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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 and Its Content | |
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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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| 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 Education" Classroom | |
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| Quality Indicators to Look for in Programs Serving English Learners | |
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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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| Languages in the Attic | |
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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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| Age and the Interplay of Sociocultural, Cognitive, and Personality Factors | |
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| Differences 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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| Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE) | |
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| Planning and Organizing Sheltered Instruction or SDAIE | |
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| Sheltered Instruction or SDAIE: A Science Example | |
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| Sheltered Instruction or SDAIE: A Literature Example | |
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| Sheltered Instruction or SDAIE: A Secondary Social Science Example | |
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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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| Distinguishing Theme Units from Theme Cycles | |
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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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| Scaffolding in First Language Acquisition Research | |
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| Scaffolding Applied to Second Language Acquisition | |
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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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| 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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| 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 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 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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| Evaluating 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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| 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 Remember" | |
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| Students' Responses to "I Remember" | |
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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 | |
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| 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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| A Word about Writing with Computers | |
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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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| 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 Thinking" | |
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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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| Extensive Reading: The Foundation of Every Reading Program | |
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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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| 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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| 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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| Summary | |
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| Suggestions for Further Reading | |
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| Activities | |
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| Content Reading and Writing: Postreading 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 | |
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| Mapping | |
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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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| 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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| Silent Sustained Reading | |
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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 | |
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| Author Index | |
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| Subject Index | |