| |
| |
| Acknowledgments | |
| |
| |
| Contributors | |
| |
| |
| Introduction | |
| |
| |
| |
| Supporting English Learners | |
| |
| |
| |
| Changing Classrooms: Transforming Instruction | |
| |
| |
| |
| Language Diversity and Education: A Brief History | |
| |
| |
| Understanding English Learners | |
| |
| |
| Supporting English Learners | |
| |
| |
| Instructional Planning and Language Demands | |
| |
| |
| Conclusion | |
| |
| |
| |
| Curriculum and Planning | |
| |
| |
| |
| Differentiating Instruction for English Learners: The Four-by-Four Model | |
| |
| |
| |
| The Four-by-Four Model | |
| |
| |
| Theoretical Foundation of the Four-by-Four Model | |
| |
| |
| Guiding Principles of the Four-by-Four Model | |
| |
| |
| Structure of the Four-by-Four Model | |
| |
| |
| Conclusion | |
| |
| |
| |
| Supporting English Learners: Developing Academic Language in the Content Area Classroom | |
| |
| |
| |
| Goals for English Learners | |
| |
| |
| Explicit Development of Academic Language | |
| |
| |
| A Confession | |
| |
| |
| How to Start: Introducing Academic Language | |
| |
| |
| Keys to Comprehension | |
| |
| |
| Conclusion | |
| |
| |
| |
| Teaching Language Through Content Themes: Viewing Our World as a Global Village | |
| |
| |
| |
| Reasons to Teach Language Through Sustained Content | |
| |
| |
| Reasons for Organizing Curriculum Around Themes | |
| |
| |
| Connecting Thematic Content to Standards | |
| |
| |
| Using Culturally Relevant Books | |
| |
| |
| The Preview/View/Review Technique | |
| |
| |
| Putting It Together: Francisco's Global Interdependence Theme | |
| |
| |
| Conclusion | |
| |
| |
| |
| Reading Instruction | |
| |
| |
| |
| Essential Comprehension Strategies for English Learners | |
| |
| |
| |
| Reading Comprehension Strategies: How to Make Sense of Text | |
| |
| |
| Instructional Strategies for Teaching Comprehension | |
| |
| |
| Conclusion | |
| |
| |
| |
| Promoting the Vocabulary Growth of English Learners | |
| |
| |
| |
| Research Foundation of the Vocabulary Improvement Program | |
| |
| |
| Developing the Program | |
| |
| |
| What the Program Teaches | |
| |
| |
| Important Program Features | |
| |
| |
| A Close Look at Four Types of Activities | |
| |
| |
| Conclusion | |
| |
| |
| |
| Description of Measures | |
| |
| |
| |
| Example of Vocabulary Improvement Program Curriculum, Grades 3-5 | |
| |
| |
| |
| Using Guided Reading With English Learners | |
| |
| |
| |
| Why Guided Reading is Important for English Learners | |
| |
| |
| Using All Three Cueing Systems: Developing Strategies and Language | |
| |
| |
| Assessing Miscues to Understand Reading and Language Ability | |
| |
| |
| Emergent and Early Guided Reading Lesson: Emphasis on Talk | |
| |
| |
| Early Fluent Guided Reading Lesson: Sustaining and Expanding Meaning | |
| |
| |
| Fluent Guided Reading Lesson: Focus on Higher Level Comprehension Strategies | |
| |
| |
| Choosing Books for Guided Reading With English Learners | |
| |
| |
| Enriching Vocabulary and Selecting Texts | |
| |
| |
| Utilizing Sentence Structures: Matching Language Level | |
| |
| |
| Conclusion | |
| |
| |
| |
| Teaching English Learners About Expository Text Structures | |
| |
| |
| |
| Why Teach About Exposition? | |
| |
| |
| What Are the Challenges of Expository Texts? | |
| |
| |
| How Does Exposition Differ From Narrative? | |
| |
| |
| What Are the Most Common Expository Text Structures? | |
| |
| |
| Teaching Common Text Structures | |
| |
| |
| Conclusion | |
| |
| |
| |
| Oral and Written Language | |
| |
| |
| |
| Negotiating Meaning Through Writing | |
| |
| |
| |
| Writing In a New Language | |
| |
| |
| Finding a Starting Point for Writing in English | |
| |
| |
| Writing in a Supportive Environment | |
| |
| |
| Reflecting on the Interactive Writing Project: Some Recommendations | |
| |
| |
| Taking It Further: Letter and Journal Writing Across the Curriculum | |
| |
| |
| Conclusion | |
| |
| |
| |
| Language Play, Language Work: Using Poetry to Develop Oral Language | |
| |
| |
| |
| Supporting Oral-Language Development | |
| |
| |
| Reading Poetry With English Learners | |
| |
| |
| Strategies for Sharing Poetry | |
| |
| |
| Responding to Poetry | |
| |
| |
| Creating a Classroom Collection of Poetry | |
| |
| |
| Conclusion | |
| |
| |
| |
| Using Puppets With English Learners to Develop Language | |
| |
| |
| |
| A Personal Journey With Puppets | |
| |
| |
| A Professional Journey With Puppets | |
| |
| |
| The Potential of Puppetry: Two Examples | |
| |
| |
| Puppetry Beyond the Classroom | |
| |
| |
| Student Reactions to Puppetry | |
| |
| |
| Teacher Reactions to Puppetry | |
| |
| |
| Suggestions for Using Puppets in the Classroom | |
| |
| |
| Conclusion | |
| |
| |
| |
| Let's Read, Write, and Talk About It: Literature Circles for English Learners | |
| |
| |
| |
| What Are Literature Circles? | |
| |
| |
| Scaffolding English Learners | |
| |
| |
| Using Literature Circles With English Learners | |
| |
| |
| Strategies That Work Well With English Learners | |
| |
| |
| Monitoring Students in Literature Circles | |
| |
| |
| Making Connections to Real Life Through Literature Circles | |
| |
| |
| Asking Questions in Literature Circles | |
| |
| |
| Celebrating Literature Circles | |
| |
| |
| Conclusion | |
| |
| |
| Author Index | |
| |
| |
| Children's Literature Author Index | |
| |
| |
| Subject Index | |