Cover
Page 2 - Credits
Page 5 - Table Of Contents
Page 8 - List of Figures
Page 11 - Forewords
Page 13 - Introduction
Page 14 - About This Second Edition
Page 17 - Chapter 1: Building and Activating Our Own Schema
Page 18 - Defining the Culturally and Linguistically Diverse Learner
Page 23 - Linguistic Diversity's Impact on Teaching and Learning
Page 27 - How Demographic Shifts Impact Schools and Classrooms
Page 32 - Time to Shift to a Focus on Equity
Page 35 - Conclusion
Page 38 - Reflect and Act
Page 39 - Chapter 2: The Root of Persistent, Pervasive Achievement Gaps
Page 43 - The Soft Bigotry of Low Expectations
Page 46 - Taking Responsibility for Learners' Achievement
Page 47 - A Moral-Obligation Approach to Instruction
Page 48 - What Scientific Research Tells Us
Page 51 - Seven Theories of Reading Instruction
Page 63 - Choose the Right Approach
Page 67 - Conclusion
Page 68 - Reflect and Act
Page 69 - Chapter 3: The Importance of a Rigorous English Language Arts Core
Page 74 - Scientifically Based, Evidenced, and Validated: What's the Difference?
Page 76 - The Role of Technology-Based Personalized Learning
Page 76 - What Works Is Not Whatever Works for Some but Maybe Not All
Page 78 - Navigating Core Reading Instruction
Page 82 - Conclusion
Page 83 - Reflect and Act
Page 85 - Chapter 4: Screen for Problems, Monitor Progress,and Project Trajectories
Page 86 - Struggling with Reading Is Persistent and Pervasive
Page 89 - Assessing Assessment
Page 92 - The Basics of Assessment in CARTI
Page 101 - The Roles of Assessment, Data, and Annual Progress Measurement
Page 102 - Teacher Observation as Assessment: Protocol or Pitfall?
Page 103 - Get Tech-Savvy
Page 104 - Conclusion
Page 105 - Reflect and Act.

Page 107 - Chapter 5: Instruction, Intervention, Standards,and the Focus on Learner Achievement
Page 109 - Instruct or Intervene? The Classroom Teacher as First Responder
Page 114 - It Takes a Village: The School Community's Role in Holistic Support
Page 115 - State Standards: Rigor or Rigmarole?
Page 122 - Conclusion
Page 122 - Reflect and Act
Page 125 - Chapter 6: Intensive Small-Group Instruction
Page 126 - Beyond the Core: The Plan for Action
Page 127 - The Instructional Value of Smaller Groups
Page 131 - The Six Phases of Data-Driven Decision Making
Page 139 - The Role of Technology-Based Personalized Learning
page 141 - Conclusion .
Page 141 - Reflect and Act
Page 143 - Chapter 7: Teaching English as an Academic Language
page 145 - History of the Divide
Page 147 - Why This History Matters
Page 148 - Language Acquisition and Time to Proficiency: BICS and CALP
Page 153 - What Is Involved in a Language Proficiency Assessment? .
Page 162 - Conclusion
Page 163 - Reflect and Act
Page 165 - Chapter 8: Teaching and Learning: Leave Nothing to Chance
Page 166 - Theories of Learning
Page 173 - Model Strategies That Develop Learners' Metacognition
page 182 - Make Connections and Check Your Mindset
Page 183 - Conclusion
Page 184 - Reflect and Act
Page 185 - Chapter 9: Road Trip!
Page 187 - Examining Our Own Implicit Bias
Page 188 - Eradicating the Hidden Curriculum
Page 190 - Finding Equitable Instructional Time
Page 191 - Creating a Long-Range Plan
Page 194 - Keeping the Learner as the Focus of Professional Learning
Page 200 - Creating a Professional Learning Community: It Takes a Village
Page 201 - Driving in Both Lanes
Page 204 - Signposts on the Journey to True Equity
Page 206 - Conclusion
Page 207 - Reflect and Act.

Page 209 - Chapter 10: In the Interest of the Learner
Page 211 - Do the Right Thing
Page 215 - Do the Right Thing Well
Page 218 - Do Enough of the Right Thing to Effect Change
Page 222 - Conclusion
Page 223 - Reflect and Act
Page 225 - References
Page 239 - Glossary
Page 247 - Appendix A: Exemplar Standards Citations
Page 251 - Appendix B: The Equity Maturity Matrix
BackCover.