AcknowledgmentsAbout the AuthorsIntroductionA Note From TanA Note From BethBook OverviewPART 1: The Integrated Literacy FrameworkChapter 1: The Instructional Needs of Experienced MultilingualsWho 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?SummaryChapter 2: The Integrated Literacy FrameworkWhy Should We Have a Framework for ELD Classes?The Sequence of the Integrated Literacy FrameworkPlanning With the Integrated Literacy FrameworkThe Input-Output LoopWhy Is the Integrated Literacy Framework Specifically for Experienced Multilinguals?SummaryChapter 3: Intentionally Starting With Unit PlanningBackward Planning at the Unit LevelWhy Should Teachers Plan the Unit With the Integrated Literacy Framework?Five Steps to Backward PlanningStep 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 unit''s lessons.

SummaryChapter 4: Lesson Planning for Academic LiteracyFive Steps to Backward Planning an Integrated Lesson ObjectiveStep 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.SummaryChapter 5: Designing Integrated Vocabulary InstructionEssential Principles of Vocabulary InstructionWhat Words Should Be Taught in the Unit?Introducing the Vocabulary WordsEssential Engagement ModelsIntegrating Reading, Writing, and Oracy With Vocabulary Development at the Sentence LevelTeaching Reading Through the Vocabulary SetExplaining Vocabulary Within the TextSummaryChapter 6: Integrated Literacy RoutinesLiteracy Routines for Sentence-Level InstructionStructured Quick WriteCo-editing Sentences of Short-Answer ResponsesSentence Deconstruction and ReconstructionLiteracy Routines for Organization-Level InstructionTeaching Sentence-to-Sentence TransitionsTeaching Organization Within a ParagraphCo-revising Paragraph Sequencing Using a Mentor EssayTeaching Paragraph-to-Paragraph TransitionsHow to Use the Literacy RoutinesSummaryPART 2: The UnitsUNIT 1: Forming Foundational Academic LiteracyTan''s Context for Unit 1Vocabulary Integration in Unit 1Conceptual Vocabulary in Unit 1Thinking Verbs in Unit 1Sentence Integration in Unit 1Sentence-Level Acronyms and Formulas in Unit 1Simple SentencesCompound SentencesOrganization Integration in Unit 1Transitions Using Pronoun ReferencingTransitions Using Conjunctive AdverbsChronological Summary Paragraph With Sequencing Words (FATNI)Informative Paragraph Summary (TABBS)Transitions Between Paragraphs for Chronological EssaysTransitions Between Paragraphs for Informative EssaysTriangle IntroductionDifferentiation in Unit 1Differentiation by ProcessDifferentiation by ProductSummaryUNIT 2: Cultivating Complex Academic LiteracyTan''s Context for Unit 2Vocabulary Integration in Unit 2Conceptual Vocabulary in Unit 2Explanatory and Argumentative Thinking Verbs in Unit 2Sentence Integration in Unit 2Remove Scaffolds for Compound SentencesCompose Sentences With AppositivesCompose Complex Sentences That Start With Conjunctions and PrepositionsOrganization Integration in Unit 2Transition Between Sentences With WEST BUNDAI WordsCompose a Single Explanatory or Argumentative Paragraph (CEEL)Transition Between Paragraphs With WEST BUNDAI WordsCollaboratively Compose a Triangle Introduction and ConclusionDifferentiation in Unit 2SummaryUNIT 3: Acquiring Advanced Academic LiteracyTan''s Context for Unit 3Vocabulary Integration in Unit 3Conceptual Vocabulary in Unit 3Explanatory Thinking Verbs Taught in Unit 3Argumentative Scaled Phrases in Unit 3Sentence Integration in Unit 3Teach the Remaining WEST BUNDAI WordsCompose Sentences With Adverbial Phrases (ESP)Organization Integration in Unit 3Transition Between Sentences With WEST BUNDAI WordsTransition Between Sentences With Adverbial PhrasesTransition Between CEEL Paragraphs With WEST BUNDAI WordsCollaboratively Compose a Triangle Introduction and ConclusionDifferentiation in Unit 3SummaryUNIT 4: Seeking Sophisticated Academic LiteracyTan''s Context for Unit 4Vocabulary Integration in Unit 4Conceptual Vocabulary in Unit 4Thinking Verbs and Scaled Phrases in Unit 4Sentence Integration in Unit 4Remove ScaffoldsCompose Sentences That Start With GerundsCompose Sentences With Participial PhrasesCompose Sentences Using the "To VD, NVD" StructureCompose Combined Complex SentencesOrganization Integration in Unit 4Transitions Between Sentences With "Verbing D, NVD" or "To VD, ND"Transitions Between Paragraphs That Start With Gerunds, Participial Phrases, and InfinitivesIndependently Compose a Triangle Introduction and ConclusionDifferentiation in Unit 4SummaryClosure and InvitationBuilding on the FrameworkReflections on the FrameworkCall to ActionWith GratitudeAppendicesAppendix A: Thinking VerbsAppendix B: Model Response for Unit 1''s Summative Informative Essay on the Japanese American Internment CampsAppendix C: Lesson Planning Template for the Integrated Literacy FrameworkAppendix D: Acronyms and Mnemonics for Sentences and Paragraph StructuresAppendix E: Glossary of Terms and Commonly Used AcronymsReferencesIndex.