Arguing that learning academic language has to be planned, Swinney, a consultant and former principal and bilingual teacher, and Velasco (education, Queens College, City U. of New York) describe how teachers in bilingual and regular classrooms and ESL teachers can teach English learners and struggling students in grades two through six language associated with academic and content area knowledge. They discuss language components and ways of developing conversation, vocabulary, morphology, and syntax, and how to use read alouds and shared reading and writing to develop background knowledge and teach the language skills students need to understand content. They provide units for language arts, social studies, and science, as well as a thematic unit on the rainforest, with strategies for teaching and templates to plan and organize goals. They do not divide students by their level of proficiency, but instead focus on language development for every activity. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)