TY - BOOK AU - Peregoy,Suzanne F. AU - Boyle,Owen TI - Reading, writing, and learning in ESL SN - 9780134014548 (pbk.) U1 - 428.0071 PY - 2017///] CY - Boston : PB - Pearson KW - English language N1 - 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 N2 - 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) ER -