Amazon no longer offers textbook rentals. We do!

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

by: Peregoy, Suzanne F.; Boyle, Owen F.

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

by: Peregoy, Suzanne F.; Boyle, Owen F.

ISBN 13:
9780801332494
ISBN 10:
0801332494
Edition: 3rd
Format: Paperback
Copyright: 01/01/2001
Publisher: Allyn & Bacon
Newer Edition

Rent

Sorry, this item is currently unavailable.

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Extend or Purchase Your Rental at Any Time

Need to keep your rental past your due date? At any time before your due date you can extend or purchase your rental through your account.

Summary

This is an old edition! Please see the fourth edition, ISBN: 0-205-41034-0, to view the most up-to-date information about this book. This comprehensive and accessible text provides practical strategies for promoting literacy and language development in second language learners (K-12). It explores contemporary language acquisition theory as it relates to instruction and provides suggestions and methods on motivating and involving ESL students.

Preface

English Language Learners in School

(27)

Who Are English Language Learners?

(1)

How Can I Get to Know My English Language Learners?

(4)

Getting Basic Information When a New Student Arrives

(2)

Classroom Activities That Let You Get to Know Your Students

(2)

How Do Cultural Differences Affect Teaching and Learning?

(7)

Culture in the Classroom Context

(1)

Definitions of Culture and Its Content

(3)

Sociolinguistic Interactions in the Classroom

(1)

Culturally Related Responses to Classroom Organization

(1)

Literacy Traditions from Home and Community

(1)

How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English?

(3)

First Things First: Safety and Security

(1)

Creating a Sense of Belonging

(2)

What Kinds of Programs Exist to Meet the Needs of English Language Learners?

(8)

Bilingual Education Programs

(6)

English Language Development Programs

(1)

English Language Learners in the ``General Education'' Classroom

(1)

Quality Indicators to Look For in Programs Serving English Learners

(1)

Summary

(1)

Suggestions for Further Reading

(1)

Activities

(1)

Second Language Acquisition

(33)

What Do You Know When You Know a Language? Defining Language Proficiency as Communicative Competence

(4)

Language Acquisition Theories

(13)

First Language Acquisition Theories

(6)

Second Language Acquisition Theories

(6)

Learning a Second Language in School: Processes and Factors

(12)

Second Language Acquisition Contexts: Formal Study versus Immersion in a Country Where the Language Is Spoken

(2)

Age and the Interplay of Sociocultural, Cognitive, and Personality Factors

(2)

Differences in School Expectations of Younger and Older Learners

(1)

Teacher Expectations for English Learner Achievement

(1)

Language Used for Social Interaction versus Language Used for Academic Learning

(2)

Comprehensible Input and Social Interaction

(2)

What about Language Learning Errors?

(1)

Summary

(1)

Suggestions for Further Reading

(1)

Activities

(1)

Classroom Practices for English Learner Instruction

(43)

Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE)

(8)

Planning and Organizing Sheltered Instruction or SDAIE

(1)

Sheltered Instruction or SDAIE: A Science Example

(5)

Sheltered Instruction or SDAIE: A Literature Example

(2)

Group Work

(5)

Organizing Group Work

(2)

Cooperative Learning Methods

(1)

Phases of Cooperative Group Development

(1)

Jigsaw

(1)

Thematic Instruction

(8)

Distinguishing Theme Units from Theme Cycles

(1)

Organizing Thematic Instruction

(3)

Functional Language and Literacy Uses in Thematic Instruction

(1)

Creating Variety in Language and Literacy Uses

(1)

Scaffolding

(9)

Scaffolding: A KEEP Example

(3)

Scaffolding in First Language Acquisition Research

(1)

Scaffolding Applied to Second Language Acquisition

(2)

Scaffolds for First and Second Language Reading and Writing

(2)

Assessment of English Learners

(7)

English Learner Assessment: Definition and Purposes

(2)

Identification and Placement of Students in Need of Language Education Support Services

(1)

Limitations of Standardized Language Proficiency Tests

(1)

Redesignation to FEP

(1)

Program Evaluation

(1)

Assessment of Student Learning and Progress

(2)

Summary

101

(1)

Suggestions for Further Reading

102

(1)

Activities

103

(1)

Oral Language Development in Second Language Acquisition

104

(42)

Oral Language in Perspective

105

(6)

Integration of Listening, Speaking, Reading, and Writing

106

(1)

Relationships among Listening, Speaking, Reading, and Writing

107

(2)

Form, Function, and Social Context in Oral Language Use

109

(2)

Describing Oral Language Performance of Beginning and Intermediate English Learners

111

(5)

Second Language Oral Proficiency of Beginning English Learners

112

(3)

Second Language Oral Proficiency of Intermediate English Learners

115

(1)

Promoting Oral Language Development in the Classroom

116

(10)

Songs

118

(1)

Drama

118

(1)

Dramatizing Poetry

119

(2)

Show and Tell

121

(1)

One Looks, One Doesn't

121

(1)

Tape Recording Children's Re-Creations of Wordless Book Stories

122

(1)

Taping and Dubbing a Television Show

123

(1)

Choral Reading

124

(1)

Riddles and Jokes

125

(1)

Oral Language Development through Content-Area Instruction

126

(5)

Oral English Development and Use in Mathematics

126

(2)

Oral English Development and Use in Science

128

(1)

Oral English Development and Use in Social Studies

129

(2)

Classroom Assessment of English Learners' Oral Language Development

131

(11)

The Student Oral Language Observation Matrix (SOLOM)

131

(7)

Checklists and Anecdotal Observations

138

(4)

Summary

142

(1)

Suggestions for Further Reading

143

(1)

Activities

144

(2)

Emergent Literacy: English Learners Beginning to Write and Read

146

(56)

What Does Research Tell Us about the Early Literacy Development of English Learners?

149

(2)

Contrasting the Emergent Literacy and Reading Readiness Perspectives

151

(5)

Reading Readiness Perspective

151

(2)

Emergent Literacy Perspective

153

(2)

Differences between Oral and Written Language Development

155

(1)

Highlighting Literacy Functions in Your Classroom

156

(1)

Exploring the Visual Form of Written Language

157

(11)

Development of Alphabetic Writing: Connecting Symbols and Sounds

159

(4)

Print Concepts That Emerge in Emergent Literacy

163

(2)

Invented or Temporary Spelling: Children Working Out Sound/Symbol Correspondences

165

(3)

Emergent Literacy in English as a Non-native Language

168

(2)

Home and School Environments That Nurture Emergent Literacy

170

(6)

How Do Home Environments Promote Early Literacy?

171

(2)

Family Literacy Programs

173

(1)

Promoting Parent Involvement in English Learners' Schooling

174

(2)

Classroom Strategies to Promote Early Literacy

176

(9)

Early Literacy Goals

176

(1)

Creating a Literacy-Rich Classroom Environment

177

(2)

Books, Books, Books

179

(1)

Using Daily Routines to Highlight the Forms and Functions of Print

179

(2)

Reading Aloud to Students

181

(2)

Shared Writing and Reading through the Language Experience Approach

183

(1)

Dialogue Journals

183

(1)

Alphabet Books

184

(1)

Helping Children Recognize and Spell Words Independently

185

(10)

Using Big Books to Teach Sight Words and Phonics

185

(1)

Increasing Students' Sight Word Vocabulary

186

(1)

Phonics

187

(1)

Word Families

188

(2)

Invented or Temporary Spelling and Word Recognition

190

(1)

Developmental Levels in Student Spelling

190

(5)

Summary of Early Literacy Instructional Strategies

195

(1)

Evaluating Emergent Literacy Development

195

(3)

Summary

198

(1)

Suggestions for Further Reading

199

(1)

Activities

200

(2)

English Learners and Process Writing

202

(55)

Research on Second Language Writing

204

(2)

What Is Process Writing?

206

(5)

Experiencing Process Writing: ``I Remember''

207

(1)

Students' Responses to ``I Remember''

208

(3)

How Process Writing Helps English Learners

211

(1)

Collaborative Contexts for Process Writing

212

(8)

Response Groups

212

(5)

Peer Editing Groups

217

(1)

Publishing Student Writing

218

(2)

Developmental Phases in Second Language Writing

220

(1)

Description of Beginning Writers

221

(2)

Strategies to Assist Beginning Writers

223

(11)

Strategies to Assist Beginning Writers

223

(1)

Oral Discussion

224

(1)

Partner Stories Using Pictures and Wordless Books

224

(1)

Concept Books: Creating a Teaching Library

225

(1)

Peek-a-boo Books for Younger Students and Riddle Books for Older Students

225

(1)

Pattern Poems

226

(1)

From Personal Journals to Dialogue Journals to Buddy Journals

227

(3)

Improvisational Sign Language

230

(1)

Life Murals

231

(1)

Clustering

232

(1)

Freewriting

233

(1)

Description of Intermediate Writers

234

(2)

Strategies for Intermediate Writers

236

(9)

Show and Not Tell

237

(1)

Sentence Combining

238

(1)

Sentence Shortening

239

(1)

Sentence Models

240

(2)

Mapping

242

(3)

A Word about Writing with Computers

245

(2)

Assessing English Learners' Writing Progress

247

(6)

Portfolio Assessment

247

(4)

Holistic Scoring

251

(2)

Summary

253

(2)

Suggestions for Further Reading

255

(1)

Activities

255

(2)

Reading and Literature Instruction for English Language Learners

257

(50)

What Does Research Tell Us about Reading in a Second Language?

259

(4)

Second Language Readers

260

(1)

English Language Learners and Background Knowledge

260

(2)

Reading Processes of Proficient Readers

262

(1)

Working in Literature Response Groups

263

(4)

Steps That Prepare Students to Work in Response Groups

265

(1)

How Response to Literature Assists English Language Learners

266

(1)

Developmental Phases in Second Language Reading

267

(1)

Beginning Readers: Characteristics and Strategies

267

(13)

Language-Experience Approach

268

(3)

Providing Quality Literature for Beginners

271

(1)

Patterned Books

272

(2)

Illustrating Stories and Poems

274

(1)

Shared Reading with Big Books

274

(2)

Directed Listening-Thinking Activity (DL-TA)

276

(2)

Readers' Theater

278

(1)

Story Mapping

279

(1)

Intermediate Readers: Characteristics and Strategies

280

(9)

Cognitive Mapping

281

(3)

Directed Reading-Thinking Activity (DR-TA)

284

(2)

Literature Response Journals

286

(2)

Developing Scripts for Readers' Theater

288

(1)

Adapting Stories into Plays and Scripts for Film and Videotape

288

(1)

Using Computers and CD-ROMs to Enhance Learning

289

(1)

Assessing Second Language Readers' Progress

289

(14)

Assessing with Materials Students Bring to Class

290

(1)

Informal Assessment

290

(1)

Miscue Analysis

291

(8)

Informal Reading Inventories

299

(1)

Running Records

299

(2)

Student Self-Assessment

301

(2)

Summary

303

(2)

Suggestions for Further Reading

305

(1)

Activities

306

(1)

Content Reading and Writing: Prereading and During Reading

307

(34)

What Does Research Tell Us about Reading and Writing across the Curriculum for English Language Learners?

311

(1)

Background Information on Students' Interactions with Texts

312

(8)

Aesthetic and Efferent Interactions with Texts

312

(1)

Effects of Text Structure on Comprehension and Memory

313

(6)

Literary Structure

319

(1)

Metacognition and Learning from Text

320

(1)

Matching Students and Texts

320

(4)

Evaluating Students' Interaction with Text Using the Group Reading Inventory (GRI)

321

(3)

Strategies to Promote Reading Comprehension

324

(2)

Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge

326

(6)

Teacher Talk: Making Purposes Clear

326

(2)

Field Trips and Films

328

(1)

Simulation Games

328

(1)

Experiments

329

(1)

Developing Vocabulary before Students Read a Text

329

(1)

Structured Overviews

330

(1)

Preview Guides

330

(1)

Anticipation Guides

331

(1)

During-Reading Strategies: Monitoring Comprehension

332

(6)

Using Headings and Subheadings

333

(1)

Directed Reading-Thinking Activity (DR-TA)

333

(1)

Vocabulary Strategies during Reading

334

(1)

Using Clustering to Develop Vocabulary in Context

335

(1)

Jigsaw Procedure

336

(2)

Learning Logs

338

(1)

Summary

338

(1)

Suggestions for Further Reading

339

(1)

Activities

340

(1)

Content Reading and Writing: Postreading Strategies For Organizing and Remembering

341

(31)

Postreading Strategies for Students

342

(6)

Semantic Feature Analysis for Vocabulary Development after Reading

343

(1)

Rebearsing to Organize and Remember Information

344

(1)

Venn Diagrams

345

(1)

Mapping

346

(2)

Writing as a Learning Tool across the Curriculum

348

(9)

Journals and Learning Logs

348

(2)

Developing Topics and Student Self-Selection of Topics in Content Areas

350

(2)

Photo Essays: Combining Direct Experience, the Visual Mode, and Writing

352

(1)

Written and Oral Collaborative Research Projects

353

(3)

K-W-L, a Strategy That Fosters Thinking before, during, and after Reading

356

(1)

Theme Studies: Providing a Meaningful Learning Context

357

(7)

Introducting the Topic and Choosing Study Questions

357

(3)

Organizing Instruction

360

(1)

Instructional Modifications for English Learners

361

(3)

Assessment

364

(4)

Portfolio Assessment

364

(3)

Using Multiple Measures for Assessment

367

(1)

Summary

368

(1)

Suggestions for Further Reading

369

(1)

Activities

370

(2)

Reading Assessment and Instruction

372

(40)

Theoretical Approach to Literacy Assessment

374

(11)

Language Proficiency: Listening, Speaking, Reading and Writing

374

(5)

Looking Closely at the Reading Process in English

379

(3)

Resources that Non-Native-English Speakers Bring to English Reading

382

(3)

Assessing Reading Using an Informal Reading Inventory

385

(15)

Using IRIs to Systematically Assess Students Status and Progress

386

(2)

Reading Levels Can be Established Using Informal Reading Inventories

388

(1)

Procedures for Determining Independent, Instructional and Frustration Levels

388

(1)

Independent Reading Level

389

(1)

Instructional Reading Level

389

(1)

Frustration Reading Level

390

(1)

Sample Informal Reading Inventory

390

(2)

Case Study of Lou Using an IRI

392

(4)

Summary of Lou's Reading Abilities

396

(4)

A List of Commercial Informal Reading Inventories

400

(1)

Other Procedures for Evaluating and Instructing Struggling Readers Linking Assessment and Instruction

400

(1)

Echo Reading

400

(1)

Linking Assessment and Instruction

401

(8)

Guided Reading

402

(4)

ReQuest Procedure

406

(2)

Silent Sustained Reading

408

(1)

Read Alouds

408

(1)

Summary

409

(1)

Suggestions for Further Reading

409

(1)

Activities

410

(2)

Afterword

412

(5)

Bibliography

417

(19)

Author Index

436

Subject Index

Amazon no longer offers textbook rentals. We do!

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

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

9780801332494

0801332494

Summary

Author Biography

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

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

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

9780801332494

0801332494

Summary

Author Biography

Table of Contents

Supplemental Materials

Write a Review

Related Products