Reading, Writing, and Learning in ESL A Resource Book for K-12 Teachers

ISBN-10: 0205449239

ISBN-13: 9780205449231

Edition: 4th 2005 (Revised)

Authors: Suzanne F. Peregoy, Owen F. Boyle

List price: $79.20
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Book details

List price: $79.20
Edition: 4th
Copyright year: 2005
Publisher: Allyn & Bacon, Incorporated
Binding: Mixed Media
Pages: 464
Size: 7.25" wide x 9.00" long x 1.00" tall
Weight: 1.738
Language: English

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