| |
| |
Prologue | |
| |
| |
The Authors Meet | |
| |
| |
What the Book Is Really About | |
| |
| |
Meet the Authors | |
| |
| |
| |
Teaching with Literature in a Classroom of English Learners | |
| |
| |
A First Visit to Senor B.-B.'s Third-Grade Class of English Learners | |
| |
| |
A Thought from Carole | |
| |
| |
The Classroom Day | |
| |
| |
Teaching with Literature | |
| |
| |
A Thought from Carole | |
| |
| |
A First Conversation Between Carole and Paul | |
| |
| |
A Change in Thinking About Teaching with Literature | |
| |
| |
A New Literature Plan | |
| |
| |
More Conversation Between Carole and Paul | |
| |
| |
What Happened with the Problem Javier Was Having with the Story? | |
| |
| |
A Thought from Paul | |
| |
| |
Exploring Ideas | |
| |
| |
Children's Books | |
| |
| |
References | |
| |
| |
| |
Reader Response and Learning English as a Second Language | |
| |
| |
Reader-Response Theory | |
| |
| |
The Reader and the Text | |
| |
| |
The Transactional Theory | |
| |
| |
Theories of Learning English as a Second Language | |
| |
| |
Grammar | |
| |
| |
Communication | |
| |
| |
Mapping the Crossroads of Reader Response and Learning English as a Second Language | |
| |
| |
Transmission and Social Construction of Knowledge | |
| |
| |
In the Classroom | |
| |
| |
Exploring Ideas | |
| |
| |
References | |
| |
| |
| |
Bridging Theory and Research into Practice | |
| |
| |
The Reader and the Text when Teaching with Literature | |
| |
| |
The Text | |
| |
| |
The Reader-Plus-Text | |
| |
| |
Comparison of Two Classrooms | |
| |
| |
Engaging English Learners | |
| |
| |
Exploring Literature: The Ripple Effect | |
| |
| |
A Thought from Paul | |
| |
| |
Developing Literacy | |
| |
| |
Differentiating Instruction | |
| |
| |
A Thought from Paul | |
| |
| |
Exploring Ideas | |
| |
| |
Children's Books | |
| |
| |
References | |
| |
| |
| |
Components of Student-Centered Instruction | |
| |
| |
Knowing the English Learner for Differentiated Instruction | |
| |
| |
Jackie's Experience as an Intermediate English Learner | |
| |
| |
Literature Circles with English Learners | |
| |
| |
Scheduling | |
| |
| |
Management | |
| |
| |
Materials for Literature Circles | |
| |
| |
Conferencing with Small Groups | |
| |
| |
The Literature Circle Plan | |
| |
| |
Product-Driven Differentiation and Assessment | |
| |
| |
A Thought from Carole | |
| |
| |
Exploring Ideas | |
| |
| |
References | |
| |
| |
| |
Engaging English Learners with Literature Circles in the Classroom | |
| |
| |
A Morning in Paul's Classroom | |
| |
| |
Whole-Group Instruction | |
| |
| |
Individual and Small-Group Instruction | |
| |
| |
A Journey of Discovery, Expression, and Literacy | |
| |
| |
An In-Depth Discussion of a Story | |
| |
| |
Personal Expression in Response to a Story | |
| |
| |
Retracing Jackie's Path to Interpretation | |
| |
| |
Jackie as Author, Artist, and Explorer | |
| |
| |
A Thought from Carole | |
| |
| |
Exploring Ideas | |
| |
| |
Children's Books | |
| |
| |
References | |
| |
| |
Compendium of Case Studies | |
| |
| |
Case Study of Juan: The Beginning English Learner | |
| |
| |
Meet Juan | |
| |
| |
Background and Home Influences | |
| |
| |
Language Development: English as a Second Language | |
| |
| |
Juan as a Student | |
| |
| |
Juan's Response Style: Makes Personal Connections | |
| |
| |
Exploring Ideas | |
| |
| |
Case Study of Anne: The Native English Speaker | |
| |
| |
Meet Anne | |
| |
| |
Background and Home Influences | |
| |
| |
Language Development: Native English Speaker | |
| |
| |
Anne as a Student | |
| |
| |
Anne's Response Style: Challenges the Text | |
| |
| |
Exploring Ideas | |
| |
| |
Case Study of Eduardo: The Intermediate/Advanced English Learner | |
| |
| |
Meet Eduardo | |
| |
| |
Background and Home Influences | |
| |
| |
Language Development: Fluent in English and Spanish | |
| |
| |
Eduardo as a Student | |
| |
| |
Eduardo's Response Style: Tells His Own Stories | |
| |
| |
Exploring Ideas | |
| |
| |
Children's Books | |
| |
| |
Subject Index | |
| |
| |
Name Index | |