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Teaching Reading to English Language Learners Differentiated Literacies (with MyEducationLab)

ISBN-10: 0137147708
ISBN-13: 9780137147700
Edition: 2010
List price: $81.13
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Description: This is a practical, research-based text designed to guide teachers in the development and implementation of programs for second language learners. This text blends theory and practice to provide grade-level and ESL teachers with the tools they need  More...

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Book details

List price: $81.13
Copyright year: 2010
Publisher: Allyn & Bacon, Incorporated
Publication date: 1/9/2009
Binding: Mixed Media
Size: 7.50" wide x 9.00" long x 0.75" tall
Weight: 1.232
Language: English

This is a practical, research-based text designed to guide teachers in the development and implementation of programs for second language learners. This text blends theory and practice to provide grade-level and ESL teachers with the tools they need to differentiate literacy instruction for ELL students. pre-service teachers

Preface
Language, Literacy, And The CLD Students
Interactive Literacy: Defining Literacy For CLD Students
Literacy Is Biographical
Literacy Is Fundamental
Literacy Is Research-Based
Essential Elements Of Literacy Development
The Theoretical Foundations of Reading
Reading the Symbols and Sounds of English: The Bottom-Up Reading Process Model
Literacy Instruction via the Bottom-Up Reading Process Model
Schematic Connections to Text: The Top-Down Reading Process Model
Literacy Instruction via the Top-Down Reading Process Model
Reading As a Circular Process: The Interactive Reading Process Model
Literacy Instruction via the Interactive Reading Process Model
Conclusion
Contextualizing Literacy Development For The CLD Student In The Grade-Level Classroom
The CLD Student Biography
The Sociocultural Dimension
Historical Background Of The Family
Literacy Resources
Perceptions
The Language Dimension
Transfer Theory
Stages Of Second Language Acquisition And CLD Student Literacy Development
The Academic Dimension
Prior Schooling
Academic Policy
The Cognitive Dimension
Cognition, Language, And Literacy Development
Culturally Relevant Texts: Making The Sociocultural Connection
Conclusion
Rethinking Phonemic Awareness: A Cross-Linguistic Transfer Perspective
Phonological Awareness And Cross-Language Transfer
Phonemic Awareness And Cross-Language Transfer
Contextualizing Phonemic Awareness Instruction
Phonemic Awareness Tasks: Identifying The Subtleties Of The English Language
Phoneme Isolation
Phoneme Identity
Phoneme Categorization
Phoneme Blending
Phonemic Segmentation
Phoneme Deletion
Phoneme Addition
Phoneme Substitution
Instructional Guidelines for Phonemic Awareness
Conclusion
Phonics: More Than The A, B, Cs of Reading
What Comes First: The Letters Or The Words
Phonics And Cross-Language Transfer
Contextualizing Phonics Instruction
Writing Your Own Script: Creating An Integrated Approach To Phonics Instruction
Phonics Knowledge Is Developmental
Phonics Instruction Is Integrated Into Beginning Reading And Writing Instruction
Phonics Knowledge Is Important Not For Itself But In Its Application
Strategic Knowledge Is Required To Use Phonics Concepts And Skills
Phonics Instruction Involves Teacher Decision-Making
Peers Teach Each Other Phonics As They Read And Write Side-By-Side
Integrated Phonics In A Second-Grade Classroom
Integrated Phonics In A Fourth-Grade Classroom
Conclusion
Vocabulary Development: A Framework For Differentiated And Explicit Instruction
Implications Of Approaches To Vocabulary Development
Current Approaches To Vocabulary Instruction
Reader-Based Instruction
Interactive Language Learning
Direct Instruction
Teaching Vocabulary Within A Linguistic And Cultural Context
The Cultural Biography Of The CLD Student: From The Known To The Unknown
Sociocultural Dimension
Linguistic Dimension
Preproduction
Early Production
Speech Emergence
Intermediate Fluency
Advanced Fluency
Academic Dimension
Bridging And Connecting Through Cognates
Cognitive Dimension
Situating Instruction Based On The CLD Student Biography
Vocabulary Selection
Before-The-Lesson Strategies: Tapping Into Prior And Background Knowledge To Bridge And Connect
Practicing And Applying Academic Vocabulary
Creating Interactive Learning Environments
Assessing CLD Students' Acquisition Of English Academic Vocabulary
Conclusion
Strategies-Based Comprehension Instruction: Linking The Known To The Unknown
Comprehension: Constructing Meaning From Text
Building From The Known To The Unknown
Schematic Connections In Practice
Putting Reading Comprehension Strategies Into Practice
Metacognitive Strategies - "Thinking About Our Thinking"
In My Head
True Or False?
Sticking To The Main Idea
Question Bookmark
Cognitive Strategies To Promote Reading Comprehension
SEA Box
Visualize-Interact-Predict (VIP)
1, 2, 3 Imagery
Signature Lines
Story Retelling
Social/Affective Comprehension Strategies
Critical Questions
Through My Eyes
Conclusion
Fluency In Practice: More Than "Reading" The Text
Deep Constructs Of Fluency Development
The Multiple Dimensions Of Phonemic Awareness And Phonics
Decoding Through Cross-Language Transfer
Articulation Of Orthographic Cues
Prosidic Elements Of The English Language In Practice
Stressing The Important Sounds In Words
High Tones And Low Tones Of The English Language
Phrasing And Reading Fluency
The Role Of Vocabulary Knowledge
Automaticity Through Repeated Reading
Comprehension As The Key
Learning Strategies In Practice
Supporting Fluency Development Through Collaboration
Acting On Fluency: Readers' Theater For CLD Students
Choral Reading
Repeated Reading
Sustained Partner Reading
Conclusion
Implications Of Culture And Language In Writing
Differences Between Oral And Written Language Development
Teaching Writing In A Second Language
Discourse Patterns
Interactive + Direct Approaches To Teaching Writing To CLD Students
Getting Started: Beginning Writing
Interactive Spelling For CLD Students: From Individual To Cooperative Team
Assessing The Writing Of Second Language Learners: Looking for Strengths
Conclusion
Outside The Lines: Assessment Beyond The Politics Of High Stakes Tests
Overtested Without A Foundation
Authentic Assessment Defined
Authentic Reading Assessment (ARA) Within A CLD Context
Socioculturally Speaking
Language As A Cultural Response
Academic Considerations
Cognitive Pathways
Point Of Departure: Preinstructional ARA
Thinking, Learning, And Formative Assessment
Feedback In Formative Assessment
Questions As Tools In Reading Assessment
Putting The Pieces Together: Student Case Studies
Yamin: Where Am I?
So Yeong: Between Two Worlds
Conclusion
Inclusive Literacy Instruction for CLD Students
Setting The Goal: Standards-Driven Literacy Instruction
The Standards For English Language Arts
ESL Standards For Pre-K - 12
Fidelity And The CLD Learner
Embedding Strategies In Your Existing Curriculum
Standards - Reading Programs - CLD Student Biography
Sociocultural Knowledge
Linguistic Knowledge
Academic Knowledge
Cognitive Knowledge
Conclusion
Glossary
References

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