Reading, writing, and learning in ESL : a resource book for teaching K-12 English learners /
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| Author / Creator: | Peregoy, Suzanne F., author. |
|---|---|
| Edition: | Seventh edition. |
| Imprint: | Boston : Pearson, [2017] |
| Description: | xxiv, 503 pages : illustrations ; 26 cm |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/10982680 |
Table of Contents:
- Machine generated contents note: Who Are English Learners and How Can I Get to Know Them?
- Learning about Your Students' Languages and Cultures
- Getting Basic Information When a New Student Arrives
- Classroom Activities That Help You Get to Know Your Students
- How Do Cultural Differences Affect Teaching and Learning?
- Definitions of Culture
- Who Am I in the Lives of My Students?
- Becoming an Effective Participant[-]Observer in Your Own Classroom
- Sociocultural Factors Affecting Language Use in the Classroom
- Culturally Related Responses to Classroom Organization
- Literacy Traditions from Home and Community
- How Can I Ease New Students into the Routines of My Classroom?
- First Things First: Safety and Security
- Creating a Sense of Belonging
- How Do Current Policy Trends Affect English Learner Education?
- Academic Standards and Assessment
- Common Core State Standards (CCSS)
- English Language Development Standards and Assessment
- Curriculum Standards, High-Stakes Testing, and "No Child Left Behind"
- Socioeconomic Status: Predictor of Standardized Test Scores
- Education Policy Specific to English Learners
- Newer Technologies: Purposes, Policies, and Assessments
- What Kinds of Programs Exist to Meet the Needs of English Learners?
- English Learner Program Models
- Research on Bilingual and ESL Programs Serving English Learners
- Summary
- Internet Resources
- Activities
- How Have Language Proficiency and Communicative Competence Been Defined?
- Language Use in Social Context: A Classroom Conversation
- Bilingual Communicative Competence
- Figurative Language
- What Is Academic Language?
- Contrasting Social and Academic Language
- Academic Language Qualities
- Academic Language Functions
- Academic Language Linguistic Features
- The Role of Background Knowledge in Academic Language Use
- How Does Language Relate to Power, Social Standing, and Identity?
- Language as an Instrument and Symbol of Power
- Language or Dialect?
- How a Dialect Becomes the "Standard" Language
- How Language Variety Affects the Power and Prestige of Its Users
- The Role of a Standard Language
- Misuse of the Term Dialect
- What Theories Have Been Proposed to Explain Language Acquisition?
- First Language Acquisition Theories
- Behaviorist Theory
- Innatist Theory
- Interactionist Theory
- Summary of First Language Acquisition Theories
- Second Language Acquisition Theories
- Behaviorist Perspective
- Innatist Perspective
- Krashen's Five Hypotheses
- Interactionist Perspective
- Summary of Second Language Acquisition Theories
- What Are Some Traits and Sequences in English Language Acquisition?
- Interlanguage and Fossilization
- Developmental Sequences in English Language Acquisition
- What Factors Influence Second Language Development in School?
- Social Context of the Language Learning Environment
- Primary Language Development
- Age and the Interplay of Sociocultural and Psychological Factors
- Sociocultural Factors
- Personality Factors
- Cognitive Factors
- Teacher Expectations and Learner Errors
- Summary
- Internet Resources
- Activities
- How Do Curriculum Standards Serve English Learners?
- How Is Instruction Differentiated to Meet the Varied Needs of English Learners?
- How Is Sheltered Instruction (SDAIE) Planned and Implemented?
- A Science Example with Fourth-Graders
- A Literature Example with Kindergartners
- A Social Science Example with High School Students
- Planning for Differentiated, Sheltered English Instruction/SDAIE
- Response to Intervention (RTI)
- How Does Group Work Facilitate Content and Language Learning?
- Collaborative Groups
- Cooperative Learning Methods
- Phases of Cooperative Group Development
- Jigsaw
- How Does Thematic Instruction Promote Content and Language Learning?
- Organizing Thematic Instruction
- Meaning and Purpose
- Building on Prior Knowledge
- Integrated Opportunities to Use Oral and Written Language for Learning Purposes
- Scaffolding for Support
- Collaboration
- Variety
- Functional and Academic Literacy Uses in Thematic Instruction
- Creating Variety in Language and Literacy Uses
- Scaffolding
- Routines as Scaffolds
- Literacy Scaffolds for English Learners
- How Are English Learners Assessed?
- Definition and Purposes of English Learner Assessment
- Basic Concepts and Terms Used in Assessment
- Identification and Placement of Students Needing Language Education Support Services
- Re-Designation to Fully English Proficient
- Limitations of Standardized Language Proficiency Tests
- Program Evaluation
- Principles of Classroom-Based Assessment
- Keeping Cultural Considerations in Mind
- Planning Systematic, Classroom-Based Assessment
- Summary
- Internet Resources
- Activities
- What Are the New Literacies for 21st-Century Technologies?
- How Can We Help Students Use the Internet Effectively and Safely?
- Comparing Online Reading and Traditional Reading
- The Importance of Safe, Responsible, and Ethical Internet Use
- Helping Students Evaluate Websites: Bias, Reliability, and Accuracy
- How Can Teachers Use Technology to Differentiate Instruction for English Learners?
- How May Web 1.0 and Web 2.0 Be Used for Academic Learning?
- Using Web 1.0 for Classroom Learning
- Scavenger Hunts
- WebQuests
- Individual and Group Research Projects
- Using Web 2.0 for Classroom Learning
- Blogs
- Classroom Uses of Blogs
- Wikis
- Classroom Uses of Wikis
- Podcasts and Videos
- Classroom Uses of Podcasts and Videos
- Social Networking
- Classroom Sites Where You Can Restrict Access
- Why and How You Might Use Social Networking in the Classroom
- Teacher Networking Sites
- What Are Some Additional Tools and Resources for Teachers?
- RSS: Keeping Track of New Information on Your Favorite Sites
- A Glimpse of the Future
- Summary
- Internet Resources
- Activities
- Why Is an Integrated Approach to English Language Arts Important?
- Functional Integration of Listening, Speaking, Reading, and Writing
- Developmental Relationships among Listening, Speaking, Reading, and Writing
- Oral Language in Perspective
- Form, Function, and Social Context in Oral Language Use
- What Traits Describe the Oral Proficiency of Beginning and Intermediate English Learners?
- Second Language Oral Proficiency of Beginning English Learners
- Second Language Oral Proficiency of Intermediate English Learners
- What Are Some Strategies That Promote Oral Language Development?
- Using Games for English Language Development
- Podcasts to Enhance English Learning in Your Classroom
- Songs
- Drama
- Dramatizing Poetry
- Show and Tell
- One Looks, One Doesn't
- Recording Students' Re-Creations of Wordless Book Stories
- Recording and Dubbing a Television Show
- Choral Reading
- Riddles and Jokes
- What Are Some Academic Language Features of Oral Instruction in Math, Science, and Social Studies?
- Academic Language Features of Mathematics
- Academic Language Features of Science
- Academic Language Features of Social Studies
- Facilitating Oral Language Development during Academic Instruction
- Teacher Talk during Academic Instruction
- Scaffolding Student Use of Oral Language for Academic Purposes
- How May We Assess English Learners' Oral Language Competence?
- The Student Oral Language Observation Matrix
- Example of a SOLOM Observation and Scoring
- Instructional Implications Based on SOLOM Scoring
- Checklists and Anecdotal Observations
- How May Content Instruction Be Differentiated to Promote Oral Language Development?
- Summary
- Internet Resources
- Activities
- What Does Research Tell Us about Early Literacy Development?
- Historical Overview of Early Literacy Instruction
- -- Reading Readiness Perspective
- Emergent Literacy Perspective
- Balanced Comprehensive Literacy Perspective
- Early Literacy Development in English as a Non-Native Language
- Whole-Part-Whole Cycle for English Learners of All Ages
- Special Needs of Older, Preliterate Learners
- New Literacies and English Language Learners
- Which Print Functions and Forms Are Acquired during Early Literacy Development?
- Highlighting Literacy Functions in Your Classroom
- Print Concepts Children Develop in the Emergent Literacy Phase
- Exploring the Visual Form of Written Language
- Alphabetic Writing Systems: Connecting Sounds and Symbols
- Invented Spelling: Working Out Sound/Symbol Correspondences
- How May Family and Community Nurture Early Literacy Development?
- Family Practices That Promote Literacy Development
- Family Literacy Programs
- Promoting Parent Involvement in English Learners' Schooling
- Making Parent Involvement a School-Wide Goal
- Taking School Activities Home
- Which Classroom Strategies Promote Early Literacy Development?
- Early Literacy Goals
- Creating a Literacy-Rich Classroom Environment
- Books, Books, Books!
- Using Daily Routines to Highlight the Forms and Functions of Print
- Morning Message
- Classroom Rules and Procedures
- Wall Dictionary
- Reading Aloud to Students
- Shared Writing and Reading Using the Language Experience Approach
- Dialogue Journals
- Helping Students Recognize and Spell Words Independently
- Using Big Books to Teach Sight Words and Phonics
- Strategies to Increase Students' Sight Word Vocabulary
- Phonics
- Word Families
- Invented Spelling and Word Recognition
- Developmental Levels in Student Spelling
- Note continued: Summary of Early Literacy Instructional Strategies
- How May English Learners' Early Literacy Development Be Assessed?
- How May Early Literacy Instruction Be Differentiated for English Learners?
- Summary
- Internet Resources
- Activities
- What Does Research Show about English Learners' Vocabulary Development?
- What Kinds of Words Do Students Need to Know?
- How Do Students Learn New Words?
- How Do We Differentiate Vocabulary Assessment and Instruction?
- English Language Proficiency Considerations
- Primary Language Proficiency Considerations
- Vocabulary Assessment Prior to Instruction
- Planning Differentiated Vocabulary Instruction
- Fifth-Grade Science Lesson: Differentiated Instruction
- Dictionaries as a Resource for Differentiating Instruction
- Picture Dictionaries
- Bilingual Dictionaries
- Monolingual Language Learner Dictionaries
- What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies?
- Beginning English Learner Characteristics and Teaching Strategies
- Total Physical Response (TPR)
- Web Tools for Learning Vocabulary
- Read-Alouds
- Word Cards
- Word Wall Dictionary
- Working with Idioms
- Intermediate English Learner Characteristics and Teaching Strategies
- Word Wheels
- Language Wheels for Verbs, Adjectives, Adverbs, and Cognates
- Vocabulary Self-Collection Strategy
- Word Wizard
- Contextual Redefinition
- List[-]Group[-]Label[-]Map for Elementary and Secondary Students
- List
- Group
- Label
- Vocabulary Journals
- Teaching Students How to Use Dictionaries Effectively
- Teaching Prefixes and Suffixes
- Word Learning Strategies Older Students Found Useful
- How Do We Assess ELs' Vocabulary Progress?
- Summary
- Internet Resources
- Activities
- What Does Research Tell Us about Writing in a Second Language?
- What Is Process Writing and How Does It Benefit English Learners?
- Students' Responses to "I Remember"
- How Does Process Writing Benefit English Learners?
- What Are the Six Traits of Good Writing and How Can They Help English Learners?
- Using Webtools with Process Writing: Blogs and Wikis
- What Are Some Collaborative Contexts for Process Writing?
- Peer Response Groups
- A Sixth-Grade Class Works in Response Groups
- Peer Editing Groups
- Publishing Student Writing
- What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies?
- Description of Beginning Writers
- Strategies to Assist Beginning Writers
- Oral Discussion and Brainstorming Ideas
- 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 for Elementary and Secondary School Students
- From Personal Journals to Dialogue Journals to Buddy Journals
- Improvisational Sign Language
- Life Murals
- Clustering
- Freewriting
- Description of Intermediate Writers
- Strategies for Intermediate Writers
- Show and Not Tell
- Sentence Combining
- Sentence Shortening
- Sentence Models
- Student Examples of the Model
- Voice
- Mapping
- How Can We Assess English Learners' Writing Progress and Differentiate Instruction?
- Portfolio Assessment
- Balancing Goals: Fluency, Form, and Correctness
- Balancing Instruction: Scaffolds, Models, and Direct Instruction
- Helping Students Deal with Errors in Their Writing
- Example of a Differentiated Lesson Plan for English Learners
- Summary
- Internet Resources
- Activities
- What Does Research Tell Us about Reading in a Second Language?
- Second Language Readers
- What Role Does Background Knowledge Play in English Learners' Reading Comprehension?
- Reading Processes of Proficient Readers
- What Is Metacognition? "Thinking about Thinking"
- What Role Does Text Structure Play in Reading Comprehension?
- Why Is Internet Reading Thought of as a New Literacy?
- How Do Guided Reading, Literature Study, and Independent Reading Promote Literacy?
- Guided Reading
- Literature Study: Response Groups
- Steps That Prepare Students to Work in Response Groups
- How Literature Response Benefits English Learners
- How Can We Encourage Independent Reading?
- Approaches to Independent Reading
- Helping Students Choose Books of Appropriate Difficulty
- What Are the Characteristics and Strategies for Beginning and Intermediate Second Language Readers?
- Beginning Second Language 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
- Readers' Theater
- Story Mapping
- Intermediate Second Language Readers: Characteristics and Strategies
- Cognitive Mapping
- Directed Reading-Thinking Activity
- Literature Response Journals
- Developing Scripts for Readers' Theater
- Adapting Stories into Plays and Skits for Live or Video presentations
- How Do We Assess Second Language Readers' Progress?
- Assessing with Materials Students Bring to Class
- Informal Assessment
- Miscue Analysis
- Miscue Procedure
- Interpreting Miscues
- Informal Reading Inventories
- Running Records
- Other Reading Assessment Resources
- Portfolio Assessment
- Student Self-Assessment
- How Do We Differentiate Reading and Literature Instruction?
- Summary
- Internet Resources
- Activities
- What Does Research Tell Us about Content Area Reading and Writing for English Learners?
- Looking Closely at the Reading Process of Mature Readers
- Resources That English Learners Bring to Reading in English
- How Do Readers Interact with Longer, More Complex Texts?
- Aesthetic and Efferent Interactions with Texts
- Effects of Text Structure on Comprehension and Memory
- Cohesive Ties/Signal Words
- Headings and Subheadings
- Teaching Text Structure: A Classroom Example
- Literary Structure
- Discussion of Story Elements
- Metacognition and Learning from Text
- How Can We Match Students with Texts for Optimal Learning?
- Evaluating Students' Interaction with Text Using the Group Reading Inventory
- Evaluating Your Own Interaction with One Text
- Which Strategies Promote Reading Comprehension?
- Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge
- Teacher Talk: Making Purposes Clear
- Field Trips and Films
- Simulation Games
- Using Newer Technologies to Enhance Comprehension
- Experiments
- 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)
- Guided Reading
- ReQuest Procedure
- Vocabulary Strategies during Reading
- Using Clustering to Develop Vocabulary in Context
- Jigsaw Procedure
- Learning Logs
- How Can We Assess Students and Differentiate Instruction for Content Reading?
- Summary
- Internet Resources
- Activities
- Which Postreading Strategies Are Effective with English Learners and Why?
- Semantic Feature Analysis for Vocabulary Development after Reading
- Strategies to Organize and Remember Information
- Rehearsing
- Venn Diagrams
- Mapping
- Reciprocal Teaching
- Summarizing and Rehearsing Information with Mapping
- How Can Writing Be Used as a Learning Tool across the Curriculum?
- Journals and Learning Logs
- Developing Teacher- and Student-Generated 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
- -- How Do Theme Studies Provide a Meaningful Learning Context for English Learners?
- Introducing the Topic and Choosing Study Questions
- Organizing Instruction
- Instructional Modifications for English Learners
- How Can Content Learning Be Assessed?
- Portfolio Assessment
- Selecting Materials for the Portfolio
- Evaluating Portfolios
- Using Multiple Measures for Assessment
- How May Content Area Instruction Be Differentiated for English Learners?
- Summary
- Internet Resources
- Activities.
