Beyond the Beginnings Literacy Interventions

The book addresses upper elementary English language learners who have a fairly good knowledge of spoken and written English, have demonstrated knowledge of phonemic awareness, phonics, decoding and word recognition, yet are struggling with academic English literacy. Throughout the book, the authors continuously argue that planning and delivering instruction to these students must be based on the ELL's existing competencies, prior knowledge and experiences. Classroom curriculum and instruction must provide opportunities for helping ELL learners to build and extend skills, knowledge and processes. And, the highly complex process of language learning and literacy development calls for multifaceted instructional approaches. The book is divided into eight chapters providing specific information on the diversity of ELLs and providing examples, models and strategies to move them beyond the transition in English reading and writing.

Angela Carrasquillo is a professor at Fordham University Graduate School of Education where she is the coordinator of the TESOL Program. Her latest books include Language Minority Students in the Mainstream Classroom (with Vivian Rodriguez, Multilingual Matters, 2002), Measuring Success in Bilingual Education Programs (with J. Rodriguez, ENLACE, 1998), and The Teaching of Reading in Spanish to the Bilingual Student (with P. Segan, Lawrence Erlbaum, 1998).

Stephen B. Kucer is an association professor of language and literacy education in the Graduate School of Education at Fordham University, Lincoln Center. He is the author of Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings (Erlbaum) and co-author of Curriculum Conversations: Themes in Multilingual and Monolingual Classrooms (Stenhouse).

Ruth Abrams works for the New York City Department of Education as a teacher of English to Speakers of Other Languages. She is also on the adjunct faculty of Fordham University Graduate School of Education where she teaches courses in literacy and TESOL.

Acknowledgments

viii

Introduction

ix

Organization of the Book

xii

English Language Learners in United States Schools

1

(17)

Introduction

2

(1)

Diversity within the English Language Learners' School Population

3

(1)

The `Typical' ELL Student

4

(3)

Challenges of English Language Learners in Meeting School Academic Standards

7

(1)

Linguistic and Academic Demands

8

(2)

Language Assistance Programs

10

(2)

`Struggling' English Language Learners

12

(5)

Conclusion

17

(1)

English Literacy Development and English Language Learners: A Theoretical Overview

18

(13)

Introduction

19

(1)

The Nature of First Language Literacy and its Development

20

(3)

The Nature of Second Language Acquisition

23

(2)

Issues Involved in Planning Instruction for English Language Learners

25

(4)

Conclusion

29

(2)

Moving Beyond the Transition: Struggling English Literacy Learners in the Regular/Mainstream Classroom

31

(12)

Introduction

32

(1)

Varied Backgrounds, Varied Abilities, and Varied Needs

33

(2)

Monolingual and Bilingual Literacy Learners: Something Old, Something New, Something Borrowed

35

(4)

Emergent, Transitional, and Developmental Issues for English Literacy Learners

39

(1)

Literacy Demands in the Upper Elementary Grades

40

(2)

Conclusion

42

(1)

Instructional Writing Strategies for Struggling English Language Learners

43

(16)

Introduction

44

(1)

Mediating and Scaffolding Writing Development

45

(6)

Writing in the Disciplines: Moving Beyond Personal Experiences and Narratives

51

(2)

Helping Students Organize Text Structures

53

(3)

Helping Students Organize Text Meanings

56

(2)

Conclusion

58

(1)

Instructional Practices to Promote Reading Development in English Language Learners

59

(25)

Introduction

60

(1)

Instructional Frameworks to Scaffold English Language Learners' Reading Development

61

(6)

Making Use of Reading Strategies to Construct Meaning

67

(6)

Instructional Strategies to Facilitate English Language Learners' Construction of Meaning

73

(7)

Questioning that Supports Comprehension

80

(1)

Promoting Reading Fluency in ELLs

81

(2)

Using Native Language Knowledge in English Reading

83

(1)

Conclusion

83

(1)

English Literacy Across the Curriculum

84

(23)

Introduction

85

(1)

Integration of Language and Content

86

(3)

Social Studies: Learning Challenges and Instructional Modifications

89

(5)

Science: Learning Challenges and Instructional Modifications

94

(5)

Mathematics: Learning Challenges and Instructional Modifications

99

(7)

Conclusion

106

(1)

A Framework for Assessing English Literacy Among Struggling English Language Learners

107

(24)

Introduction

108

(1)

The Assessment of English Language Learners

109

(3)

Assessment of Literacy for Instructional Purposes

112

(2)

A Profile of ELLs' English Language Proficiency and Development

114

(1)

Assessing ELLs' Academic Oral Language Development

115

(3)

Assessing Reading Development and Proficiency

118

(3)

Assessing Academic Writing Development and Proficiency

121

(2)

Monitoring Writing Progress Through a Portfolio

123

(2)

Using Standardized Test Data to Inform Instruction

125

(1)

Factors to Consider in Evaluating ELLs Achievement Through Standardized Assessment

126

(4)

Conclusion

130

(1)

Developing Collaborative Literacy Relationships with Parents

131

(17)

Parents' Influence on Children's Literacy Development and Achievement

133

(3)

Parents' Barriers to Effective School Involvement

136

(2)

Strategies for Parents' Involvement in Their Children's Education

138

(6)

Improving Parents' Involvement Through Family Literacy Programs

144

(2)

Conclusion

146

(2)

Resources for Teachers of ELL Students

148

(2)

References

150

(6)

Index

156

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Beyond the Beginnings Literacy Interventions for Upper Elementary English Language Learners

Summary

Author Biography

Table of Contents

Supplemental Materials