In chapter 7 the topic is on planning talk for learning and literacy. Talking with students is very important and correcting is also a process so that the students do not feel embarrassed of using the new language.  Language usage in the classroom is critical and it should be done without criticism.  ELLs need a lot of encouragement and they will continue using the new language if the environment is positive. 
Students need to use "Comprehensible Input" and "Comprehensible Output". Input is what is understood by use of a variety of literacy.  Input can include the use of the first language, body language, pictures, using prior knowledge and many others so the students understand what is being taught. Output is the language that is being used to get the information out.  The students need to use language that is understandable and makes sense so the output will make the students think about language use. "Using language that is beyond the learner's comfort zone us necessary at times if there is to be new learning." (p. 134)
There are five ways to support ELLs in talking.

1. Classroom Talk
2. Extending initiation response feedback exchange
3. Giving students time to think 
4. Borrowing and reformulating student language
5. Building a bridge to written language

 Giving students time to talk that is supported with academic language is important.  talk can takes place between the teacher and students or students to students.  Discussions gives students the opportunity to understand the lesson and text being used.

This chapter is about scaffolding so students are successful writer.  It give different strategies as well to help ELLs to start writing.
 First it gives characteristics of effective writers such as:

• understanding the purpose of writing
• understand what to do with the language 
• understand organization and structure of writing
• be aware that speech and writing are different
• Use models writing
• know about the subject or topic
• Confident about writing

So looking at these characteristics, our ELL are not at this level so we have to help our students become writers by first introducing "genre". Genres have their own characteristics like the purpose and the use of language. Next is that it has its own structure and organization. The language also goes with the genre. "Genre is shared by members of teh same culture and is recognized by them..."(p.108)
The two genre used in schools include narratives and arguments and these "have key aspects: social purpose, organization, and specific language features."(p.109)

Gibbons lists the "teaching and learning cycle" like so:

• Stage 1: Building the Field - knowledge of the topic
• Stage 2: Modeling teh Genre
• Stage 3: Joint Construction - teacher and students write together
• Stage 4: Independent Writing

These stages will scaffold on one another and if needed repeated until the students become independent writers. It is recommended that written feedback is given by pointing out the strengths and weakness of the writing.  Feedback will give students what is expected and it gives them an idea of what needs some work and it give the teacher an idea of what to work on. The teaching and learning cycle encourages listening, speaking, and reading skills.