Acknowledgements | |
Preface | |
Introduction | |
Key Concepts for Success: Elementary and Middle School Foreign Languages | |
Standards for Foreign Language Learning in the 21st Century: Overview | |
Focus on the Learner | |
Characteristics of Young Learners | |
Second Language Acquisition | |
Cognitive Characteristics of the Learner | |
Developmental Characteristics of the Learner | |
Creating an Environment for Communication | |
Meaningfulness as a Priority for Classroom Activity | |
When Is ldquo;Communicativerdquo; Not Communicative? | |
Developing Contexts for Tasks and Activities | |
Teaching in the Target Language: Context for Communication | |
Person-to-Person Communication: The Interpersonal Standard (1.1) | |
Vocabulary | |
Total Physical Response: TPR | |
The Natural Approach | |
TPR Storytelling: TPRS | |
Functional Chunks | |
Direct Teaching of Speaking | |
Writing and the Interpersonal Mode | |
One-Way Communication: Interpretive and Presentational Modes (1.2, 1.3) | |
Communication in the Interpretive Mode | |
Listening | |
Reading | |
Communication in the Presentational Mode | |
Speaking | |
Writing | |
Literacy Issues | |
Connection Between Oral and Written Language | |
Building Blocks of Second Language Literacy | |
Building Literacy in the Second Language Classroom | |
Interpersonal Communication: Partners and Small Groups | |
Cooperative Structures, Cooperative Learning, and Interactive Language Tasks | |
Managing Small Group and Partner Activities | |
Sample Cooperative Group Activities for Beginning Language Learners | |
Sample Partner Activities for Beginning Language Learners | |
Planning for Success in the Early Language Classroom | |
Integrated Thematic Planning for Curriculum, Unit, and Lesson Design | |
Why Thematic Instruction for the Early Language Curriculum | |
Thematic Planning for K-8 Classrooms | |
Planning the Daily Lesson | |
Planning for Immersion, Bilingual, and Content-Based Instruction | |
Sample Partner Activities for Beginning Language Learners | |
Using Assessment to Help Students and Programs Grow. ds | |
The Theory and Research Base for Phonics and Spelling Instruction | |
Prior Knowledge and Meaning Vocabulary | |
Activate Prior Knowledge When Presenting New Ideas | |
Introduce Vocabulary in Meaningful Settings | |
Select Vocabulary for Special Attention | |
Represent Word Meanings Multiple Ways | |
Accomodations and Adaptations for Vocabulary | |
Develop Independence in Vocabulary Learning | |
Accomodations and Adaptations for Morphemic Analysis | |
Promote Vocabulary in All Subjects | |
The Theory and Research Base For Prior Knowledge Activation and Vocabulary Instruction | |
Reading and Responding to Literature for Children | |
Welcome the Diverse World of Literature | |
Use Literature to Promote Thinking and Feeling | |
Accommodations and Adaptations-Just the Right Book | |
Link Reading and Writing Instruction with Children''s Books | |
Schedule Daily Self-Selected Reading | |
Celebrate Book Response Projects | |
Enrich All Subjects with Literature | |
The Theory and Research Base | |
For Reading and Responding to Literature for Children | |
Comprehension | |
Reading Comprehension Requires Word Identification, Prior Knowledge, Strategies, and Engagement | |
Comprehension Can Be Developed with All Kinds of Materials in all Subjects | |
Comprehension Strategy Lessons Engage Students Before, During, and After Reading | |
Use a Variety of Before and After Reading Activities to Teach Comprehension Strategies | |
Accommodations and Adaptations That Develop Comprehension | |
Use a Variety of Reading Formats to Make Guided Reading Multilevel | |
The Theory and Research Base for Comprehension | |
Writing | |
Self-Selected Writing Promotes Engagement | |
Accommodations and Adaptations That Develop Writing | |
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