| |
| |
List of Figures | |
| |
| |
List of Tables | |
| |
| |
Series Introduction | |
| |
| |
Acknowledgments | |
| |
| |
Introduction | |
| |
| |
| |
Your English Language Learner | |
| |
| |
| |
Orientation | |
| |
| |
Demographic Information about English Learners | |
| |
| |
| |
English Learners and Academic Achievement | |
| |
| |
| |
Principles of Instruction for Second Language Acquisition | |
| |
| |
| |
Ensure that Learners Develop both a Rich Repertoire of Formulaic Expressions and Rule-Based Competence | |
| |
| |
| |
Ensure that ELLs Focus Predominantly on Meaning | |
| |
| |
| |
Ensure that Learners also Focus on Form | |
| |
| |
| |
Develop Implicit Knowledge of the Second Language without Neglecting Explicit Knowledge | |
| |
| |
| |
Take into Account the Learner's Built-in Syllabus | |
| |
| |
| |
Utilize Extensive Second Language Input | |
| |
| |
| |
Provide Opportunities for Output | |
| |
| |
| |
Provide Opportunity to Interact in the Second Language | |
| |
| |
| |
Take Account of Individual Differences in Learners | |
| |
| |
| |
Examine Free as well as Controlled Production when Assessing Learners' Second Language Proficiency | |
| |
| |
| |
Practice Culturally Responsive Teaching | |
| |
| |
| |
Set High Standards for all Students | |
| |
| |
| |
ESOL Program Models | |
| |
| |
English as a Second Language instruction (ESL) | |
| |
| |
Sheltered English Instruction (SEI) | |
| |
| |
Newcomer Programs | |
| |
| |
Transitional Bilingual Education (TBE) | |
| |
| |
Developmental Bilingual Education Programs (DBE) | |
| |
| |
Dual Language Programs | |
| |
| |
Bilingual Immersion Programs | |
| |
| |
Heritage Language Programs | |
| |
| |
| |
Fostering Parent Involvement | |
| |
| |
Title III Requirements for Parental Involvement | |
| |
| |
Barriers to and Suggested Solutions for Parental Involvement | |
| |
| |
| |
Principles of English / Language Arts Teaching and Learning | |
| |
| |
| |
English / Language Arts-Focused ESOL Research | |
| |
| |
Students' Native Language | |
| |
| |
Talk and Interaction | |
| |
| |
Emphasis on Students' Experiences | |
| |
| |
Text Selection | |
| |
| |
Instructional Conversations | |
| |
| |
Literature Study Groups | |
| |
| |
Cognitive Strategies | |
| |
| |
Teaching Strategies | |
| |
| |
Writing Instruction | |
| |
| |
Assessment | |
| |
| |
Conclusion | |
| |
| |
| |
English Language Learners and the Common Core State Standards | |
| |
| |
Overview of the Standards | |
| |
| |
English Language Proficiency and the Standards | |
| |
| |
Recommendations for Teaching ELLs and the Standards | |
| |
| |
Assessment | |
| |
| |
Conclusion and Implications | |
| |
| |
| |
Teaching English / Language Arts | |
| |
| |
| |
Introduction | |
| |
| |
| |
Reading Strategies | |
| |
| |
Steps to Introduce Reading Strategies | |
| |
| |
Reading Surveys (Levels 1-4) | |
| |
| |
Understanding the Organizational Structure of a Text (Levels 3 and 4) | |
| |
| |
Using Graphic Organizers (Levels 1-4) | |
| |
| |
Text Features (Levels 2-4) | |
| |
| |
Anticipation Guides (Levels 1-4) | |
| |
| |
Concept Maps (Levels 1-4) | |
| |
| |
Author's Promise (Levels 1-4) | |
| |
| |
Predicting and Confirming Activity (Levels 1-4) | |
| |
| |
Talking to the Text (Levels 2-4) | |
| |
| |
Double Entry Journals (Levels 2-4) | |
| |
| |
Literature Circles (Levels 2-4) | |
| |
| |
Directed Reading Sequence: Summarizing, Identifying Main Ideas and Details (Levels 2-4) | |
| |
| |
Story Map (Levels 1-4) | |
| |
| |
Character Maps and Charts (Levels 1-4) | |
| |
| |
Dramatic Tableaux (Levels 1-4) | |
| |
| |
Children's Information Picture Books (Levels 1-4) | |
| |
| |
CRITICS: Distinguishing Between Fact and Opinion | |
| |
| |
PIE and Point of View Comic Strips | |
| |
| |
Discussion Questions for Reading Strategies | |
| |
| |
| |
Reading Literature | |
| |
| |
Making Classic Works of Literature More Accessible (Levels 1-4) | |
| |
| |
Updating the Classics (Levels 1-4) | |
| |
| |
Using Adolescent Literature as a Bridge to the Classics (Levels 3 and 4) | |
| |
| |
Using Adolescent Literature to Make Textual Connections (Levels 3 and 4) | |
| |
| |
Using Adolescent Literature to Introduce the Language of Literature (Levels 2-4) | |
| |
| |
Paideia Seminar (Levels 1-4) | |
| |
| |
Close Readings (Levels 1-4) | |
| |
| |
Creating Timelines as a During-reading Activity (Levels 1-4) | |
| |
| |
Discussion Questions | |
| |
| |
| |
Writing | |
| |
| |
Writing with Magnetic Poetry (Levels 1-4) | |
| |
| |
Word Choice + Audience = Voice (Levels 2-4) | |
| |
| |
Integrating Textual Support (Levels 2-4) | |
| |
| |
Organizing Academic Writing (Levels 2-4) | |
| |
| |
Composing with Computers (Levels 1-4) | |
| |
| |
Contrastive Rhetoric (Levels 2-4) | |
| |
| |
Read-Around-Groups or RAGs (Levels 2-4) | |
| |
| |
Discussion Questions | |
| |
| |
| |
Grammar | |
| |
| |
Grammar from Nursery Rhymes to Hip Hop (Levels 1-4) | |
| |
| |
Studying Parts of Speech with Artwork (Levels 1-4) | |
| |
| |
Sentence Combining (Levels 2-4) | |
| |
| |
Grammar in LEGO LAND (Levels 1-4) | |
| |
| |
Imitating our Favorites (Levels 3 and 4) | |
| |
| |
Preparing Students to Write Research Reports (Levels 1-4) | |
| |
| |
Examining One Sentence Closely (Levels 2-4) | |
| |
| |
Discussion Questions | |
| |
| |
| |
Vocabulary Development | |
| |
| |
Types of Vocabulary | |
| |
| |
Word Knowledge Check (Levels 1-4) | |
| |
| |
Fostering Word Consciousness (Levels 1-4) | |
| |
| |
Helping Webster Become Bilingual | |
| |
| |
Word Walls (Levels 1-4) | |
| |
| |
Cognates (Levels 1-4) | |
| |
| |
Draw the Word: Visual Representations (Levels 1-4) | |
| |
| |
Semantic Maps (Levels 1-4) | |
| |
| |
Vocabulary Squares (Levels 1-4) | |
| |
| |
Words in Context (Levels 1-4) | |
| |
| |
Vocabulary Bookmarks (Levels 3 and 4) | |
| |
| |
Vocabulary Charades (Levels 1-4) | |
| |
| |
Vocabulary Bingo (Levels 1-4) | |
| |
| |
Wide Reading and Reading Aloud (Levels 1-4) | |
| |
| |
Dictionaries (Levels 1-4) | |
| |
| |
Discussion Questions | |
| |
| |
| |
Speaking and Listening | |
| |
| |
Introduction | |
| |
| |
Creating Language-Teaching Opportunities (Levels 1-4) | |
| |
| |
Jazz Chants (Levels 1-4) | |
| |
| |
Using Music in ELA (Levels 1-4) | |
| |
| |
Teaching Conditionals and Promises with Napoleon Dynamite (Levels 1-4) | |
| |
| |
Role Play with TV Commercials (Levels 1-4) | |
| |
| |
Connecting Story Telling and Literature (Levels 1-4) | |
| |
| |
What's in the Bag? (Levels 1-4) | |
| |
| |
Watch, Role play, Improvise (Levels 1-4) | |
| |
| |
Fumble Rules (Levels 1-4) | |
| |
| |
Multiple-Choice Questions (Levels 1-4) | |
| |
| |
Puns: Explain, Complete, Construct (Levels 3 and 4) | |
| |
| |
Oral Presentation of a Poem (Levels 1-4) | |
| |
| |
Showing Films (Levels 1-4) | |
| |
| |
Class Discussions Using Small Groups (Levels 1-4) | |
| |
| |
Total Physical Response (TPR) (Levels 1-4) | |
| |
| |
Readers' Theatre (Levels 1-4) | |
| |
| |
Discussion Questions | |
| |
| |
| |
Technology in the English Language Arts Classroom | |
| |
| |
Introduction | |
| |
| |
Using Blogs in ELA Classrooms (Levels 1-4) | |
| |
| |
Using Social Networking Sites in ELA Classrooms (Levels 1-4) | |
| |
| |
Using Wikis in ELA Classrooms (Levels 1-4) | |
| |
| |
Using an Electronic Text Corpus (Levels 1-4) | |
| |
| |
Using Video-Sharing Sites (Levels 1-4) | |
| |
| |
E-Portfolios in ELA Classrooms (Levels 1-4) | |
| |
| |
Podcasting for ELLs (Levels 1-4) | |
| |
| |
Conclusion | |
| |
| |
Discussion Questions | |
| |
| |
| |
Developing a Unit of Study for a Complete Work | |
| |
| |
Thematic Units | |
| |
| |
The Unit Rationale | |
| |
| |
Unit Goals | |
| |
| |
Assessment | |
| |
| |
Lessons and Activities | |
| |
| |
Concluding Remarks | |
| |
| |
Discussion Questions | |
| |
| |
| |
Resources | |
| |
| |
| |
Internet Resources for Teachers | |
| |
| |
Professional Organizations and Journals | |
| |
| |
Research Centers and Institutes | |
| |
| |
Classroom Teaching Resources | |
| |
| |
Culturally Responsive Teaching | |
| |
| |
Clipart and Images | |
| |
| |
| |
Literature for Teachers | |
| |
| |
Best Practice in ELL Instruction | |
| |
| |
Cultural Information | |
| |
| |
Teachers' Manuals and Guides | |
| |
| |
Apps | |
| |
| |
| |
Internet Resources for ELLs | |
| |
| |
Online Dictionaries | |
| |
| |
Dictionaries | |
| |
| |
Online Translation Services | |
| |
| |
Internet Sites: English Language Support | |
| |
| |
Audio-Visual Materials | |
| |
| |
Glossary | |
| |
| |
References | |
| |
| |
Index | |