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Reading, writing, and learning in ESL :

By: Peregoy, Suzanne F [Author]Contributor(s): Boyle, OwenMaterial type: Text

TextPublication details: Boston : Pearson, [2017]Edition: Seventh editionDescription: xxiv, 503 pages : illustrationsISBN: 9780134014548 (pbk.); 0134014545 (pbk.)Subject(s): English languageDDC classification: 428.0071

Contents:

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.

Summary: 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).

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Holdings
Item type	Current library	Collection	Call number	Status	Date due	Barcode	Item holds
Reference Books	Main Library Reference	Reference	428.0071 PER (Browse shelf(Opens below))	Available		016513
Reference Books	Main Library Reference	Reference	428.0071 PER (Browse shelf(Opens below))	Available		015960

Total holds: 0

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).

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