AcknowledgmentsAbout the AuthorsIntroduction A Note From Tan A Note From Beth Book OverviewPART 1: The Integrated Literacy FrameworkChapter 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? SummaryChapter 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 Input-Output Loop Why Is the Integrated Literacy Framework Specifically for Experienced Multilinguals? SummaryChapter 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 unit''s lessons.

SummaryChapter 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. SummaryChapter 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 SummaryChapter 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 SummaryPART 2: The UnitsUNIT 1: Forming Foundational Academic Literacy Tan''s 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 SummaryUNIT 2: Cultivating Complex Academic Literacy Tan''s 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 SummaryUNIT 3: Acquiring Advanced Academic Literacy Tan''s 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 SummaryUNIT 4: Seeking Sophisticated Academic Literacy Tan''s 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 SummaryClosure and Invitation Building on the Framework Reflections on the Framework Call to Action With 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.