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