background Knowledge 137
The Strategy: Making Connections—Text to Text, Text to Self, Text to World 139
The Strategy: List-Group-Label 140
Motivation and Attention 142
The Strategy: Teaching Questioning 142
The Strategy: Teaching Students How to Predict 144
The Strategy: Tea Party 146
Comprehension Strategies 148
The Strategy: Reciprocal Teaching 148
The Strategy: Creating Mental Images Through Visualization 155
The Strategy: Interactive Reading 155

Contents xvii
Word Recognition 158
Fluency 158
Vocabulary Development 159
The Strategy: Repeated Reading 160
The Strategy: Key Vocabulary Prediction 161
The Strategy: Word Maps 163
Wide Reading: The Importance of Independent Reading 165
The Strategy: Implementing Independent Reading 166

Chapter 21: Strategies for Writing 173

A Word About Grammar and Usage 174
Writing in the Content Areas 174
The Strategy: Implementing Writing Across the Curriculum 174
The Strategy: Connecting Reading and Writing Through Content 176
The Strategy: Developing Voice 178
The Strategy: RAFT (Role, Audience, Format, Topic) Writing 179

Chapter 22: Strategies for Math 183

How to Help English Learners Achieve in Math 184

Difficulties That English Learners Face in Math 185
Strategies for Math 186
Preinstruction Strategies 186
The Strategy: Previewing the Lesson 186
The Strategy: Vocabulary Instruction for Multiple-Meaning Words 189
During-Instruction Strategies 194
The Strategy: Group Solutions 194
Other Strategies 195
Postinstruction Strategies 196
The Strategy: Paired Summarizing 197

Chapter 23: Strategies for Other Content Areas 199

Teaching Text Features 201
The Strategy: Prereading Text 204
The Strategy: K-Q-L 206
Differentiation for Levels 1 and 2 English Learners 208
The Strategy: REAP 208

xviii Contents
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