| |
| |
| Preface | |
| |
| |
| |
| English Language Learners in Today's K-8 Classroom | |
| |
| |
| Who Are Today's English Language Learners? | |
| |
| |
| Understanding Culture and Home Literacy | |
| |
| |
| Creating a Welcoming Classroom Culture | |
| |
| |
| Developing an Intercultural Orientation | |
| |
| |
| Teachers as Cultural Mediators | |
| |
| |
| Foundations of Assessing and Instructing English Language Learners within the Classroom Context | |
| |
| |
| Sociocultural Theory and Scaffolded Learning | |
| |
| |
| |
| Understanding the Principles of Second Language Acquisition | |
| |
| |
| Theories of Primary Language Acquisition | |
| |
| |
| Behaviorist Approach | |
| |
| |
| Transformational Grammar Approach (Cognitive Approach) | |
| |
| |
| Communicative Competence Approach | |
| |
| |
| Theories of Secondary Language Acquisition (SLA) | |
| |
| |
| The Acquisition-Learning Hypothesis | |
| |
| |
| The Natural Order Hypothesis | |
| |
| |
| The Monitor Hypothesis | |
| |
| |
| The Input Hypothesis | |
| |
| |
| The Affective Filter Hypothesis | |
| |
| |
| |
| Instructional and Theoretical Foundations of Assessment | |
| |
| |
| The Culture of Testing | |
| |
| |
| Differentiating among Assessment, Evaluation, and Testing | |
| |
| |
| Instructional Assessment Tools | |
| |
| |
| Characteristics of Assessments | |
| |
| |
| Formal Assessments | |
| |
| |
| Standardized Tests | |
| |
| |
| Norm-Referenced Tests | |
| |
| |
| Criterion-Referenced Tests | |
| |
| |
| Alternative Assessments | |
| |
| |
| Informal Assessments | |
| |
| |
| Observational Assessments | |
| |
| |
| Self-Assessment | |
| |
| |
| Portfolios and Work Folders | |
| |
| |
| Assessment Domains | |
| |
| |
| Achievement Tests | |
| |
| |
| Aptitude Tests | |
| |
| |
| Affective Assessments | |
| |
| |
| Performance Assessments | |
| |
| |
| Culture-Fair Assessment Practices | |
| |
| |
| |
| Oral Language and Vocabulary Assessment and Development | |
| |
| |
| Functions of Language | |
| |
| |
| Vocabulary Development | |
| |
| |
| Stages of Language Development | |
| |
| |
| Preproduction | |
| |
| |
| Early Production | |
| |
| |
| Speech Emergence | |
| |
| |
| Intermediate Fluency | |
| |
| |
| Advanced Fluency | |
| |
| |
| Listening Vocabulary Assessments | |
| |
| |
| Oral Language/Vocabulary Assessments | |
| |
| |
| Assessment of Primary Language Abilities | |
| |
| |
| Assessment of English Language Abilities | |
| |
| |
| Evaluating Assessment Results | |
| |
| |
| Strategies Promoting English Language Listening and Oral Vocabulary Development | |
| |
| |
| |
| Reading Acquisition in the Primary and Secondary Languages | |
| |
| |
| Theories of Reading Acquisition | |
| |
| |
| The Processes Involved in Reading Fluently | |
| |
| |
| Defining Reading | |
| |
| |
| Sensory and Perceptual Aspects | |
| |
| |
| Sequential and Experiential Aspects | |
| |
| |
| Thinking and Learning Aspects | |
| |
| |
| Associative and Constructive Aspects | |
| |
| |
| Stages of the Reading Process | |
| |
| |
| Emergent Readers | |
| |
| |
| Early Readers | |
| |
| |
| Transitional Readers | |
| |
| |
| Self-Extending Readers | |
| |
| |
| Advanced Readers | |
| |
| |
| Second Language Reading Acquisition: Reading in English | |
| |
| |
| What Characterizes a Good Reader? | |
| |
| |
| Does Literacy Learning Transfer from a Primary to a Secondary Language? | |
| |
| |
| What Is the Best Way to Teach Reading in a Second Language? | |
| |
| |
| |
| Assessment and Development of Concepts of Print, Phonemic Awareness, and the Alphabetic Principle | |
| |
| |
| Defining the Concepts of Print, Phonemic Awareness, and the English Language Alphabetic Principle | |
| |
| |
| Concepts of Print | |
| |
| |
| Phonemic Awareness | |
| |
| |
| The Alphabetic Principle | |
| |
| |
| Strategies for Developing Concepts of Print, Phonemic Awareness, and the Alphabetic Principle | |
| |
| |
| |
| Assessment and Development of Word Identification, Comprehension, and Reading Fluency | |
| |
| |
| An Expanded Definition of Reading Fluency | |
| |
| |
| Running Records and Retellings | |
| |
| |
| Informal Reading Inventories (IRIs) | |
| |
| |
| Cloze Passages | |
| |
| |
| Evaluating the Assessment Results | |
| |
| |
| Strategies to Build Word Identification, Comprehension, and Fluency | |
| |
| |
| |
| Assessment and Development of Written Language and Spelling | |
| |
| |
| Developmental Assessment of Spelling | |
| |
| |
| Emergent Spelling | |
| |
| |
| Letter Name-Alphabetic Spelling | |
| |
| |
| Within-Word Pattern Spelling | |
| |
| |
| Syllables and Affixes Stage | |
| |
| |
| Derivational Relations Stage | |
| |
| |
| Developmental Assessment of Spelling and Orthographic Knowledge | |
| |
| |
| The Qualitative Spelling Inventory (QSI) | |
| |
| |
| Spelling Observations | |
| |
| |
| Developmental Assessment of Written Language | |
| |
| |
| Test of Early Written Language (TEWL-2) | |
| |
| |
| Test of Written Language-3 (TOWL-3) | |
| |
| |
| Assessment within the Writer's Workshop Format | |
| |
| |
| Strategies to Build Written Language Development | |
| |
| |
| |
| Assessment in the Content Areas | |
| |
| |
| Content Area Assessment and Instruction | |
| |
| |
| Content Area Vocabulary Assessment | |
| |
| |
| Graphic Organizers | |
| |
| |
| The Frayer Model | |
| |
| |
| Content Area Learning Logs | |
| |
| |
| Strategies to Enhance Content Area Instruction | |
| |
| |
| |
| Putting the Pieces Together | |
| |
| |
| Developing a Picture of the Whole Student | |
| |
| |
| Identification of Strengths and Needs | |
| |
| |
| Development of Appropriate Assessment-Based Instructional Goals | |
| |
| |
| Providing Relevant Assessment-Based Classroom Instruction | |
| |
| |
| Lourdes | |
| |
| |
| Literacy Portfolios and Portfolio Conferences | |
| |
| |
| Types of Portfolios | |
| |
| |
| Grading and Report Cards | |
| |
| |
| Portfolio and Report Card Conferences: Parents, Students, and Teachers | |
| |
| |
| |
| Instructional Assessment in Practice: A Case Study | |
| |
| |
| What Is a Case Study? | |
| |
| |
| Abraham's Assessment Results (so far!) | |
| |
| |
| Written Language | |
| |
| |
| Word Identification and Comprehension | |
| |
| |
| The Observation Survey | |
| |
| |
| Receptive Vocabulary | |
| |
| |
| Case Study Debriefing | |
| |
| |
| Appendices | |
| |
| |
| |
| Running Record Sheet | |
| |
| |
| |
| Narrative Story Retelling Assessment | |
| |
| |
| |
| Proofreading Checklist | |
| |
| |
| |
| Writing Assessment Form | |
| |
| |
| |
| Editor's Checklist for Expository Texts | |
| |
| |
| |
| Assessment Recording Sheet | |
| |
| |
| References | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |