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Integrated Literacy for Experienced Multilinguals, Grades 4-12 [Pehme köide]

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  • Formaat: Paperback / softback, 256 pages, kõrgus x laius: 254x177 mm, kaal: 540 g
  • Ilmumisaeg: 14-Jul-2026
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071960199
  • ISBN-13: 9781071960196
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Integrated Literacy for Experienced Multilinguals, Grades 4-12Suurem pilt
  • Formaat: Paperback / softback, 256 pages, kõrgus x laius: 254x177 mm, kaal: 540 g
  • Ilmumisaeg: 14-Jul-2026
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071960199
  • ISBN-13: 9781071960196
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781071960196.html

Transform how experienced multilinguals develop academic language and literacy skills

Experienced multilinguals—students who have been in language development programs for five or more years—face unique challenges that traditional English language development (ELD) approaches often fail to address. While newcomers receive immediate attention and support, experienced multilinguals frequently find themselves stuck in programs designed for social language development rather than the sophisticated academic language they need to thrive.

In this follow-up to their bestselling Long-Term Success for Experienced Multilinguals, authors Tan Huynh and Beth Skelton provide ELD and English Language Arts teachers with the Integrated Literacy Framework. This revolutionary approach systematically integrates all four language domains (listening, speaking, reading, and writing) with the four dimensions of academic language (vocabulary, sentence structures, organizational patterns, and context). Through content-based units and intentional academic literacy activities, teachers will learn how to design instruction that moves experienced multilinguals beyond survival language to the complex communication skills required for academic success.

Key features of this resource include:

  • The complete Integrated Literacy Framework with step-by-step guidance for unit and lesson planning that weaves content and  language development together
  • Four comprehensive sample units progressing from foundational to sophisticated academic language, including an approach to create your own vocabulary set, sentence structures, and organizational patterns
  • Practical classroom tools including engagement models that cultivate independence, vignettes from Tan’s classroom, "Try It Out" activities, reflection questions, templates, and visual anchor charts
  • Foundational literacy routines for systematic sentence-level and organizational instruction, including Structured Quick Write, Sentence Deconstruction and Reconstruction, Co-editing, and Co-revising

This essential resource empowers educators to create the optimal conditions experienced multilinguals need to unlock their potential as the mathematicians, scientists, historians, writers, and artists they know themselves to be. Your students will develop the academic language proficiency necessary to express complex ideas with confidence and sophistication.

Arvustused

"Tan demonstrated a live teaching methods to me from his class in 2024/2025 school year. I adopted it in my class for 2025/2026. Students were able to understand what youre trying to instruct them to do with visual and verbal at the same time. It shows the I do and we do clearly, which students then can do together for they do part prior to them doing it individually." -- Manin Keo "The strategies that Beth and Tan have honed are valuable for all educators, particularly those with multilingual learners in their classrooms. Full of practical and relevant visuals and graphic organizers along with meaningful reflection opportunities, this book models exactly how content should be presented to our students." -- Erika Chapman "The Integrated Literacy Framework embodies the hopes and dreams that we, as educators, hold for our multilingual learners. The strategies, tools, and insights presented in this work are designed to equip these students with the essential literacy skills that will open up all academic and professional choices for their futures. " -- Sara Sharer "Integrated Literacy Framework is an excellent resource for all educators, especially those working with our Experienced Multilingual students. All students are academic language learners and while this does focus on our Multilingual students, this framework is laid out in such an intentional and detailed manner for teachers addressing both language and content to make any student more successful in their literacy learning.  Tan and Beth give a plethora of excellent examples and detailed visuals throughout this book making it extremely comprehensible and feasible to implement. This is a must read!" -- Michelle Kotwica "I have been waiting for a book of this kind and caliber for a long time.  I have worked with multilingual learners for decades.  I often feel I was working in isolation with only theoretical materials to help me understand the needs of EMLs but no resources to help me develop practical methods to actually teach with.  This book provides that kind of resource and strong support." -- P. Payne

Acknowledgments
About the Authors
Introduction
A Note From Tan
A Note From Beth
Book Overview
PART 1: The Integrated Literacy Framework
Chapter 1: The Instructional Needs of Experienced Multilinguals
Who Are Experienced Multilinguals?
What Is the Dilemma for Experienced Multilinguals?
What Is the Dilemma for ELD Teachers?
What Is the Opportunity for Experienced Multilinguals and ELD Teachers?
What Is Explicit, Systematic, and Integrated ELD Instruction?
Summary
Chapter 2: The Integrated Literacy Framework
Why Should We Have a Framework for ELD Classes?
The Sequence of the Integrated Literacy Framework
Planning With the Integrated Literacy Framework
The InputOutput Loop
Why Is the Integrated Literacy Framework Specifically for Experienced
Multilinguals?
Summary
Chapter 3: Intentionally Starting With Unit Planning
Backward Planning at the Unit Level
Why Should Teachers Plan the Unit With the Integrated Literacy Framework?
Five Steps to Backward Planning
Step
1. Identify the content to contextualize the ELD standards.
Step
2. Gather the sources to teach the content.
Step
3. Design the summative assessment.
Step 4: Produce a model response and analyze it for the dimensions of
language.
Step 5: Sequence the units lessons.
Summary
Chapter 4: Lesson Planning for Academic Literacy
Five Steps to Backward Planning an Integrated Lesson Objective
Step 1: Identify the content for the specific lesson.
Step 2: Write an exit ticket prompt.
Step 3: Produce a model response.
Step 4: Analyze the academic language in the model response.
Step 5: Write an integrated objective with content and language
expectations.
Summary
Chapter 5: Designing Integrated Vocabulary Instruction
Essential Principles of Vocabulary Instruction
What Words Should Be Taught in the Unit?
Introducing the Vocabulary Words
Essential Engagement Models
Integrating Reading, Writing, and Oracy With Vocabulary Development at
the Sentence Level
Teaching Reading Through the Vocabulary Set
Explaining Vocabulary Within the Text
Summary
Chapter 6: Integrated Literacy Routines
Literacy Routines for Sentence-Level Instruction
Structured Quick Write
Co-editing Sentences of Short-Answer Responses
Sentence Deconstruction and Reconstruction
Literacy Routines for Organization-Level Instruction
Teaching Sentence-to-Sentence Transitions
Teaching Organization Within a Paragraph
Co-revising Paragraph Sequencing Using a Mentor Essay
Teaching Paragraph-to-Paragraph Transitions
How to Use the Literacy Routines
Summary
PART 2: The Units
UNIT 1: Forming Foundational Academic Literacy
Tans Context for Unit 1
Vocabulary Integration in Unit 1
Conceptual Vocabulary in Unit 1
Thinking Verbs in Unit 1
Sentence Integration in Unit 1
Sentence-Level Acronyms and Formulas in Unit 1
Simple Sentences
Compound Sentences
Organization Integration in Unit 1
Transitions Using Pronoun Referencing
Transitions Using Conjunctive Adverbs
Chronological Summary Paragraph With Sequencing Words (FATNI)
Informative Paragraph Summary (TABBS)
Transitions Between Paragraphs for Chronological Essays
Transitions Between Paragraphs for Informative Essays
Triangle Introduction
Differentiation in Unit 1
Differentiation by Process
Differentiation by Product
Summary
UNIT 2: Cultivating Complex Academic Literacy
Tans Context for Unit 2
Vocabulary Integration in Unit 2
Conceptual Vocabulary in Unit 2
Explanatory and Argumentative Thinking Verbs in Unit 2
Sentence Integration in Unit 2
Remove Scaffolds for Compound Sentences
Compose Sentences With Appositives
Compose Complex Sentences That Start With Conjunctions and Prepositions
Organization Integration in Unit 2
Transition Between Sentences With WEST BUNDAI Words
Compose a Single Explanatory or Argumentative Paragraph (CEEL)
Transition Between Paragraphs With WEST BUNDAI Words
Collaboratively Compose a Triangle Introduction and Conclusion
Differentiation in Unit 2
Summary
UNIT 3: Acquiring Advanced Academic Literacy
Tans Context for Unit 3
Vocabulary Integration in Unit 3
Conceptual Vocabulary in Unit 3
Explanatory Thinking Verbs Taught in Unit 3
Argumentative Scaled Phrases in Unit 3
Sentence Integration in Unit 3
Teach the Remaining WEST BUNDAI Words
Compose Sentences With Adverbial Phrases (ESP)
Organization Integration in Unit 3
Transition Between Sentences With WEST BUNDAI Words
Transition Between Sentences With Adverbial Phrases
Transition Between CEEL Paragraphs With WEST BUNDAI Words
Collaboratively Compose a Triangle Introduction and Conclusion
Differentiation in Unit 3
Summary
UNIT 4: Seeking Sophisticated Academic Literacy
Tans Context for Unit 4
Vocabulary Integration in Unit 4
Conceptual Vocabulary in Unit 4
Thinking Verbs and Scaled Phrases in Unit 4
Sentence Integration in Unit 4
Remove Scaffolds
Compose Sentences That Start With Gerunds
Compose Sentences With Participial Phrases
Compose Sentences Using the To VD, NVD Structure
Compose Combined Complex Sentences
Organization Integration in Unit 4
Transitions Between Sentences With Verbing D, NVD or To VD, ND
Transitions Between Paragraphs That Start With Gerunds, Participial
Phrases, and Infinitives
Independently Compose a Triangle Introduction and Conclusion
Differentiation in Unit 4
Summary
Closure and Invitation
Building on the Framework
Reflections on the Framework
Call to Action
With Gratitude
Appendices
Appendix A: Thinking Verbs
Appendix B: Model Response for Unit 1s Summative Informative Essay on the
Japanese American Internment Camps
Appendix C: Lesson Planning Template for the Integrated Literacy Framework
Appendix D: Acronyms and Mnemonics for Sentences and Paragraph Structures
Appendix E: Glossary of Terms and Commonly Used Acronyms
References
Index
Tan Huynh (he/him) (tankhuynh.com) is a career international school teacher, consultant, and author specializing in secondary multilinguals and teacher collaboration. Coming to America as a refugee at the age of 5, Tan vividly remembers the difficulties of acquiring a new language and integrating in American culture while nurturing his Asian roots. This experience is the main engine that drives his work today. At school, he spends most of his time collaborating with teachers and in content-area classes to make content accessible. The rest of the time is spent teaching English language and literacy skills. Outside of school, Tan often presents internationally to schools and districts to support their work with multilingual students. Tan also hosts a blog, online courses, and a podcast about teaching multilinguals. With whatever time is left, Tan likes to work out, play badminton, and get lost in nature with his dog child. You can collaborate with Tan at [email protected] and @TanKHuynh on Twitter.

Beth Skelton (she/her) (www.bethskelton.com) is an independent consultant focused on creating equitable educational experiences for multilingual learners. She has been working in the field for over three decades teaching elementary, middle, high school and adult language learners in urban, suburban, rural, and international settings. As a university exchange student to Germany, Beth experienced firsthand the challenges that experienced multilinguals face when studying new content in their non-heritage language. She could communicate with peers, but still needed additional scaffolds to successfully write formal papers, read academic texts, and comprehend dense lectures. This influential experience still informs her work with students, teachers, schools, and districts around the world. Through workshops, coaching, and consulting, she advocates for all multilingual learners, especially those who have years of experience. Beth also enjoys hiking, skiing, yoga, playing marimba, gardening, and spending time with her family. You can connect with Beth by email at [email protected] or on Twitter at @easkelton.