Balanced Literacy for English Language Learners, K-2

ISBN-10: 0325008809
ISBN-13: 9780325008806
Edition: 2006
List price: $34.38 Buy it from $12.60 Rent it from $18.67
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Description: If your classroom has English Language Learners (ELLs), and whose doesn't, you've probably wondered whether the literacy methods you've used successfully with English speakers can work for nonnative speakers. Yes, they do, and in Balanced Literacy  More...

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Book details

List price: $34.38
Copyright year: 2006
Publisher: Heinemann
Publication date: 7/11/2006
Binding: Paperback
Pages: 240
Size: 8.25" wide x 10.50" long x 0.50" tall
Weight: 1.562
Language: English

If your classroom has English Language Learners (ELLs), and whose doesn't, you've probably wondered whether the literacy methods you've used successfully with English speakers can work for nonnative speakers. Yes, they do, and in Balanced Literacy for English Language Learners, K-2, you'll find out why they work and what adaptations you need to make to ensure that ELLs fully develop their reading and writing abilities. Linda Chen and Eugenia Mora-Flores examine how to lead ELLs toward independence through basic frameworks and techniques you know and may already teach with. Their integrated, comprehensive approach focuses on seven specific aspects of balanced instruction that help students learn, expand, and extend their literacy skills, including: interactive read-aloud emergent story book read-aloud shared reading reading workshop writing workshop guided reading word work Through transcripts, lesson ideas, and vivid classroom descriptions Chen and Mora-Flores show you how to plan for and adapt your literacy lessons to meet the needs of ELLs as well as what aspects of your existing curriculum may already support them. In addition, they make explicit and accessible the research and literacy and language development theories that make the balanced literacy approach work. Balanced Literacy for English Language Learners, K-2, is thoroughly practical, grounded in the latest research and theory, applicable in all English - based classroom settings, and full of great ideas for veteran, novice, and preservice teachers. With emphases on scaffolding learning across the day and the use of specific, familiar instructional strategies, it offers best practice strategies for helping little children take big steps into a new language.

Linda Chen is currently an elementary principal in New York City. She previously worked as a teacher, and a district literacy instructional specialist, as well as a staff developer with the Teachers College Reading and Writing Project and a literacy consultant to schools across the nation and in China.

Eugenia Mora-Flores is an assistant professor of clinical education in the Undergraduate and Teacher Education program at the University of Southern California (USC). She teaches courses on first and second language acquisition and methods courses in literacy development for elementary and secondary students. Mora-Flores also serves as the coordinator of the bilingual and cross-cultural program, where she teaches a course on Latino culture in addition to supervising graduate students in the field. Her research interests include studies on effective practices in developing the language and literacy skills of English learners in Grades K-12. Her recent publications include a coauthored book, Balanced Literacy for English Learners (K-2) . Mora-Flores further works as a consultant for a variety of elementary and middle schools in the areas of English Language Development (ELD), Specially Designed Academic Instruction in English (SDAIE), and writing instruction for English Learners. Mora-Flores is affiliated with the USC Center on Educational Governance (CEG), where she acts as principal translator for bilingual products developed for charter school communities, and serves as the chief liaison between CEG and the Spanish-speaking families with whom the center works. As a doctoral chair, Mora-Flores works with a group of students conducting research on teaching and learning from English learners. Research includes studies investigating writing instructional practices and programs for English learners, second language anxiety, two-way immersion programs at the middle school level, and elementary language arts programs for ELs.

Introduction
Acknowledgments
Language Development
Literacy Development
Putting the Essential Elements of Literacy in Place Across the Day
Interactive Read-Aloud
Emergent Storybook Read-Aloud
Shared Reading
Independent Reading Workshop
Writing Workshop
Guided Reading
Word Work
Concluding Thoughts
Appendixes
Academic Language Functions and Forms
Bloom's Taxonomy
Cloze Procedures for Teaching Cueing Systems
Graphic Organizers for Developing Language and Literacy
Literary Genres
Learning Center Activity Cards
Word Sorts
Works Cited
Index

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