Reading, writing, and learning in ESL :
Peregoy, Suzanne F.,
Reading, writing, and learning in ESL : - Seventh edition. - Boston : Pearson, [2017] - xxiv, 503 pages : illustrations ;
Machine generated contents note: Who Are English Learners and How Can I Get to Know Them? --
Learning about Your Students' Languages and Cultures --
Getting Basic Information When a New Student Arrives --
Classroom Activities That Help You Get to Know Your Students --
How Do Cultural Differences Affect Teaching and Learning? --
Definitions of Culture --
Who Am I in the Lives of My Students? --
Becoming an Effective Participant[—]Observer in Your Own Classroom --
Sociocultural Factors Affecting Language Use in the Classroom --
Culturally Related Responses to Classroom Organization --
Literacy Traditions from Home and Community --
How Can I Ease New Students into the Routines of My Classroom? --
First Things First: Safety and Security --
Creating a Sense of Belonging --
How Do Current Policy Trends Affect English Learner Education? --
Academic Standards and Assessment --
Common Core State Standards (CCSS) --
English Language Development Standards and Assessment --
Curriculum Standards, High-Stakes Testing, and "No Child Left Behind" --
Socioeconomic Status: Predictor of Standardized Test Scores --
Education Policy Specific to English Learners --
Newer Technologies: Purposes, Policies, and Assessments --
What Kinds of Programs Exist to Meet the Needs of English Learners? --
English Learner Program Models --
Research on Bilingual and ESL Programs Serving English Learners --
Summary --
Internet Resources --
Activities --
How Have Language Proficiency and Communicative Competence Been Defined? --
Language Use in Social Context: A Classroom Conversation --
Bilingual Communicative Competence --
Figurative Language --
What Is Academic Language? --
Contrasting Social and Academic Language --
Academic Language Qualities --
Academic Language Functions --
Academic Language Linguistic Features --
The Role of Background Knowledge in Academic Language Use --
How Does Language Relate to Power, Social Standing, and Identity? --
Language as an Instrument and Symbol of Power --
Language or Dialect? --
How a Dialect Becomes the "Standard" Language --
How Language Variety Affects the Power and Prestige of Its Users --
The Role of a Standard Language --
Misuse of the Term Dialect --
What Theories Have Been Proposed to Explain Language Acquisition? --
First Language Acquisition Theories --
Behaviorist Theory --
Innatist Theory --
Interactionist Theory --
Summary of First Language Acquisition Theories --
Second Language Acquisition Theories --
Behaviorist Perspective --
Innatist Perspective --
Krashen's Five Hypotheses --
Interactionist Perspective --
Summary of Second Language Acquisition Theories --
What Are Some Traits and Sequences in English Language Acquisition? --
Interlanguage and Fossilization --
Developmental Sequences in English Language Acquisition --
What Factors Influence Second Language Development in School? --
Social Context of the Language Learning Environment --
Primary Language Development --
Age and the Interplay of Sociocultural and Psychological Factors --
Sociocultural Factors --
Personality Factors --
Cognitive Factors --
Teacher Expectations and Learner Errors --
Summary --
Internet Resources --
Activities --
How Do Curriculum Standards Serve English Learners? --
How Is Instruction Differentiated to Meet the Varied Needs of English Learners? --
How Is Sheltered Instruction (SDAIE) Planned and Implemented? --
A Science Example with Fourth-Graders --
A Literature Example with Kindergartners --
A Social Science Example with High School Students --
Planning for Differentiated, Sheltered English Instruction/SDAIE --
Response to Intervention (RTI) --
How Does Group Work Facilitate Content and Language Learning? --
Collaborative Groups --
Cooperative Learning Methods --
Phases of Cooperative Group Development --
Jigsaw --
How Does Thematic Instruction Promote Content and Language Learning? --
Organizing Thematic Instruction --
Meaning and Purpose --
Building on Prior Knowledge --
Integrated Opportunities to Use Oral and Written Language for Learning Purposes --
Scaffolding for Support --
Collaboration --
Variety --
Functional and Academic Literacy Uses in Thematic Instruction --
Creating Variety in Language and Literacy Uses --
Scaffolding --
Routines as Scaffolds --
Literacy Scaffolds for English Learners --
How Are English Learners Assessed? --
Definition and Purposes of English Learner Assessment --
Basic Concepts and Terms Used in Assessment --
Identification and Placement of Students Needing Language Education Support Services --
Re-Designation to Fully English Proficient --
Limitations of Standardized Language Proficiency Tests --
Program Evaluation --
Principles of Classroom-Based Assessment --
Keeping Cultural Considerations in Mind --
Planning Systematic, Classroom-Based Assessment --
Summary --
Internet Resources --
Activities --
What Are the New Literacies for 21st-Century Technologies? --
How Can We Help Students Use the Internet Effectively and Safely? --
Comparing Online Reading and Traditional Reading --
The Importance of Safe, Responsible, and Ethical Internet Use --
Helping Students Evaluate Websites: Bias, Reliability, and Accuracy --
How Can Teachers Use Technology to Differentiate Instruction for English Learners? --
How May Web 1.0 and Web 2.0 Be Used for Academic Learning? --
Using Web 1.0 for Classroom Learning --
Scavenger Hunts --
WebQuests --
Individual and Group Research Projects --
Using Web 2.0 for Classroom Learning --
Blogs --
Classroom Uses of Blogs --
Wikis --
Classroom Uses of Wikis --
Podcasts and Videos --
Classroom Uses of Podcasts and Videos --
Social Networking --
Classroom Sites Where You Can Restrict Access --
Why and How You Might Use Social Networking in the Classroom --
Teacher Networking Sites --
What Are Some Additional Tools and Resources for Teachers? --
RSS: Keeping Track of New Information on Your Favorite Sites --
A Glimpse of the Future --
Summary --
Internet Resources --
Activities --
Why Is an Integrated Approach to English Language Arts Important? --
Functional Integration of Listening, Speaking, Reading, and Writing --
Developmental Relationships among Listening, Speaking, Reading, and Writing --
Oral Language in Perspective --
Form, Function, and Social Context in Oral Language Use --
What Traits Describe the Oral Proficiency of Beginning and Intermediate English Learners? --
Second Language Oral Proficiency of Beginning English Learners --
Second Language Oral Proficiency of Intermediate English Learners --
What Are Some Strategies That Promote Oral Language Development? --
Using Games for English Language Development --
Podcasts to Enhance English Learning in Your Classroom --
Songs --
Drama --
Dramatizing Poetry --
Show and Tell --
One Looks, One Doesn't --
Recording Students' Re-Creations of Wordless Book Stories --
Recording and Dubbing a Television Show --
Choral Reading --
Riddles and Jokes --
What Are Some Academic Language Features of Oral Instruction in Math, Science, and Social Studies? --
Academic Language Features of Mathematics --
Academic Language Features of Science --
Academic Language Features of Social Studies --
Facilitating Oral Language Development during Academic Instruction --
Teacher Talk during Academic Instruction --
Scaffolding Student Use of Oral Language for Academic Purposes --
How May We Assess English Learners' Oral Language Competence? --
The Student Oral Language Observation Matrix --
Example of a SOLOM Observation and Scoring --
Instructional Implications Based on SOLOM Scoring --
Checklists and Anecdotal Observations --
How May Content Instruction Be Differentiated to Promote Oral Language Development? --
Summary --
Internet Resources --
Activities --
What Does Research Tell Us about Early Literacy Development? --
Historical Overview of Early Literacy Instruction --
Reading Readiness Perspective --
Emergent Literacy Perspective --
Balanced Comprehensive Literacy Perspective --
Early Literacy Development in English as a Non-Native Language --
Whole-Part-Whole Cycle for English Learners of All Ages --
Special Needs of Older, Preliterate Learners --
New Literacies and English Language Learners --
Which Print Functions and Forms Are Acquired during Early Literacy Development? --
Highlighting Literacy Functions in Your Classroom --
Print Concepts Children Develop in the Emergent Literacy Phase --
Exploring the Visual Form of Written Language --
Alphabetic Writing Systems: Connecting Sounds and Symbols --
Invented Spelling: Working Out Sound/Symbol Correspondences --
How May Family and Community Nurture Early Literacy Development? --
Family Practices That Promote Literacy Development --
Family Literacy Programs --
Promoting Parent Involvement in English Learners' Schooling --
Making Parent Involvement a School-Wide Goal --
Taking School Activities Home --
Which Classroom Strategies Promote Early Literacy Development? --
Early Literacy Goals --
Creating a Literacy-Rich Classroom Environment --
Books, Books, Books! --
Using Daily Routines to Highlight the Forms and Functions of Print --
Morning Message --
Classroom Rules and Procedures --
Wall Dictionary --
Reading Aloud to Students --
Shared Writing and Reading Using the Language Experience Approach --
Dialogue Journals --
Helping Students Recognize and Spell Words Independently --
Using Big Books to Teach Sight Words and Phonics --
Strategies to Increase Students' Sight Word Vocabulary --
Phonics --
Word Families --
Invented Spelling and Word Recognition --
Developmental Levels in Student Spelling Note continued: Summary of Early Literacy Instructional Strategies --
How May English Learners' Early Literacy Development Be Assessed? --
How May Early Literacy Instruction Be Differentiated for English Learners? --
Summary --
Internet Resources --
Activities --
What Does Research Show about English Learners' Vocabulary Development? --
What Kinds of Words Do Students Need to Know? --
How Do Students Learn New Words? --
How Do We Differentiate Vocabulary Assessment and Instruction? --
English Language Proficiency Considerations --
Primary Language Proficiency Considerations --
Vocabulary Assessment Prior to Instruction --
Planning Differentiated Vocabulary Instruction --
Fifth-Grade Science Lesson: Differentiated Instruction --
Dictionaries as a Resource for Differentiating Instruction --
Picture Dictionaries --
Bilingual Dictionaries --
Monolingual Language Learner Dictionaries --
What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies? --
Beginning English Learner Characteristics and Teaching Strategies --
Total Physical Response (TPR) --
Web Tools for Learning Vocabulary --
Read-Alouds --
Word Cards --
Word Wall Dictionary --
Working with Idioms --
Intermediate English Learner Characteristics and Teaching Strategies --
Word Wheels --
Language Wheels for Verbs, Adjectives, Adverbs, and Cognates --
Vocabulary Self-Collection Strategy --
Word Wizard --
Contextual Redefinition --
List[—]Group[—]Label[—]Map for Elementary and Secondary Students --
List --
Group --
Label --
Vocabulary Journals --
Teaching Students How to Use Dictionaries Effectively --
Teaching Prefixes and Suffixes --
Word Learning Strategies Older Students Found Useful --
How Do We Assess ELs' Vocabulary Progress? --
Summary --
Internet Resources --
Activities --
What Does Research Tell Us about Writing in a Second Language? --
What Is Process Writing and How Does It Benefit English Learners? --
Students' Responses to "I Remember" --
How Does Process Writing Benefit English Learners? --
What Are the Six Traits of Good Writing and How Can They Help English Learners? --
Using Webtools with Process Writing: Blogs and Wikis --
What Are Some Collaborative Contexts for Process Writing? --
Peer Response Groups --
A Sixth-Grade Class Works in Response Groups --
Peer Editing Groups --
Publishing Student Writing --
What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies? --
Description of Beginning Writers --
Strategies to Assist Beginning Writers --
Oral Discussion and Brainstorming Ideas --
Partner Stories Using Pictures and Wordless Books --
Concept Books: Creating a Teaching Library --
Peek-a-Boo Books for Younger Students and Riddle Books for Older Students --
Pattern Poems for Elementary and Secondary School Students --
From Personal Journals to Dialogue Journals to Buddy Journals --
Improvisational Sign Language --
Life Murals --
Clustering --
Freewriting --
Description of Intermediate Writers --
Strategies for Intermediate Writers --
Show and Not Tell --
Sentence Combining --
Sentence Shortening --
Sentence Models --
Student Examples of the Model --
Voice --
Mapping --
How Can We Assess English Learners' Writing Progress and Differentiate Instruction? --
Portfolio Assessment --
Balancing Goals: Fluency, Form, and Correctness --
Balancing Instruction: Scaffolds, Models, and Direct Instruction --
Helping Students Deal with Errors in Their Writing --
Example of a Differentiated Lesson Plan for English Learners --
Summary --
Internet Resources --
Activities --
What Does Research Tell Us about Reading in a Second Language? --
Second Language Readers --
What Role Does Background Knowledge Play in English Learners' Reading Comprehension? --
Reading Processes of Proficient Readers --
What Is Metacognition? "Thinking about Thinking" --
What Role Does Text Structure Play in Reading Comprehension? --
Why Is Internet Reading Thought of as a New Literacy? --
How Do Guided Reading, Literature Study, and Independent Reading Promote Literacy? --
Guided Reading --
Literature Study: Response Groups --
Steps That Prepare Students to Work in Response Groups --
How Literature Response Benefits English Learners --
How Can We Encourage Independent Reading? --
Approaches to Independent Reading --
Helping Students Choose Books of Appropriate Difficulty --
What Are the Characteristics and Strategies for Beginning and Intermediate Second Language Readers? --
Beginning Second Language Readers: Characteristics and Strategies --
Language-Experience Approach --
Providing Quality Literature for Beginners --
Pattern Books --
Illustrating Stories and Poems --
Shared Reading with Big Books --
Directed Listening-Thinking Activity --
Readers' Theater --
Story Mapping --
Intermediate Second Language Readers: Characteristics and Strategies --
Cognitive Mapping --
Directed Reading-Thinking Activity --
Literature Response Journals --
Developing Scripts for Readers' Theater --
Adapting Stories into Plays and Skits for Live or Video presentations --
How Do We Assess Second Language Readers' Progress? --
Assessing with Materials Students Bring to Class --
Informal Assessment --
Miscue Analysis --
Miscue Procedure --
Interpreting Miscues --
Informal Reading Inventories --
Running Records --
Other Reading Assessment Resources --
Portfolio Assessment --
Student Self-Assessment --
How Do We Differentiate Reading and Literature Instruction? --
Summary --
Internet Resources --
Activities --
What Does Research Tell Us about Content Area Reading and Writing for English Learners? --
Looking Closely at the Reading Process of Mature Readers --
Resources That English Learners Bring to Reading in English --
How Do Readers Interact with Longer, More Complex Texts? --
Aesthetic and Efferent Interactions with Texts --
Effects of Text Structure on Comprehension and Memory --
Cohesive Ties/Signal Words --
Headings and Subheadings --
Teaching Text Structure: A Classroom Example --
Literary Structure --
Discussion of Story Elements --
Metacognition and Learning from Text --
How Can We Match Students with Texts for Optimal Learning? --
Evaluating Students' Interaction with Text Using the Group Reading Inventory --
Evaluating Your Own Interaction with One Text --
Which Strategies Promote Reading Comprehension? --
Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge --
Teacher Talk: Making Purposes Clear --
Field Trips and Films --
Simulation Games --
Using Newer Technologies to Enhance Comprehension --
Experiments --
Developing Vocabulary before Students Read a Text --
Structured Overviews --
Preview Guides --
Anticipation Guides --
During Reading Strategies: Monitoring Comprehension --
Using Headings and Subheadings --
Directed Reading-Thinking Activity (DR-TA) --
Guided Reading --
ReQuest Procedure --
Vocabulary Strategies during Reading --
Using Clustering to Develop Vocabulary in Context --
Jigsaw Procedure --
Learning Logs --
How Can We Assess Students and Differentiate Instruction for Content Reading? --
Summary --
Internet Resources --
Activities --
Which Postreading Strategies Are Effective with English Learners and Why? --
Semantic Feature Analysis for Vocabulary Development after Reading --
Strategies to Organize and Remember Information --
Rehearsing --
Venn Diagrams --
Mapping --
Reciprocal Teaching --
Summarizing and Rehearsing Information with Mapping --
How Can Writing Be Used as a Learning Tool across the Curriculum? --
Journals and Learning Logs --
Developing Teacher- and Student-Generated Topics in Content Areas --
Photo Essays: Combining Direct Experience, the Visual Mode, and Writing --
Written and Oral Collaborative Research Projects --
K-W-L, a Strategy That Fosters Thinking before, during, and after Reading --
How Do Theme Studies Provide a Meaningful Learning Context for English Learners? --
Introducing the Topic and Choosing Study Questions --
Organizing Instruction --
Instructional Modifications for English Learners --
How Can Content Learning Be Assessed? --
Portfolio Assessment --
Selecting Materials for the Portfolio --
Evaluating Portfolios --
Using Multiple Measures for Assessment --
How May Content Area Instruction Be Differentiated for English Learners? --
Summary --
Internet Resources --
Activities.
This book covers the essential topics of first and second language acquisition, oral language development, writing, reading, vocabulary, and reading and writing across the curriculum (Content-Based Instruction).
9780134014548 (pbk.) 0134014545 (pbk.)
English language
428.0071 / PER
Reading, writing, and learning in ESL : - Seventh edition. - Boston : Pearson, [2017] - xxiv, 503 pages : illustrations ;
Machine generated contents note: Who Are English Learners and How Can I Get to Know Them? --
Learning about Your Students' Languages and Cultures --
Getting Basic Information When a New Student Arrives --
Classroom Activities That Help You Get to Know Your Students --
How Do Cultural Differences Affect Teaching and Learning? --
Definitions of Culture --
Who Am I in the Lives of My Students? --
Becoming an Effective Participant[—]Observer in Your Own Classroom --
Sociocultural Factors Affecting Language Use in the Classroom --
Culturally Related Responses to Classroom Organization --
Literacy Traditions from Home and Community --
How Can I Ease New Students into the Routines of My Classroom? --
First Things First: Safety and Security --
Creating a Sense of Belonging --
How Do Current Policy Trends Affect English Learner Education? --
Academic Standards and Assessment --
Common Core State Standards (CCSS) --
English Language Development Standards and Assessment --
Curriculum Standards, High-Stakes Testing, and "No Child Left Behind" --
Socioeconomic Status: Predictor of Standardized Test Scores --
Education Policy Specific to English Learners --
Newer Technologies: Purposes, Policies, and Assessments --
What Kinds of Programs Exist to Meet the Needs of English Learners? --
English Learner Program Models --
Research on Bilingual and ESL Programs Serving English Learners --
Summary --
Internet Resources --
Activities --
How Have Language Proficiency and Communicative Competence Been Defined? --
Language Use in Social Context: A Classroom Conversation --
Bilingual Communicative Competence --
Figurative Language --
What Is Academic Language? --
Contrasting Social and Academic Language --
Academic Language Qualities --
Academic Language Functions --
Academic Language Linguistic Features --
The Role of Background Knowledge in Academic Language Use --
How Does Language Relate to Power, Social Standing, and Identity? --
Language as an Instrument and Symbol of Power --
Language or Dialect? --
How a Dialect Becomes the "Standard" Language --
How Language Variety Affects the Power and Prestige of Its Users --
The Role of a Standard Language --
Misuse of the Term Dialect --
What Theories Have Been Proposed to Explain Language Acquisition? --
First Language Acquisition Theories --
Behaviorist Theory --
Innatist Theory --
Interactionist Theory --
Summary of First Language Acquisition Theories --
Second Language Acquisition Theories --
Behaviorist Perspective --
Innatist Perspective --
Krashen's Five Hypotheses --
Interactionist Perspective --
Summary of Second Language Acquisition Theories --
What Are Some Traits and Sequences in English Language Acquisition? --
Interlanguage and Fossilization --
Developmental Sequences in English Language Acquisition --
What Factors Influence Second Language Development in School? --
Social Context of the Language Learning Environment --
Primary Language Development --
Age and the Interplay of Sociocultural and Psychological Factors --
Sociocultural Factors --
Personality Factors --
Cognitive Factors --
Teacher Expectations and Learner Errors --
Summary --
Internet Resources --
Activities --
How Do Curriculum Standards Serve English Learners? --
How Is Instruction Differentiated to Meet the Varied Needs of English Learners? --
How Is Sheltered Instruction (SDAIE) Planned and Implemented? --
A Science Example with Fourth-Graders --
A Literature Example with Kindergartners --
A Social Science Example with High School Students --
Planning for Differentiated, Sheltered English Instruction/SDAIE --
Response to Intervention (RTI) --
How Does Group Work Facilitate Content and Language Learning? --
Collaborative Groups --
Cooperative Learning Methods --
Phases of Cooperative Group Development --
Jigsaw --
How Does Thematic Instruction Promote Content and Language Learning? --
Organizing Thematic Instruction --
Meaning and Purpose --
Building on Prior Knowledge --
Integrated Opportunities to Use Oral and Written Language for Learning Purposes --
Scaffolding for Support --
Collaboration --
Variety --
Functional and Academic Literacy Uses in Thematic Instruction --
Creating Variety in Language and Literacy Uses --
Scaffolding --
Routines as Scaffolds --
Literacy Scaffolds for English Learners --
How Are English Learners Assessed? --
Definition and Purposes of English Learner Assessment --
Basic Concepts and Terms Used in Assessment --
Identification and Placement of Students Needing Language Education Support Services --
Re-Designation to Fully English Proficient --
Limitations of Standardized Language Proficiency Tests --
Program Evaluation --
Principles of Classroom-Based Assessment --
Keeping Cultural Considerations in Mind --
Planning Systematic, Classroom-Based Assessment --
Summary --
Internet Resources --
Activities --
What Are the New Literacies for 21st-Century Technologies? --
How Can We Help Students Use the Internet Effectively and Safely? --
Comparing Online Reading and Traditional Reading --
The Importance of Safe, Responsible, and Ethical Internet Use --
Helping Students Evaluate Websites: Bias, Reliability, and Accuracy --
How Can Teachers Use Technology to Differentiate Instruction for English Learners? --
How May Web 1.0 and Web 2.0 Be Used for Academic Learning? --
Using Web 1.0 for Classroom Learning --
Scavenger Hunts --
WebQuests --
Individual and Group Research Projects --
Using Web 2.0 for Classroom Learning --
Blogs --
Classroom Uses of Blogs --
Wikis --
Classroom Uses of Wikis --
Podcasts and Videos --
Classroom Uses of Podcasts and Videos --
Social Networking --
Classroom Sites Where You Can Restrict Access --
Why and How You Might Use Social Networking in the Classroom --
Teacher Networking Sites --
What Are Some Additional Tools and Resources for Teachers? --
RSS: Keeping Track of New Information on Your Favorite Sites --
A Glimpse of the Future --
Summary --
Internet Resources --
Activities --
Why Is an Integrated Approach to English Language Arts Important? --
Functional Integration of Listening, Speaking, Reading, and Writing --
Developmental Relationships among Listening, Speaking, Reading, and Writing --
Oral Language in Perspective --
Form, Function, and Social Context in Oral Language Use --
What Traits Describe the Oral Proficiency of Beginning and Intermediate English Learners? --
Second Language Oral Proficiency of Beginning English Learners --
Second Language Oral Proficiency of Intermediate English Learners --
What Are Some Strategies That Promote Oral Language Development? --
Using Games for English Language Development --
Podcasts to Enhance English Learning in Your Classroom --
Songs --
Drama --
Dramatizing Poetry --
Show and Tell --
One Looks, One Doesn't --
Recording Students' Re-Creations of Wordless Book Stories --
Recording and Dubbing a Television Show --
Choral Reading --
Riddles and Jokes --
What Are Some Academic Language Features of Oral Instruction in Math, Science, and Social Studies? --
Academic Language Features of Mathematics --
Academic Language Features of Science --
Academic Language Features of Social Studies --
Facilitating Oral Language Development during Academic Instruction --
Teacher Talk during Academic Instruction --
Scaffolding Student Use of Oral Language for Academic Purposes --
How May We Assess English Learners' Oral Language Competence? --
The Student Oral Language Observation Matrix --
Example of a SOLOM Observation and Scoring --
Instructional Implications Based on SOLOM Scoring --
Checklists and Anecdotal Observations --
How May Content Instruction Be Differentiated to Promote Oral Language Development? --
Summary --
Internet Resources --
Activities --
What Does Research Tell Us about Early Literacy Development? --
Historical Overview of Early Literacy Instruction --
Reading Readiness Perspective --
Emergent Literacy Perspective --
Balanced Comprehensive Literacy Perspective --
Early Literacy Development in English as a Non-Native Language --
Whole-Part-Whole Cycle for English Learners of All Ages --
Special Needs of Older, Preliterate Learners --
New Literacies and English Language Learners --
Which Print Functions and Forms Are Acquired during Early Literacy Development? --
Highlighting Literacy Functions in Your Classroom --
Print Concepts Children Develop in the Emergent Literacy Phase --
Exploring the Visual Form of Written Language --
Alphabetic Writing Systems: Connecting Sounds and Symbols --
Invented Spelling: Working Out Sound/Symbol Correspondences --
How May Family and Community Nurture Early Literacy Development? --
Family Practices That Promote Literacy Development --
Family Literacy Programs --
Promoting Parent Involvement in English Learners' Schooling --
Making Parent Involvement a School-Wide Goal --
Taking School Activities Home --
Which Classroom Strategies Promote Early Literacy Development? --
Early Literacy Goals --
Creating a Literacy-Rich Classroom Environment --
Books, Books, Books! --
Using Daily Routines to Highlight the Forms and Functions of Print --
Morning Message --
Classroom Rules and Procedures --
Wall Dictionary --
Reading Aloud to Students --
Shared Writing and Reading Using the Language Experience Approach --
Dialogue Journals --
Helping Students Recognize and Spell Words Independently --
Using Big Books to Teach Sight Words and Phonics --
Strategies to Increase Students' Sight Word Vocabulary --
Phonics --
Word Families --
Invented Spelling and Word Recognition --
Developmental Levels in Student Spelling Note continued: Summary of Early Literacy Instructional Strategies --
How May English Learners' Early Literacy Development Be Assessed? --
How May Early Literacy Instruction Be Differentiated for English Learners? --
Summary --
Internet Resources --
Activities --
What Does Research Show about English Learners' Vocabulary Development? --
What Kinds of Words Do Students Need to Know? --
How Do Students Learn New Words? --
How Do We Differentiate Vocabulary Assessment and Instruction? --
English Language Proficiency Considerations --
Primary Language Proficiency Considerations --
Vocabulary Assessment Prior to Instruction --
Planning Differentiated Vocabulary Instruction --
Fifth-Grade Science Lesson: Differentiated Instruction --
Dictionaries as a Resource for Differentiating Instruction --
Picture Dictionaries --
Bilingual Dictionaries --
Monolingual Language Learner Dictionaries --
What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies? --
Beginning English Learner Characteristics and Teaching Strategies --
Total Physical Response (TPR) --
Web Tools for Learning Vocabulary --
Read-Alouds --
Word Cards --
Word Wall Dictionary --
Working with Idioms --
Intermediate English Learner Characteristics and Teaching Strategies --
Word Wheels --
Language Wheels for Verbs, Adjectives, Adverbs, and Cognates --
Vocabulary Self-Collection Strategy --
Word Wizard --
Contextual Redefinition --
List[—]Group[—]Label[—]Map for Elementary and Secondary Students --
List --
Group --
Label --
Vocabulary Journals --
Teaching Students How to Use Dictionaries Effectively --
Teaching Prefixes and Suffixes --
Word Learning Strategies Older Students Found Useful --
How Do We Assess ELs' Vocabulary Progress? --
Summary --
Internet Resources --
Activities --
What Does Research Tell Us about Writing in a Second Language? --
What Is Process Writing and How Does It Benefit English Learners? --
Students' Responses to "I Remember" --
How Does Process Writing Benefit English Learners? --
What Are the Six Traits of Good Writing and How Can They Help English Learners? --
Using Webtools with Process Writing: Blogs and Wikis --
What Are Some Collaborative Contexts for Process Writing? --
Peer Response Groups --
A Sixth-Grade Class Works in Response Groups --
Peer Editing Groups --
Publishing Student Writing --
What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies? --
Description of Beginning Writers --
Strategies to Assist Beginning Writers --
Oral Discussion and Brainstorming Ideas --
Partner Stories Using Pictures and Wordless Books --
Concept Books: Creating a Teaching Library --
Peek-a-Boo Books for Younger Students and Riddle Books for Older Students --
Pattern Poems for Elementary and Secondary School Students --
From Personal Journals to Dialogue Journals to Buddy Journals --
Improvisational Sign Language --
Life Murals --
Clustering --
Freewriting --
Description of Intermediate Writers --
Strategies for Intermediate Writers --
Show and Not Tell --
Sentence Combining --
Sentence Shortening --
Sentence Models --
Student Examples of the Model --
Voice --
Mapping --
How Can We Assess English Learners' Writing Progress and Differentiate Instruction? --
Portfolio Assessment --
Balancing Goals: Fluency, Form, and Correctness --
Balancing Instruction: Scaffolds, Models, and Direct Instruction --
Helping Students Deal with Errors in Their Writing --
Example of a Differentiated Lesson Plan for English Learners --
Summary --
Internet Resources --
Activities --
What Does Research Tell Us about Reading in a Second Language? --
Second Language Readers --
What Role Does Background Knowledge Play in English Learners' Reading Comprehension? --
Reading Processes of Proficient Readers --
What Is Metacognition? "Thinking about Thinking" --
What Role Does Text Structure Play in Reading Comprehension? --
Why Is Internet Reading Thought of as a New Literacy? --
How Do Guided Reading, Literature Study, and Independent Reading Promote Literacy? --
Guided Reading --
Literature Study: Response Groups --
Steps That Prepare Students to Work in Response Groups --
How Literature Response Benefits English Learners --
How Can We Encourage Independent Reading? --
Approaches to Independent Reading --
Helping Students Choose Books of Appropriate Difficulty --
What Are the Characteristics and Strategies for Beginning and Intermediate Second Language Readers? --
Beginning Second Language Readers: Characteristics and Strategies --
Language-Experience Approach --
Providing Quality Literature for Beginners --
Pattern Books --
Illustrating Stories and Poems --
Shared Reading with Big Books --
Directed Listening-Thinking Activity --
Readers' Theater --
Story Mapping --
Intermediate Second Language Readers: Characteristics and Strategies --
Cognitive Mapping --
Directed Reading-Thinking Activity --
Literature Response Journals --
Developing Scripts for Readers' Theater --
Adapting Stories into Plays and Skits for Live or Video presentations --
How Do We Assess Second Language Readers' Progress? --
Assessing with Materials Students Bring to Class --
Informal Assessment --
Miscue Analysis --
Miscue Procedure --
Interpreting Miscues --
Informal Reading Inventories --
Running Records --
Other Reading Assessment Resources --
Portfolio Assessment --
Student Self-Assessment --
How Do We Differentiate Reading and Literature Instruction? --
Summary --
Internet Resources --
Activities --
What Does Research Tell Us about Content Area Reading and Writing for English Learners? --
Looking Closely at the Reading Process of Mature Readers --
Resources That English Learners Bring to Reading in English --
How Do Readers Interact with Longer, More Complex Texts? --
Aesthetic and Efferent Interactions with Texts --
Effects of Text Structure on Comprehension and Memory --
Cohesive Ties/Signal Words --
Headings and Subheadings --
Teaching Text Structure: A Classroom Example --
Literary Structure --
Discussion of Story Elements --
Metacognition and Learning from Text --
How Can We Match Students with Texts for Optimal Learning? --
Evaluating Students' Interaction with Text Using the Group Reading Inventory --
Evaluating Your Own Interaction with One Text --
Which Strategies Promote Reading Comprehension? --
Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge --
Teacher Talk: Making Purposes Clear --
Field Trips and Films --
Simulation Games --
Using Newer Technologies to Enhance Comprehension --
Experiments --
Developing Vocabulary before Students Read a Text --
Structured Overviews --
Preview Guides --
Anticipation Guides --
During Reading Strategies: Monitoring Comprehension --
Using Headings and Subheadings --
Directed Reading-Thinking Activity (DR-TA) --
Guided Reading --
ReQuest Procedure --
Vocabulary Strategies during Reading --
Using Clustering to Develop Vocabulary in Context --
Jigsaw Procedure --
Learning Logs --
How Can We Assess Students and Differentiate Instruction for Content Reading? --
Summary --
Internet Resources --
Activities --
Which Postreading Strategies Are Effective with English Learners and Why? --
Semantic Feature Analysis for Vocabulary Development after Reading --
Strategies to Organize and Remember Information --
Rehearsing --
Venn Diagrams --
Mapping --
Reciprocal Teaching --
Summarizing and Rehearsing Information with Mapping --
How Can Writing Be Used as a Learning Tool across the Curriculum? --
Journals and Learning Logs --
Developing Teacher- and Student-Generated Topics in Content Areas --
Photo Essays: Combining Direct Experience, the Visual Mode, and Writing --
Written and Oral Collaborative Research Projects --
K-W-L, a Strategy That Fosters Thinking before, during, and after Reading --
How Do Theme Studies Provide a Meaningful Learning Context for English Learners? --
Introducing the Topic and Choosing Study Questions --
Organizing Instruction --
Instructional Modifications for English Learners --
How Can Content Learning Be Assessed? --
Portfolio Assessment --
Selecting Materials for the Portfolio --
Evaluating Portfolios --
Using Multiple Measures for Assessment --
How May Content Area Instruction Be Differentiated for English Learners? --
Summary --
Internet Resources --
Activities.
This book covers the essential topics of first and second language acquisition, oral language development, writing, reading, vocabulary, and reading and writing across the curriculum (Content-Based Instruction).
9780134014548 (pbk.) 0134014545 (pbk.)
English language
428.0071 / PER