Show, Tell, Build

Building upon the theoretical and practical foundation outlined in their previous book, Educating English Learners, the ELAN Authors show classroom teachers how to develop a repertoire of instructional techniques that address K–12 English learners (ELs) at different English proficiency and grade levels, and across subject areas. 

Show, Tell, Build is organized around two decision maps for planning and implementing differentiated instruction for ELs: the Academic Subjects Protocol (for teachers of academic subjects) and the Language Arts Protocol (for teachers of language arts). The instructional tools and techniques described in each chapter help teachers provide communication support for ELs through showing and telling, and develop their language proficiency through building their skills. The book also discusses the demands that academic language poses for English learners and ways to assess students’ proficiency in English.

Show, Tell, Build provides classroom teachers, English language development specialists, literacy coaches, and school leaders with valuable knowledge and skills to support ELs’ academic success.


Part I - The The Academic Subjects Protocol: Show and Tell Tools and Techniques

Part I includes ten Show and Tell Tools and Techniques. Show and Tell refer to the two types of communication support, nonverbal and verbal, that are key to the Academic Subjects Protocol. 

Part I begins with an overview of the Academic Subjects Protocol, concisely discussing the major factors involved in teaching academic subjects to English learners. Following this overview of the ASP are descriptions of and instructions for using the four Show and six Tell tools and techniques.

Coming Soon

Resources from Chapter 2
1. Lankow, Jason, Josh Ritchie, and Ross Crooks. Infographics: The Power of Visual Storytelling. Hoboken, NJ: John Wiley & Sons, 2012.
2. E-learning Infographics “The Ultimate Math Cheat Sheet Infographic”
3. Eaton, Thomas. Infographic Guide to Life, the Universe and Everything. London: Cassell, 2014.
4. Higgins, Nadia. The Solar System Through Infographics. Minneapolis: Lerner Publications, 2018.
5. Gray, Theodore. The Elements. Touch Press Inc.
6. Gray, Theodore. The Elements in Action. Touch Press Inc.
7. Gray, Theodore. Molecules. Touch Press Media
8. University of Colorado Boulder “PhET Interactive Simulations for Science and Math.” 
Resources from Chapter 6
1. Cotton, Kathleen. Classroom Questioning. School Improvement Research Series. Portland: Northwest Regional Educational Laboratory, 1988.
2. Hill, Jane D., and Kirsten B. Miller. Classroom Instruction That Works with English Language Learners, 2nd ed. Alexandria: ASCD, 2013
3. Gast, Ged. “Effective Questioning and Classroom Talk.” National Society for Education in Art and Design
4. Fries-Gaither, Jessica. “Questioning Techniques: Research-Based Strategies for Teachers.” Ohio State University
5. Finley, Todd. Edutopia “Generating Effective Questions”
Other Resources
1. Languages International. ESOL Teaching Skills TaskBook. Questioning Techniques.

Part 2 - The Language Arts Protocol: Build Tools and Techniques

Part II includes ten Build Tools and Techniques. Build refers to English language development, targeted to English learners’ oral proficiency and literacy levels, which is the basis of the Language Arts Protocol.

As with part I, part II starts by laying out the elements of the Language Arts Protocol, highlighting key elements in teaching language arts and literacy to English learners. The ten Build tools and techniques descriptions and instructions are categorized by which of the four language domains is the primary focus for English language development:  listening, speaking, reading, or writing.

Coming Soon

Resources from Chapter 17
1. Akhondi, Masoumeh, Faramarz Aziz Malayeri, and Arshad Abd Samad. “How to Teach Expository Text Structure to Facilitate Reading Comprehension.” Reading Teacher 64, no. 5 (February 2011): 368–72.
2. Dymock, Susan. “Teaching Expository Text Structure Awareness.” Reading Teacher 59, no. 2 (October 2005): 177–81.
3. Peregoy, Suzanne F., and Owen F. Boyle. “English Learners Reading English: What We Know, What We Need to Know.” Theory into Practice 39 4 (Fall 2000): 237–47.
4. Read, Sylvia, D. Ray Reutzel, and Parker C. Fawson. “Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure.” Early Childhood Education 36, no. 3 (December 2008): 213–19.
5. Williams, Joanna P. “Instruction in Reading Comprehension for Primary-Grade Students: A Focus on Text Structure.” Journal of Special Education 39, no. 1 (2005): 6–18.
6. Williams, Joanna P., et al. “Close Analysis of Texts with Structure (CATS): An Intervention to Teach Reading Comprehension to At-Risk Second Graders.” Journal of Educational Psychology 108, no. 8 (March 2016): 1061–77.
Resources from Chapter 20
1. “General Graphic Organizers Worksheets.”
2. Inspiration Software, Inc. “Visual Learning Overview.”
3. Houghton Mifflin Harcourt. “Graphic Organizers.”
4. Haynes, Judie. “Graphic Organizers for Content Instruction.” EverythingESL.
5. McKnight, Katherine S. The Teacher’s Big Book of Graphic Organizers: 100 Reproducible Organizers That Help Kids with Reading, Writing, and the Content Areas. San Francisco: Jossey-Bass, 2010.
6. Jacobson, Jennifer, and Dottie Raymer. The Big Book of Reproducible Graphic Organizers: 50 Great Templates to Help Kids Get More Out of Reading, Writing, Social Studies and More. Jefferson City, MO: Scholastic, 1999.

Coming Soon