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Preface | |
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English Language Learners in School | |
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Who Are English Language Learners? | |
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How Can I Get to Know My English Language Learners? | |
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Getting Basic Information When a New Student Arrives | |
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Classroom Activities That Let You Get to Know Your Students | |
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How Do Cultural Differences Affect Teaching and Learning? | |
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Culture in the Classroom Context | |
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Definitions of Culture | |
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Becoming an Effective Participant-Observer in Your Own Classroom | |
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Sociolinguistic Interactions in the Classroom | |
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Culturally Related Responses to Classroom Organization | |
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Literacy Traditions from Home and Community | |
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Who Am I in the Lives of My Students? | |
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How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English? | |
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First Things First: Safety and Security | |
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Creating a Sense of Belonging | |
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Current Policy Trends Affecting the Education of English Learners | |
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Academic Standards and Assessment | |
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High-Stakes Testing | |
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Education Policy Specific to English Learners | |
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What Kinds of Programs Exist to Meet the Needs of English Language Learners? | |
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Bilingual Education Programs | |
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English Language Instructional Programs | |
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English Language Learners in the General Educatio | |
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Classroom | |
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Quality Indicators to Look for in Programs Serving English Learners | |
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Using Research and Expert Views to Inform Practice | |
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Summary | |
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Suggestions for Further Reading | |
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Activities | |
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Second Language Acquisition | |
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What Do You Know When You Know a Language? Defining Language Proficiency as Communicative Competence | |
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Classroom Example of Language Use in Social Context | |
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Literal and Figurative Language | |
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Language, Power, Social Standing, and Identity | |
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Language as an Instrument and Symbol of Power | |
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Language or Dialect? | |
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Personal Identity and Ways of Speaking: The Case of Ebonics | |
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Language Acquisition Theories | |
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First Language Acquisition Theories | |
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Second Language Acquisition Theories | |
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Beyond Social Interaction in Second Language Acquisition Theory | |
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Learning a Second Language in School: Processes and Factors | |
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Second Language Acquisition Contexts: Formal Study versus immersion in a Country Where the Language Is Spoken | |
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Effects of Age on Social Opportunities for Language Development | |
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Age and the Interplay of Sociocultural, Personality and Cognitive Factors | |
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Effects of Age on Cognitive-Academic Functioning: Differences | |
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in School Expectations of Younger and Older Learners | |
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Teacher Expectations for English Learner Achievement | |
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Language Used for Social Interaction versus Language Used for Academic Learning | |
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Learning to Use English in Socially and Culturally Appropriate Ways | |
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Comprehensible Input and Social Interaction | |
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What about Language Learning Errors? | |
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Summary | |
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Suggestions for Further Reading | |
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Activities | |
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Classroom Practices for English Learner Instruction | |
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Standards-Based Instruction and Assessment | |
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Differentiated Instruction (DI) | |
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Content-Based Instruction (CBI) | |
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Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE) | |
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Sheltered Instruction or SDAIE: A Science Example with Fourth Graders | |
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Sheltered Instruction or SDAIE: A Literature Example with Kindergartners | |
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Sheltered Instruction or SDAIE: A Secondary Social Science Example | |
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with High School Students | |
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Planning for Differentiated, Sheltered Instruction or SDAIE | |
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Group Work | |
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Organizing Group Work | |
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Cooperative Learning Methods | |
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Phases of Cooperative Group Development | |
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Jigsaw | |
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Thematic Instruction | |
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Organizing Thematic Instruction | |
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Functional Language and Literacy Uses in Thematic Instruction | |
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Creating Variety in Language and Literacy Uses | |
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Scaffolding | |
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Scaffolding: A KEEP Example | |
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Scaffolds for First and Second Language Reading and Writing | |
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Assessment of English Learners | |
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English Learner Assessment: Definition and Purposes | |
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Identification and Placement of Students Needing Language Education Support Services | |
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Limitations of Standardized Language Proficiency Tests | |
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Redesignation to FEP | |
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Program Evaluation | |
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Classroom-Based Assessment of Student Learning and Progress | |
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Summary | |
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Suggestions for Further Reading | |
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Activities | |
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Oral Language Development in Second Language Acquisition | |
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Oral Language in Perspective | |
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Integration of Listening, Speaking, Reading, and Writing | |
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Relationships among Listening, Speaking, Reading, and Writing | |
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Form, Function, and Social Context in Oral Language Use | |
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Describing Oral Language Performance of Beginning and Intermediate English Learners | |
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Second Language Oral Proficiency of Beginning English Learners | |
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Second Language Oral Proficiency of Intermediate English Learners | |
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Promoting Oral Language Development in the Classroom | |
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Using Games in Second Language Classrooms | |
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Songs | |
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Drama | |
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Dramatizing Poetry | |
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Show and Tell | |
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One Looks, One Doesn't | |
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Tape-Recording Children's Re-Creations of Wordless Book Stories | |
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Taping and Dubbing a Television Show | |
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Choral Reading | |
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Riddles and Jokes | |
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Oral Language Development through Content-Area Instruction | |
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Oral English Development and Use in Mathematics | |
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Oral English Development and Use in Science | |
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Oral English Development and Use in Social Studies | |
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Classroom Assessment of English Learners' Oral Language Development | |
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The Student Oral Language Observation Matrix (SOLOM) | |
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Checklists and Anecdotal Observations | |
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Differentiating Instruction for Oral Language Development | |
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Summary | |
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Suggestions for Further Reading | |
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Activities | |
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Emergent Literacy: English Learners Beginning to Write and Read | |
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What Does Research Tell Us about the Early Literacy Development of English Learners? | |
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Contrasting the Emergent Literacy and Reading Readiness Perspectives | |
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Reading Readiness Perspective | |
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Emergent Literacy Perspective | |
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Differences between Oral and Written Language Development | |
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Highlighting Literacy Functions in Your Classroom | |
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Exploring the Visual Form of Written Language | |
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Development of Alphabetic Writing: Connecting Symbols and Sounds | |
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Print Concepts That Emerge in Emergent Literacy | |
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Invented or Temporary Spelling: Children Working Out | |
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Sound/Symbol Correspondences | |
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Emergent Literacy in English as a Non-native Language | |
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Home and School Environments That Nurture Emergent Literacy | |
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How Do Home Environments Promote Early Literacy? | |
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Family Literacy Programs | |
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Promoting Parent Involvement in English Learners' Schooling | |
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Classroom Strategies to Promote Early Literacy | |
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Early Literacy Goals | |
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Creating a Literacy-Rich Classroom Environment | |
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Books, Books, Books | |
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Using Daily Routines to Highlight the Forms and Functions of Print | |
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Reading Aloud to Students | |
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Shared Writing and Reading through the Language | |
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Experience Approach | |
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Dialogue Journals | |
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Alphabet Books | |
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Helping Children Recognize and Spell Words Independently | |
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Using Big Books to Teach Sight Words and Phonics | |
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Increasing Students' Sight Word Vocabulary | |
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Phonics | |
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Word Families | |
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Invented or Temporary Spelling and Word Recognition | |
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Developmental Levels in Student Spelling | |
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Summary of Early Literacy Instructional Strategies | |
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Assessing Emergent Literacy Development | |
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Differentiating Instruction for Emergent Literacy Development | |
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Summary | |
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Suggestions for Further Reading | |
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Activities | |
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Words and Meaning: English Learners' Vocabulary Development | |
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What Does Research Tell Us About Vocabulary Development in a Second Language? | |
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What Words Do Students Need to Know? | |
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How Do Students Learn New Words? | |
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How Do We Differentiate Vocabulary Assessment and Instruction? | |
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English Language Proficiency Considerations | |
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Primary Language Proficiency Considerations | |
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Vocabulary Assessment for Planning Instruction | |
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A Word About Dictionaries | |
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Beginning Level Vocabulary Learners: Characteristics and Strategies | |
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Total Physical Response | |
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Read Alouds | |
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Word Cards | |
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Word Wall Dictionary | |
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Picture Dictionaries | |
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Working with Idioms | |
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Intermediate Level Vocabulary Learners: Characteristics and Strategies | |
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Vocabulary Self-Collection Strategy | |
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Word Wheel | |
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Word Wizard | |
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Contextual Redefinition | |
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Vocabulary Journals | |
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Dictionary Use | |
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Teaching Prefixes and Suffixes | |
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Word Learning Strategies Identified as Useful by Older Learners | |
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Assessing Second Language Learners Vocabulary Progress | |
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Differentiating Vocabulary Instruction | |
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Summary | |
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Suggestions for Further Reading | |
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English Learners and Process Writing | |
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Research on Second Language Writing | |
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What Is Process Writing? | |
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Experiencing Process Writing: I Remembe | |
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Students' Responses to I Remembe | |
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How Process Writing Helps English Learners | |
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Collaborative Contexts for Process Writing | |
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Response Groups | |
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Peer Editing Groups | |
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Publishing Student Writing | |
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Developmental Phases in Second Language Writing | |
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Description of Beginning Writers | |
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Strategies to Assist Beginning Writers | |
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Oral Discussion | |
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Partner Stories Using Pictures and Wordless Books | |
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Concept Books: Creating a Teaching Library | |
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Peek-A-Boo Books for Younger Students and Riddle Books for Older Students | |
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Pattern Poems From Personal Journals to Dialogue Journals to Buddy Journals | |
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Improvisational Sign Language | |
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Life Murals | |
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Clustering | |
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Freewriting | |
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Description of Intermediate Writers | |
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Strategies for Intermediate Writers | |
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Show and Not Tell | |
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Sentence Combining | |
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Sentence Shortening | |
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Sentence Models | |
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Mapping | |
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Assessing English Learners' Writing Progress | |
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Portfolio Assessment | |
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Holistic Scoring | |
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Working with Errors in Student Writing | |
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Balancing Goals: Fluency, Form, Correctness | |
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Balancing Instruction: Scaffolds, Models, and Direct Instruction | |
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Differentiating Instruction for Writing Development | |
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Summary | |
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Suggestions for Further Reading | |
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Activities | |
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Reading and Literature Instruction for English Language Learners | |
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What Does Research Tell Us about Reading in a Second Language? | |
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Second Language Readers | |
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English Language Learners and Background Knowledge | |
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Reading Processes of Proficient Readers | |
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Elements of Reading Comprehension and Metacognition: A Cartoon Example | |
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Background Knowledge and Inferences | |
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Decoding and Vocabulary | |
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Metacognition: Thinking about Thinkin | |
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Text Structure | |
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Working in Literature Response Groups | |
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Steps That Prepare Students to Work in Response Groups | |
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How Response to Literature Assists English Language Learners | |
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The Many Benefits of Independent Reading | |
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Independent, Instructional, and Frustration Levels of Reading | |
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Five-Finger Exercise | |
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Graded Books | |
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Electronic Books (E-Books) | |
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Developmental Phases in Second Language Reading | |
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Beginning Readers: Characteristics and Strategies | |
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Language-Experience Approach | |
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Providing Quality Literature for Beginners | |
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Pattern Books | |
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Illustrating Stories and Poems | |
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Shared Reading with Big Books | |
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Guided Reading | |
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Directed Listening-Thinking Activity (DL-TA) | |
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Readers' Theater | |
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Story Mapping | |
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Intermediate Readers: Characteristics and Strategies | |
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Cognitive Mapping | |
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Directed Reading-Thinking Activity (DR-TA) | |
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Literature Response Journals | |
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Developing Scripts for Readers' Theater | |
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Adapting Stories into Plays and Scripts for Film and Videotape | |
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Using Computers and CD-ROMs to Enhance Learning | |
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Assessing Second Language Readers' Progress | |
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Assessing with Materials Students Bring to Class | |
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Informal Assessment | |
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Miscue Analysis | |
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Informal Reading Inventories | |
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Running Records | |
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Student Self-Assessment | |
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Differentiating Reading and Literature Instruction | |
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Summary | |
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Suggestions for Further Reading | |
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Activities | |
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Content Reading and Writing: PreReading and During Reading | |
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What Does Research Tell Us about Reading and Writing across the Curriculum for English Language Learners? | |
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Background Information on Students' Interactions with Texts | |
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Aesthetic and Efferent Interactions with Texts | |
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Effects of Text Structure on Comprehension and Memory | |
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Literary Structure | |
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Metacognition and Learning from Text | |
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Matching Students and Texts | |
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Evaluating Students' Interaction with Text Using the Group Reading Inventory (GRI) | |
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Strategies to Promote Reading Comprehension | |
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PreReading Strategies: Developing Motivation, Purpose, and Background Knowledge | |
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Teacher Talk: Making Purposes Clear | |
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Field Trips and Films | |
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Simulation Games | |
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Experiments | |
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Developing Vocabulary before Students Read a Text | |
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Structured Overviews | |
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Preview Guides | |
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Anticipation Guides | |
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During-Reading Strategies: Monitoring Comprehension | |
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Using Headings and Subheadings | |
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Directed Reading-Thinking Activity (DR-TA) | |
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Vocabulary Strategies during Reading | |
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Using Clustering to Develop Vocabulary in Context | |
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Jigsaw Procedure | |
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Learning Logs | |
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Differentiating Instruction for Content Area Reading | |
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Summary | |
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Suggestions for Further Reading | |
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Activities | |
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Content Reading and Writing: PostReading | |
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Strategies for Organizing and Remembering | |
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PostReading Strategies for Students | |
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Semantic Feature Analysis for Vocabulary Development after Reading | |
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Rehearsing to Organize and Remember Information | |
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Venn Diagrams 3 | |
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Mapping 3 | |
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Writing as a Learning Tool across the Curriculum | |
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Journals and Learning Logs | |
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Developing Topics and Student Self-Selection of Topics in Content Areas | |
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Photo Essays: Combining Direct Experience, the Visual Mode, and Writing | |
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Written and Oral Collaborative Research Projects | |
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K-W-L, a Strategy that Fosters Thinking before, during, and after Reading | |
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Theme Studies: Providing a Meaningful Learning Context | |
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Introducing the Topic and Choosing Study Questions | |
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Organizing Instruction | |
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Instructional Modifications for English Learners | |
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Assessment | |
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Portfolio Assessment | |
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Using Multiple Measures for Assessment | |
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Differentiating Instruction for Content Area Learning | |
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Summary | |
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Suggestions for Further Reading | |
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Activities | |
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Reading Assessment and Instruction | |
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Theoretical Approach to Literacy Assessment | |
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Language Proficiency: Listening, Speaking, Reading, and Writing | |
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Looking Closely at the Reading Process in English | |
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Resources That Non-Native English Speakers Bring to English Reading | |
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Assessing Reading Using an Informal Reading Inventory | |
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Using IRIs to Systematically Assess Students' Status and Progress | |
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Reading Levels Can Be Established Using Informal Reading Inventories | |
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Procedures for Determining Independent, Instructional, and Frustration Levels | |
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Sample Informal Reading Inventory | |
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A List of Commercial Informal Reading Inventories | |
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Other Procedures for Evaluating and Helping Readers | |
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Linking Assessment and Instruction | |
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Echo Reading | |
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Guided Reading | |
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ReQuest Procedure | |
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Read Alouds | |
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Summary | |
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Suggestions for Further Reading | |
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Activities | |
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References 412 | |
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Author Index 433 | |
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Subject Index 439 | |