Literacy Essentials for English Language

Language and literacy instruction in English needs to begin early and continue throughout the elementary years. This new book in the Practitioner’s Bookshelf Series provides research-based, best practices for developing language and literacy from kindergarten through 5th grade. Teachers are encouraged to build on ELL students’ existing linguistic and cultural background knowledge, to explain the many idiosyncrasies of the English language and U.S. school culture, and to involve students in their own learning, encouraging them to express themselves in many ways including in their native language. The hands-on text features sample lesson plans and children’s literature that can be used to help ELL students develop the skills and knowledge they need to succeed in school

Maria Uribe is the principal of Goldrick Elementary, an urban school in Denver, Colorado Sally Nathenson-Mejia is an associate professor in the School of Education and Human Development at the University of Colorado Denver

Foreword	p. ix
Acknowledgments	p. xiii
Introduction	p. 1
Background Knowledge: Its Role in English Language Learning	p. 7
Experimenting with Background Knowledge: A Self-Test	p. 9
Background Knowledge of School Environments	p. 12
Background Knowledge in Reading	p. 15
Reading Lesson Examples for K-2 ELL Students	p. 16
Language Lesson Examples for Grades 3-5 ELL Students	p. 22
Assessing the Educational History of ELL Students	p. 24
Summary	p. 25
Instructional Environment: Creating Support for Learning Language	p. 27
Curriculum Planning for Reading and Writing	p. 28
Grouping Students for Instruction by Language Proficiency	p. 30
Scheduling the Literacy Block in K-5 Classrooms	p. 31
Summary	p. 36
Interactive Read Alouds: Hearing Language	p. 38
Purpose for Read Alouds	p. 39
Read Alouds for K-2 ELL Students	p. 41
Read Alouds for Grades 3-5 ELL Students	p. 43
Considerations for Students with Native Language Instruction	p. 48
Language Cognates: True and False	p. 49
Choosing Texts for Read Alouds	p. 50
Assessing Interactive Read Alouds	p. 52
Summary	p. 52
Shared Reading: Learning Through Language	p. 55
Purpose for Shared Reading	p. 56
Shared Reading for K-2 ELL Students	p. 58
Shared Reading for Grades 3-5 ELL Students	p. 61
Shared Reading for Students with Native Language Instruction	p. 64
Sample Shared Reading Lesson	p. 65
Choosing Texts for Shared Reading	p. 67
Assessing Shared Reading	p. 68
Summary	p. 68
Guided Reading: Learning About Language	p. 71
Grouping Considerations	p. 71
Specific Goals for Instruction: The Five Reading Components Plus	p. 72
Guided Reading for ELL Students Without Native Language Instruction	p. 80
Guided Reading for ELL Students with Native Language Instruction	p. 84
Choosing Texts for Guided Reading	p. 86
Assessing Guided Reading	p. 87
Summary	p. 90
Writing Instruction: Developing Literacy	p. 91
Understanding How Language Works	p. 92
Why Teach Nonfiction Writing to ELL Students?	p. 96
Writing Instruction in English: Connecting the Reading and Writing Processes	p. 97
Native Language Writing Instruction	p. 99
Assessing Writing to Inform Instruction	p. 105
Summary	p. 114
Conclusion	p. 117
Guided Reading Instruction	p. 121
References	p. 129
Children's Literature Cited	p. 133
Index	p. 135
About the Authors	p. 141
Table of Contents provided by Ingram. All Rights Reserved.

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Literacy Essentials for English Language Learners

Summary

Author Biography

Table of Contents

Supplemental Materials