Reading, writing, and learning in ESL
Subtitle: a resource book for teaching K-12 English learners
By: Suzanne F. Peregoy ; Owen F. Boyle
Contributors: Boyle, Owen, author
Edition: Seventh edition.
Publisher: Pearson
Published: 2017
Language: eng
Number of pages: 503
ISBN-13: 9780134014548
Subjects: Foreign speakers; Study and teaching; English language
Notes: Includes bibliographical references (pages 472-488) and indexes.
Table of contents: title: Machine generated contents note:; title: Who Are English Learners and How Can I Get to Know Them? --; title: Learning about Your Students' Languages and Cultures --; title: Getting Basic Information When a New Student Arrives --; title: Classroom Activities That Help You Get to Know Your Students --; title: How Do Cultural Differences Affect Teaching and Learning? --; title: Definitions of Culture --; title: Who Am I in the Lives of My Students? --; title: Becoming an Effective Participant[--]Observer in Your Own Classroom --; title: Sociocultural Factors Affecting Language Use in the Classroom --; title: Culturally Related Responses to Classroom Organization --; title: Literacy Traditions from Home and Community --; title: How Can I Ease New Students into the Routines of My Classroom? --; title: First Things First: Safety and Security --; title: Creating a Sense of Belonging --; title: How Do Current Policy Trends Affect English Learner Education? --; title: Academic Standards and Assessment --; title: Common Core State Standards (CCSS) --; title: English Language Development Standards and Assessment --; title: Curriculum Standards, High-Stakes Testing, and "No Child Left Behind" --; title: Socioeconomic Status: Predictor of Standardized Test Scores --; title: Education Policy Specific to English Learners --; title: Newer Technologies: Purposes, Policies, and Assessments --; title: What Kinds of Programs Exist to Meet the Needs of English Learners? --; title: English Learner Program Models --; title: Research on Bilingual and ESL Programs Serving English Learners --; title: Summary --; title: Internet Resources --; title: Activities --; title: How Have Language Proficiency and Communicative Competence Been Defined? --; title: Language Use in Social Context: A Classroom Conversation --; title: Bilingual Communicative Competence --; title: Figurative Language --; title: What Is Academic Language? --; title: Contrasting Social and Academic Language --; title: Academic Language Qualities --; title: Academic Language Functions --; title: Academic Language Linguistic Features --; title: The Role of Background Knowledge in Academic Language Use --; title: How Does Language Relate to Power, Social Standing, and Identity? --; title: Language as an Instrument and Symbol of Power --; title: Language or Dialect? --; title: How a Dialect Becomes the "Standard" Language --; title: How Language Variety Affects the Power and Prestige of Its Users --; title: The Role of a Standard Language --; title: Misuse of the Term Dialect --; title: What Theories Have Been Proposed to Explain Language Acquisition? --; title: First Language Acquisition Theories --; title: Behaviorist Theory --; title: Innatist Theory --; title: Interactionist Theory --; title: Summary of First Language Acquisition Theories --; title: Second Language Acquisition Theories --; title: Behaviorist Perspective --; title: Innatist Perspective --; title: Krashen's Five Hypotheses --; title: Interactionist Perspective --; title: Summary of Second Language Acquisition Theories --; title: What Are Some Traits and Sequences in English Language Acquisition? --; title: Interlanguage and Fossilization --; title: Developmental Sequences in English Language Acquisition --; title: What Factors Influence Second Language Development in School? --; title: Social Context of the Language Learning Environment --; title: Primary Language Development --; title: Age and the Interplay of Sociocultural and Psychological Factors --; title: Sociocultural Factors --; title: Personality Factors --; title: Cognitive Factors --; title: Teacher Expectations and Learner Errors --; title: Summary --; title: Internet Resources --; title: Activities --; title: How Do Curriculum Standards Serve English Learners? --; title: How Is Instruction Differentiated to Meet the Varied Needs of English Learners? --; title: How Is Sheltered Instruction (SDAIE) Planned and Implemented? --; title: A Science Example with Fourth-Graders --; title: A Literature Example with Kindergartners --; title: A Social Science Example with High School Students --; title: Planning for Differentiated, Sheltered English Instruction/SDAIE --; title: Response to Intervention (RTI) --; title: How Does Group Work Facilitate Content and Language Learning? --; title: Collaborative Groups --; title: Cooperative Learning Methods --; title: Phases of Cooperative Group Development --; title: Jigsaw --; title: How Does Thematic Instruction Promote Content and Language Learning? --; title: Organizing Thematic Instruction --; title: Meaning and Purpose --; title: Building on Prior Knowledge --; title: Integrated Opportunities to Use Oral and Written Language for Learning Purposes --; title: Scaffolding for Support --; title: Collaboration --; title: Variety --; title: Functional and Academic Literacy Uses in Thematic Instruction --; title: Creating Variety in Language and Literacy Uses --; title: Scaffolding --; title: Routines as Scaffolds --; title: Literacy Scaffolds for English Learners --; title: How Are English Learners Assessed? --; title: Definition and Purposes of English Learner Assessment --; title: Basic Concepts and Terms Used in Assessment --; title: Identification and Placement of Students Needing Language Education Support Services --; title: Re-Designation to Fully English Proficient --; title: Limitations of Standardized Language Proficiency Tests --; title: Program Evaluation --; title: Principles of Classroom-Based Assessment --; title: Keeping Cultural Considerations in Mind --; title: Planning Systematic, Classroom-Based Assessment --; title: Summary --; title: Internet Resources --; title: Activities --; title: What Are the New Literacies for 21st-Century Technologies? --; title: How Can We Help Students Use the Internet Effectively and Safely? --; title: Comparing Online Reading and Traditional Reading --; title: The Importance of Safe, Responsible, and Ethical Internet Use --; title: Helping Students Evaluate Websites: Bias, Reliability, and Accuracy --; title: How Can Teachers Use Technology to Differentiate Instruction for English Learners? --; title: How May Web 1.0 and Web 2.0 Be Used for Academic Learning? --; title: Using Web 1.0 for Classroom Learning --; title: Scavenger Hunts --; title: WebQuests --; title: Individual and Group Research Projects --; title: Using Web 2.0 for Classroom Learning --; title: Blogs --; title: Classroom Uses of Blogs --; title: Wikis --; title: Classroom Uses of Wikis --; title: Podcasts and Videos --; title: Classroom Uses of Podcasts and Videos --; title: Social Networking --; title: Classroom Sites Where You Can Restrict Access --; title: Why and How You Might Use Social Networking in the Classroom --; title: Teacher Networking Sites --; title: What Are Some Additional Tools and Resources for Teachers? --; title: RSS: Keeping Track of New Information on Your Favorite Sites --; title: A Glimpse of the Future --; title: Summary --; title: Internet Resources --; title: Activities --; title: Why Is an Integrated Approach to English Language Arts Important? --; title: Functional Integration of Listening, Speaking, Reading, and Writing --; title: Developmental Relationships among Listening, Speaking, Reading, and Writing --; title: Oral Language in Perspective --; title: Form, Function, and Social Context in Oral Language Use --; title: What Traits Describe the Oral Proficiency of Beginning and Intermediate English Learners? --; title: Second Language Oral Proficiency of Beginning English Learners --; title: Second Language Oral Proficiency of Intermediate English Learners --; title: What Are Some Strategies That Promote Oral Language Development? --; title: Using Games for English Language Development --; title: Podcasts to Enhance English Learning in Your Classroom --; title: Songs --; title: Drama --; title: Dramatizing Poetry --; title: Show and Tell --; title: One Looks, One Doesn't --; title: Recording Students' Re-Creations of Wordless Book Stories --; title: Recording and Dubbing a Television Show --; title: Choral Reading --; title: Riddles and Jokes --; title: What Are Some Academic Language Features of Oral Instruction in Math, Science, and Social Studies? --; title: Academic Language Features of Mathematics --; title: Academic Language Features of Science --; title: Academic Language Features of Social Studies --; title: Facilitating Oral Language Development during Academic Instruction --; title: Teacher Talk during Academic Instruction --; title: Scaffolding Student Use of Oral Language for Academic Purposes --; title: How May We Assess English Learners' Oral Language Competence? --; title: The Student Oral Language Observation Matrix --; title: Example of a SOLOM Observation and Scoring --; title: Instructional Implications Based on SOLOM Scoring --; title: Checklists and Anecdotal Observations --; title: How May Content Instruction Be Differentiated to Promote Oral Language Development? --; title: Summary --; title: Internet Resources --; title: Activities --; title: What Does Research Tell Us about Early Literacy Development? --; title: Historical Overview of Early Literacy Instruction --; title: Reading Readiness Perspective --; title: Emergent Literacy Perspective --; title: Balanced Comprehensive Literacy Perspective --; title: Early Literacy Development in English as a Non-Native Language --; title: Whole-Part-Whole Cycle for English Learners of All Ages --; title: Special Needs of Older, Preliterate Learners --; title: New Literacies and English Language Learners --; title: Which Print Functions and Forms Are Acquired during Early Literacy Development? --; title: Highlighting Literacy Functions in Your Classroom --; title: Print Concepts Children Develop in the Emergent Literacy Phase --; title: Exploring the Visual Form of Written Language --; title: Alphabetic Writing Systems: Connecting Sounds and Symbols --; title: Invented Spelling: Working Out Sound/Symbol Correspondences --; title: How May Family and Community Nurture Early Literacy Development? --; title: Family Practices That Promote Literacy Development --; title: Family Literacy Programs --; title: Promoting Parent Involvement in English Learners' Schooling --; title: Making Parent Involvement a School-Wide Goal --; title: Taking School Activities Home --; title: Which Classroom Strategies Promote Early Literacy Development? --; title: Early Literacy Goals --; title: Creating a Literacy-Rich Classroom Environment --; title: Books, Books, Books! --; title: Using Daily Routines to Highlight the Forms and Functions of Print --; title: Morning Message --; title: Classroom Rules and Procedures --; title: Wall Dictionary --; title: Reading Aloud to Students --; title: Shared Writing and Reading Using the Language Experience Approach --; title: Dialogue Journals --; title: Helping Students Recognize and Spell Words Independently --; title: Using Big Books to Teach Sight Words and Phonics --; title: Strategies to Increase Students' Sight Word Vocabulary --; title: Phonics --; title: Word Families --; title: Invented Spelling and Word Recognition --; title: Developmental Levels in Student Spelling; title: Note continued:; title: Summary of Early Literacy Instructional Strategies --; title: How May English Learners' Early Literacy Development Be Assessed? --; title: How May Early Literacy Instruction Be Differentiated for English Learners? --; title: Summary --; title: Internet Resources --; title: Activities --; title: What Does Research Show about English Learners' Vocabulary Development? --; title: What Kinds of Words Do Students Need to Know? --; title: How Do Students Learn New Words? --; title: How Do We Differentiate Vocabulary Assessment and Instruction? --; title: English Language Proficiency Considerations --; title: Primary Language Proficiency Considerations --; title: Vocabulary Assessment Prior to Instruction --; title: Planning Differentiated Vocabulary Instruction --; title: Fifth-Grade Science Lesson: Differentiated Instruction --; title: Dictionaries as a Resource for Differentiating Instruction --; title: Picture Dictionaries --; title: Bilingual Dictionaries --; title: Monolingual Language Learner Dictionaries --; title: What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies? --; title: Beginning English Learner Characteristics and Teaching Strategies --; title: Total Physical Response (TPR) --; title: Web Tools for Learning Vocabulary --; title: Read-Alouds --; title: Word Cards --; title: Word Wall Dictionary --; title: Working with Idioms --; title: Intermediate English Learner Characteristics and Teaching Strategies --; title: Word Wheels --; title: Language Wheels for Verbs, Adjectives, Adverbs, and Cognates --; title: Vocabulary Self-Collection Strategy --; title: Word Wizard --; title: Contextual Redefinition --; title: List[--]Group[--]Label[--]Map for Elementary and Secondary Students --; title: List --; title: Group --; title: Label --; title: Vocabulary Journals --; title: Teaching Students How to Use Dictionaries Effectively --; title: Teaching Prefixes and Suffixes --; title: Word Learning Strategies Older Students Found Useful --; title: How Do We Assess ELs' Vocabulary Progress? --; title: Summary --; title: Internet Resources --; title: Activities --; title: What Does Research Tell Us about Writing in a Second Language? --; title: What Is Process Writing and How Does It Benefit English Learners? --; title: Students' Responses to "I Remember" --; title: How Does Process Writing Benefit English Learners? --; title: What Are the Six Traits of Good Writing and How Can They Help English Learners? --; title: Using Webtools with Process Writing: Blogs and Wikis --; title: What Are Some Collaborative Contexts for Process Writing? --; title: Peer Response Groups --; title: A Sixth-Grade Class Works in Response Groups --; title: Peer Editing Groups --; title: Publishing Student Writing --; title: What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies? --; title: Description of Beginning Writers --; title: Strategies to Assist Beginning Writers --; title: Oral Discussion and Brainstorming Ideas --; title: Partner Stories Using Pictures and Wordless Books --; title: Concept Books: Creating a Teaching Library --; title: Peek-a-Boo Books for Younger Students and Riddle Books for Older Students --; title: Pattern Poems for Elementary and Secondary School Students --; title: From Personal Journals to Dialogue Journals to Buddy Journals --; title: Improvisational Sign Language --; title: Life Murals --; title: Clustering --; title: Freewriting --; title: Description of Intermediate Writers --; title: Strategies for Intermediate Writers --; title: Show and Not Tell --; title: Sentence Combining --; title: Sentence Shortening --; title: Sentence Models --; title: Student Examples of the Model --; title: Voice --; title: Mapping --; title: How Can We Assess English Learners' Writing Progress and Differentiate Instruction? --; title: Portfolio Assessment --; title: Balancing Goals: Fluency, Form, and Correctness --; title: Balancing Instruction: Scaffolds, Models, and Direct Instruction --; title: Helping Students Deal with Errors in Their Writing --; title: Example of a Differentiated Lesson Plan for English Learners --; title: Summary --; title: Internet Resources --; title: Activities --; title: What Does Research Tell Us about Reading in a Second Language? --; title: Second Language Readers --; title: What Role Does Background Knowledge Play in English Learners' Reading Comprehension? --; title: Reading Processes of Proficient Readers --; title: What Is Metacognition? "Thinking about Thinking" --; title: What Role Does Text Structure Play in Reading Comprehension? --; title: Why Is Internet Reading Thought of as a New Literacy? --; title: How Do Guided Reading, Literature Study, and Independent Reading Promote Literacy? --; title: Guided Reading --; title: Literature Study: Response Groups --; title: Steps That Prepare Students to Work in Response Groups --; title: How Literature Response Benefits English Learners --; title: How Can We Encourage Independent Reading? --; title: Approaches to Independent Reading --; title: Helping Students Choose Books of Appropriate Difficulty --; title: What Are the Characteristics and Strategies for Beginning and Intermediate Second Language Readers? --; title: Beginning Second Language Readers: Characteristics and Strategies --; title: Language-Experience Approach --; title: Providing Quality Literature for Beginners --; title: Pattern Books --; title: Illustrating Stories and Poems --; title: Shared Reading with Big Books --; title: Directed Listening-Thinking Activity --; title: Readers' Theater --; title: Story Mapping --; title: Intermediate Second Language Readers: Characteristics and Strategies --; title: Cognitive Mapping --; title: Directed Reading-Thinking Activity --; title: Literature Response Journals --; title: Developing Scripts for Readers' Theater --; title: Adapting Stories into Plays and Skits for Live or Video presentations --; title: How Do We Assess Second Language Readers' Progress? --; title: Assessing with Materials Students Bring to Class --; title: Informal Assessment --; title: Miscue Analysis --; title: Miscue Procedure --; title: Interpreting Miscues --; title: Informal Reading Inventories --; title: Running Records --; title: Other Reading Assessment Resources --; title: Portfolio Assessment --; title: Student Self-Assessment --; title: How Do We Differentiate Reading and Literature Instruction? --; title: Summary --; title: Internet Resources --; title: Activities --; title: What Does Research Tell Us about Content Area Reading and Writing for English Learners? --; title: Looking Closely at the Reading Process of Mature Readers --; title: Resources That English Learners Bring to Reading in English --; title: How Do Readers Interact with Longer, More Complex Texts? --; title: Aesthetic and Efferent Interactions with Texts --; title: Effects of Text Structure on Comprehension and Memory --; title: Cohesive Ties/Signal Words --; title: Headings and Subheadings --; title: Teaching Text Structure: A Classroom Example --; title: Literary Structure --; title: Discussion of Story Elements --; title: Metacognition and Learning from Text --; title: How Can We Match Students with Texts for Optimal Learning? --; title: Evaluating Students' Interaction with Text Using the Group Reading Inventory --; title: Evaluating Your Own Interaction with One Text --; title: Which Strategies Promote Reading Comprehension? --; title: Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge --; title: Teacher Talk: Making Purposes Clear --; title: Field Trips and Films --; title: Simulation Games --; title: Using Newer Technologies to Enhance Comprehension --; title: Experiments --; title: Developing Vocabulary before Students Read a Text --; title: Structured Overviews --; title: Preview Guides --; title: Anticipation Guides --; title: During Reading Strategies: Monitoring Comprehension --; title: Using Headings and Subheadings --; title: Directed Reading-Thinking Activity (DR-TA) --; title: Guided Reading --; title: ReQuest Procedure --; title: Vocabulary Strategies during Reading --; title: Using Clustering to Develop Vocabulary in Context --; title: Jigsaw Procedure --; title: Learning Logs --; title: How Can We Assess Students and Differentiate Instruction for Content Reading? --; title: Summary --; title: Internet Resources --; title: Activities --; title: Which Postreading Strategies Are Effective with English Learners and Why? --; title: Semantic Feature Analysis for Vocabulary Development after Reading --; title: Strategies to Organize and Remember Information --; title: Rehearsing --; title: Venn Diagrams --; title: Mapping --; title: Reciprocal Teaching --; title: Summarizing and Rehearsing Information with Mapping --; title: How Can Writing Be Used as a Learning Tool across the Curriculum? --; title: Journals and Learning Logs --; title: Developing Teacher- and Student-Generated Topics in Content Areas --; title: Photo Essays: Combining Direct Experience, the Visual Mode, and Writing --; title: Written and Oral Collaborative Research Projects --; title: K-W-L, a Strategy That Fosters Thinking before, during, and after Reading --; title: How Do Theme Studies Provide a Meaningful Learning Context for English Learners? --; title: Introducing the Topic and Choosing Study Questions --; title: Organizing Instruction --; title: Instructional Modifications for English Learners --; title: How Can Content Learning Be Assessed? --; title: Portfolio Assessment --; title: Selecting Materials for the Portfolio --; title: Evaluating Portfolios --; title: Using Multiple Measures for Assessment --; title: How May Content Area Instruction Be Differentiated for English Learners? --; title: Summary --; title: Internet Resources --; title: Activities.