Chapter 1
Figure 1.1 – Cultural, Linguistic, and Academic Profile for… (blank version)
Figure 1.2 – An EL Profile-at-a-Glance (blank version)
Video 1.1 – Student Benefits
Video 1.2 – Teacher Commitment
Video 1.3 – Supporting Teachers
Chapter 2
Figure 2.1 – Co-Teaching Interest Inventory
Figure 2.4 – Unit Planning Template
Figure 2.5 – Co-Planning Form for Classroom and ELD/ESL Instruction: A Week-at-a-Glance Tool
Figure 2.6 – Co-Teaching for ELs – A Weekly Planning Template
Figure 2.7 – Daily Lesson Planning Template
Figure 2.8 – Daily Co-Teaching Lesson plan for Role Definition
Video 2.1 – The Co-Planning Process
Video 2.2 – Collaborative Planning Tips
Video 2.3 – Successes and Challenges
Chapter 3
Video 3.1 – Model 1 – One Group: One Leads, One “Teaches on Purpose”
Video 3.2 – Co-Teaching Reflections: Amy and Danielle
Chapter 4
Figure 4.1 – Scaffolded Opinion Chart
Video 4.1 – Model 2 – One Group: Two Teach the Same Content
Chapter 5
Figure 5.1 – General Observation of Learning Progress for ELs
Figure 5.2 – Rubric for Student Engagement in Cooperative Learning Groups
Figure 5.3 – Sample Generic Checklists (blank version)
Figure 5.4 – Monday-Friday Anecdotal Notes (blank version)
Figure 5.6 – ELA Specific Checklist Based on the ReadyGen Curriculum
Video 5.1 – Model 3 – One Group: One Teaches, One Assesses
Chapter 6
Figure 6.4 – Text Analysis Grid
Figure 6.5 – Scaffolded Graphic Organizer for Persuasive Writing (blank version)
Video 6.1 – Model 4 – Two Groups: Two Teach Same Content
Video 6.2 – Co-Teaching Reflections: Joel and Lia
Chapter 7
Figure 7.1 – A-Z List
Figure 7.3 – An Anticipation Guide Template
Figure 7.5 – I-SEE Strategy
Figure 7.6 – Word-Analysis Frame (blank version)
Figure 7.7 – Sample Sentence Frames
Video 7.1 – Model 5 – Two Groups: One Preteaches, One Teaches Alternative Information
Chapter 8
Figure 8.5 – Structured Note-Taking Template
Figure 8.6 – Writing Organizer
Figure 8.7 – Storyboarding
Video 8.1 – Model 6 – Two Groups: One Reteaches, One Teaches Alternative Information
Video 8.2 – Co-Teaching Reflections: Danielle and Nicole
Chapter 9
Figure 9.1 – Self- and Peer-Rating Form
Figure 9.2 – Guiding Reading Record
Figure 9.5 – Observe/Predict/Conclude
Figure 9.6 – Propaganda Poster Mark Up
Video 9.1 – Model 7 – Multiple Groups: Two Monitor/Teach
Video 9.2 – Co-Teaching Reflections: Kerry and Bernadette
Chapter 10
Figure 10.3 – Weekly Goal Setting
Figure 10.4 – Vocabulary Self-Assessment Tool
Figure 10.6 – A Five-Step Protocol for Co-Assessment of Student Learning
Video 10.1 – Collaborative Assessment
Chapter 11
Figure 11.3 – Co-Teaching: Preferences and Teaching Personalities
Figure 11.6 – Co-Teacher Reflections based on the Principles of Deliberate Optimism
Figure 11.9 – A Co-Teaching Self-Assessment Checklist During Early Implementation
Figure 11.10 – A Co-Teaching Self-Assessment Checklist During Continuous Implementation
Figure 11.11 – The DELIVER Tool
Figure 11.12 – I-TELL Observation Tool
Figure 11.14 – Peer Observation and Coaching Conference Form (Modified Noticing and Wondering)
Video 11.1 – Reflection: Improving Collaborative Practice
Video 11.2 – Co-Teaching: The Instructional Cycle
