Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers, MyLabSchool Edition
, by Peregoy, Suzanne F.; Boyle, Owen F.Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
- ISBN: 9780205449231 | 0205449239
- Cover: Paperback
- Copyright: 1/1/2005
Unlike many texts in this field, "Reading, Writing and Learning In ESL (K-12)" takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students. Oral language, reading, and writing development in English for K-12 students.
Suzanne F. Peregoy, Professor Emerita of Education, San Francisco State University Owen F. Boyle, Professor Emeritus of Education, San Jose State University
Preface | p. xiii |
English Language Learners in School | p. 1 |
Who Are English Language Learners? | p. 3 |
How Can I Get to Know My English Language Learners? | p. 4 |
Getting Basic Information When a New Student Arrives | p. 4 |
Classroom Activities That Let You Get to Know Your Students | p. 6 |
How Do Cultural Differences Affect Teaching and Learning? | p. 8 |
Culture in the Classroom Context | p. 9 |
Definitions of Culture and Its Content | p. 9 |
Sociolinguistic Interactions in the Classroom | p. 12 |
Culturally Related Responses to Classroom Organization | p. 13 |
Literacy Traditions from Home and Community | p. 14 |
How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English? | p. 15 |
First Things First: Safety and Security | p. 15 |
Creating a Sense of Belonging | p. 16 |
Current Policy Trends Affecting the Education of English Learners | p. 18 |
Academic Standards and Assessment | p. 18 |
High-Stakes Testing | p. 19 |
Education Policy Specific to English Learners | p. 21 |
What Kinds of Programs Exist to Meet the Needs of English Language Learners? | p. 23 |
Bilingual Education Programs | p. 24 |
English Language Instructional Programs | p. 26 |
English Language Learners in the "General Education" Classroom | p. 27 |
Quality Indicators to Look for in Programs Serving English Learners | p. 28 |
Summary | p. 28 |
Suggestions for Further Reading | p. 30 |
Activities | p. 31 |
Second Language Acquisition | p. 33 |
What Do You Know When You Know a Language? Defining Language Proficiency as Communicative Competence | p. 34 |
Classroom Example of Language Use in Social Context | p. 35 |
Literal and Figurative Language | p. 37 |
Language, Power, Social Standing, and Identity | p. 39 |
Language as an Instrument and Symbol of Power | p. 40 |
Language or Dialect? | p. 41 |
Personal Identity and Ways of Speaking: The Case of Ebonics | p. 43 |
Languages in the Attic | p. 44 |
Language Acquisition Theories | p. 45 |
First Language Acquisition Theories | p. 45 |
Second Language Acquisition Theories | p. 52 |
Beyond Social Interaction in Second Language Acquisition Theory | p. 57 |
Learning a Second Language in School: Processes and Factors | p. 59 |
Second Language Acquisition Contexts: Formal Study versus Immersion in a Country Where the Language Is Spoken | p. 59 |
Age and the Interplay of Sociocultural, Cognitive, and Personality Factors | p. 60 |
Differences in School Expectations of Younger and Older Learners | p. 62 |
Teacher Expectations for English Learner Achievement | p. 63 |
Language Used for Social Interaction versus Language Used for Academic Learning | p. 64 |
Learning to Use English in Socially and Culturally Appropriate Ways | p. 66 |
Comprehensible Input and Social Interaction | p. 66 |
What about Language Learning Errors? | p. 68 |
Summary | p. 70 |
Suggestions for Further Reading | p. 70 |
Activities | p. 71 |
Classroom Practices for English Learner Instruction | p. 73 |
Standards-Based Instruction and Assessment | p. 76 |
Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE) | p. 78 |
Planning and Organizing Sheltered Instruction or SDAIE | p. 78 |
Sheltered Instruction or SDAIE: A Science Example | p. 81 |
Sheltered Instruction or SDAIE: A Literature Example | p. 84 |
Sheltered Instruction or SDAIE: A Secondary Social Science Example | p. 85 |
Group Work | p. 86 |
Organizing Group Work | p. 88 |
Cooperative Learning Methods | p. 88 |
Phases of Cooperative Group Development | p. 90 |
Jigsaw | p. 91 |
Thematic Instruction | p. 92 |
Distinguishing Theme Units from Theme Cycles | p. 94 |
Organizing Thematic Instruction | p. 94 |
Functional Language and Literacy Uses in Thematic Instruction | p. 97 |
Creating Variety in Language and Literacy Uses | p. 98 |
Scaffolding | p. 99 |
Scaffolding: A Keep Example | p. 100 |
Scaffolding in First Language Acquisition Research | p. 103 |
Scaffolding Applied to Second Language Acquisition | p. 104 |
Scaffolds for First and Second Language Reading and Writing | p. 105 |
Assessment of English Learners | p. 108 |
English Learner Assessment: Definition and Purposes | p. 108 |
Identification and Placement of Students Needing Language Education Support Services | p. 110 |
Limitations of Standardized Language Proficiency Tests | p. 111 |
Redesignation to FEP | p. 111 |
Program Evaluation | p. 111 |
Assessment of Student Learning and Progress | p. 112 |
Summary | p. 115 |
Suggestions for Further Reading | p. 115 |
Activities | p. 116 |
Oral Language Development in Second Language Acquisition | p. 118 |
Oral Language in Perspective | p. 119 |
Integration of Listening, Speaking, Reading, and Writing | p. 120 |
Relationships among Listening, Speaking, Reading, and Writing | p. 121 |
Form, Function, and Social Context in Oral Language Use | p. 122 |
Describing Oral Language Performance of Beginning and Intermediate English Learners | p. 125 |
Second Language Oral Proficiency of Beginning English Learners | p. 125 |
Second Language Oral Proficiency of Intermediate English Learners | p. 127 |
Promoting Oral Language Development in the Classroom | p. 129 |
Using Games in Second Language Classrooms | p. 130 |
Songs | p. 131 |
Drama | p. 132 |
Dramatizing Poetry | p. 132 |
Show and Tell | p. 134 |
One Looks, One Doesn't | p. 134 |
Tape-Recording Children's Re-Creations of Wordless Book Stories | p. 135 |
Taping and Dubbing a Television Show | p. 136 |
Choral Reading | p. 136 |
Riddles and Jokes | p. 138 |
Oral Language Development through Content-Area Instruction | p. 138 |
Oral English Development and Use in Mathematics | p. 138 |
Oral English Development and Use in Science | p. 140 |
Oral English Development and Use in Social Studies | p. 141 |
Classroom Assessment of English Learners' Oral Language Development | p. 142 |
The Student Oral Language Observation Matrix (SOLOM) | p. 143 |
Checklists and Anecdotal Observations | p. 148 |
Summary | p. 152 |
Suggestions for Further Reading | p. 153 |
Activities | p. 154 |
Emergent Literacy: English Learners Beginning to Write and Read | p. 156 |
What Does Research Tell Us about the Early Literacy Development of English Learners? | p. 158 |
Contrasting the Emergent Literacy and Reading Readiness Perspectives | p. 160 |
Reading Readiness Perspective | p. 161 |
Emergent Literacy Perspective | p. 162 |
Differences between Oral and Written Language Development | p. 164 |
Highlighting Literacy Functions in Your Classroom | p. 165 |
Exploring the Visual Form of Written Language | p. 166 |
Development of Alphabetic Writing: Connecting Symbols and Sounds | p. 167 |
Print Concepts That Emerge in Emergent Literacy | p. 170 |
Invented or Temporary Spelling: Children Working Out Sound/Symbol Correspondences | p. 173 |
Emergent Literacy in English as a Non-native Language | p. 175 |
Home and School Environments That Nurture Emergent Literacy | p. 176 |
How Do Home Environments Promote Early Literacy? | p. 177 |
Family Literacy Programs | p. 179 |
Promoting Parent Involvement in English Learners' Schooling | p. 180 |
Classroom Strategies to Promote Early Literacy | p. 182 |
Early Literacy Goals | p. 182 |
Creating a Literacy-Rich Classroom Environment | p. 183 |
Books, Books, Books | p. 183 |
Using Daily Routines to Highlight the Forms and Functions of Print | p. 184 |
Reading Aloud to Students | p. 186 |
Shared Writing and Reading through the Language Experience Approach | p. 188 |
Dialogue Journals | p. 188 |
Alphabet Books | p. 189 |
Helping Children Recognize and Spell Words Independently | p. 190 |
Using Big Books to Teach Sight Words and Phonics | p. 190 |
Increasing Students' Sight Word Vocabulary | p. 191 |
Phonics | p. 191 |
Word Families | p. 192 |
Invented or Temporary Spelling and Word Recognition | p. 194 |
Developmental Levels in Student Spelling | p. 194 |
Summary of Early Literacy Instructional Strategies | p. 199 |
Evaluating Emergent Literacy Development | p. 199 |
Summary | p. 201 |
Suggestions for Further Reading | p. 203 |
Activities | p. 204 |
English Learners and Process Writing | p. 206 |
Research on Second Language Writing | p. 208 |
What Is Process Writing? | p. 210 |
Experiencing Process Writing: "I Remember" | p. 211 |
Students' Responses to "I Remember" | p. 212 |
How Process Writing Helps English Learners | p. 214 |
Collaborative Contexts for Process Writing | p. 215 |
Response Groups | p. 215 |
Peer Editing Groups | p. 220 |
Publishing Student Writing | p. 221 |
Developmental Phases in Second Language Writing | p. 223 |
Description of Beginning Writers | p. 224 |
Strategies to Assist Beginning Writers | p. 226 |
Oral Discussion | p. 227 |
Partner Stories Using Pictures and Wordless Books | p. 227 |
Concept Books: Creating a Teaching Library | p. 228 |
Peek-A-Boo Books for Younger Students and Riddle Books for Older Students | p. 228 |
Pattern Poems | p. 229 |
From Personal Journals to Dialogue Journals to Buddy Journals | p. 230 |
Improvisational Sign Language | p. 232 |
Life Murals | p. 234 |
Clustering | p. 234 |
Freewriting | p. 235 |
Description of Intermediate Writers | p. 236 |
Strategies for Intermediate Writers | p. 239 |
Show and Not Tell | p. 239 |
Sentence Combining | p. 240 |
Sentence Shortening | p. 242 |
Sentence Models | p. 242 |
Mapping | p. 244 |
A Word about Writing with Computers | p. 247 |
Assessing English Learners' Writing Progress | p. 248 |
Portfolio Assessment | p. 249 |
Holistic Scoring | p. 252 |
Working with Errors in Student Writing | p. 257 |
Balancing Goals: Fluency, Form, Correctness | p. 257 |
Balancing Instruction: Scaffolds, Models, and Direct Instruction | p. 258 |
Summary | p. 260 |
Suggestions for Further Reading | p. 261 |
Activities | p. 262 |
Reading and Literature Instruction for English Language Learners | p. 264 |
What Does Research Tell Us about Reading in a Second Language? | p. 266 |
Second Language Readers | p. 267 |
English Language Learners and Background Knowledge | p. 267 |
Reading Processes of Proficient Readers | p. 268 |
Elements of Reading Comprehension and Metacognition: A Cartoon Example | p. 270 |
Background Knowledge and Inferences | p. 271 |
Decoding and Vocabulary | p. 271 |
Metacognition: "Thinking about Thinking" | p. 272 |
Text Structure | p. 272 |
Working in Literature Response Groups | p. 273 |
Steps That Prepare Students to Work in Response Groups | p. 274 |
How Response to Literature Assists English Language Learners | p. 276 |
Extensive Reading: The Foundation of Every Reading Program | p. 276 |
Developmental Phases in Second Language Reading | p. 277 |
Beginning Readers: Characteristics and Strategies | p. 278 |
Language-Experience Approach | p. 278 |
Providing Quality Literature for Beginners | p. 281 |
Pattern Books | p. 282 |
Illustrating Stories and Poems | p. 284 |
Shared Reading with Big Books | p. 284 |
Directed Listening-Thinking Activity (DL-TA) | p. 285 |
Readers' Theater | p. 287 |
Story Mapping | p. 288 |
Intermediate Readers: Characteristics and Strategies | p. 291 |
Cognitive Mapping | p. 291 |
Directed Reading-Thinking Activity (DR-TA) | p. 292 |
Literature Response Journals | p. 295 |
Developing Scripts for Readers' Theater | p. 297 |
Adapting Stories into Plays and Scripts for Film and Videotape | p. 297 |
Using Computers and CD-ROMs to Enhance Learning | p. 298 |
Assessing Second Language Readers' Progress | p. 298 |
Assessing with Materials Students Bring to Class | p. 299 |
Informal Assessment | p. 299 |
Miscue Analysis | p. 299 |
Informal Reading Inventories | p. 306 |
Running Records | p. 307 |
Student Self-Assessment | p. 307 |
Summary | p. 309 |
Suggestions for Further Reading | p. 311 |
Activities | p. 313 |
Content Reading and Writing: Prereading and During Reading | p. 314 |
What Does Research Tell Us about Reading and Writing across the Curriculum for English Language Learners? | p. 318 |
Background Information on Students' Interactions with Texts | p. 319 |
Aesthetic and Efferent Interactions with Texts | p. 319 |
Effects of Text Structure on Comprehension and Memory | p. 320 |
Literary Structure | p. 325 |
Metacognition and Learning from Text | p. 326 |
Matching Students and Texts | p. 326 |
Evaluating Students' Interaction with Text Using the Group Reading Inventory (GRI) | p. 327 |
Strategies to Promote Reading Comprehension | p. 330 |
Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge | p. 331 |
Teacher Talk: Making Purposes Clear | p. 332 |
Field Trips and Films | p. 332 |
Simulation Games | p. 333 |
Experiments | p. 334 |
Developing Vocabulary before Students Read a Text | p. 334 |
Structured Overviews | p. 335 |
Preview Guides | p. 336 |
Anticipation Guides | p. 336 |
During-Reading Strategies: Monitoring Comprehension | p. 337 |
Using Headings and Subheadings | p. 338 |
Directed Reading-Thinking Activity (DR-TA) | p. 338 |
Vocabulary Strategies during Reading | p. 339 |
Using Clustering to Develop Vocabulary in Context | p. 340 |
Jigsaw Procedure | p. 341 |
Learning Logs | p. 342 |
Summary | p. 343 |
Suggestions for Further Reading | p. 344 |
Activities | p. 345 |
Content Reading and Writing: Postreading Strategies for Organizing and Remembering | p. 346 |
Postreading Strategies for Students | p. 347 |
Semantic Feature Analysis for Vocabulary Development after Reading | p. 347 |
Rehearsing to Organize and Remember Information | p. 349 |
Venn Diagrams | p. 350 |
Mapping | p. 350 |
Writing as a Learning Tool across the Curriculum | p. 353 |
Journals and Learning Logs | p. 353 |
Developing Topics and Student Self-Selection of Topics in Content Areas | p. 355 |
Photo Essays: Combining Direct Experience, the Visual Mode, and Writing | p. 356 |
Written and Oral Collaborative Research Projects | p. 358 |
K-W-L, a Strategy that Fosters Thinking before, during, and after Reading | p. 360 |
Theme Studies: Providing a Meaningful Learning Context | p. 361 |
Introducing the Topic and Choosing Study Questions | p. 362 |
Organizing Instruction | p. 364 |
Instructional Modifications for English Learners | p. 366 |
Assessment | p. 368 |
Portfolio Assessment | p. 369 |
Using Multiple Measures for Assessment | p. 372 |
Summary | p. 372 |
Suggestions for Further Reading | p. 373 |
Activities | p. 374 |
Reading Assessment and Instruction | p. 376 |
Theoretical Approach to Literacy Assessment | p. 378 |
Language Proficiency: Listening, Speaking, Reading, and Writing | p. 378 |
Looking Closely at the Reading Process in English | p. 381 |
Resources That Non-Native English Speakers Bring to English Reading | p. 385 |
Assessing Reading Using an Informal Reading Inventory | p. 388 |
Using IRIs to Systematically Assess Students' Status and Progress | p. 389 |
Reading Levels Can Be Established Using Informal Reading Inventories | p. 390 |
Procedures for Determining Independent, Instructional, and Frustration Levels | p. 390 |
Sample Informal Reading Inventory | p. 392 |
A List of Commercial Informal Reading Inventories | p. 400 |
Other Procedures for Evaluating and Helping Readers | p. 401 |
Linking Assessment and Instruction | p. 401 |
Echo Reading | p. 402 |
Guided Reading | p. 402 |
ReQuest Procedure | p. 406 |
Silent Sustained Reading | p. 408 |
Read Alouds | p. 408 |
Summary | p. 409 |
Suggestions for Further Reading | p. 409 |
Activities | p. 410 |
References | p. 412 |
Author Index | p. 433 |
Subject Index | p. 439 |
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