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

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

• ISBN13: 9780205449231
• ISBN10: 0205449239
• Edition: 4th
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Allyn & Bacon

Summary

Unlike many texts in this field, "Reading, Writing and Learning In ESL (K-12)" takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students. Oral language, reading, and writing development in English for K-12 students.

Author Biography

Suzanne F. Peregoy, Professor Emerita of Education, San Francisco State University Owen F. Boyle, Professor Emeritus of Education, San Jose State University

Table of Contents

Preface	p. xiii
English Language Learners in School	p. 1
Who Are English Language Learners?	p. 3
How Can I Get to Know My English Language Learners?	p. 4
Getting Basic Information When a New Student Arrives	p. 4
Classroom Activities That Let You Get to Know Your Students	p. 6
How Do Cultural Differences Affect Teaching and Learning?	p. 8
Culture in the Classroom Context	p. 9
Definitions of Culture and Its Content	p. 9
Sociolinguistic Interactions in the Classroom	p. 12
Culturally Related Responses to Classroom Organization	p. 13
Literacy Traditions from Home and Community	p. 14
How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English?	p. 15
First Things First: Safety and Security	p. 15
Creating a Sense of Belonging	p. 16
Current Policy Trends Affecting the Education of English Learners	p. 18
Academic Standards and Assessment	p. 18
High-Stakes Testing	p. 19
Education Policy Specific to English Learners	p. 21
What Kinds of Programs Exist to Meet the Needs of English Language Learners?	p. 23
Bilingual Education Programs	p. 24
English Language Instructional Programs	p. 26
English Language Learners in the "General Education" Classroom	p. 27
Quality Indicators to Look for in Programs Serving English Learners	p. 28
Summary	p. 28
Suggestions for Further Reading	p. 30
Activities	p. 31
Second Language Acquisition	p. 33
What Do You Know When You Know a Language? Defining Language Proficiency as Communicative Competence	p. 34
Classroom Example of Language Use in Social Context	p. 35
Literal and Figurative Language	p. 37
Language, Power, Social Standing, and Identity	p. 39
Language as an Instrument and Symbol of Power	p. 40
Language or Dialect?	p. 41
Personal Identity and Ways of Speaking: The Case of Ebonics	p. 43
Languages in the Attic	p. 44
Language Acquisition Theories	p. 45
First Language Acquisition Theories	p. 45
Second Language Acquisition Theories	p. 52
Beyond Social Interaction in Second Language Acquisition Theory	p. 57
Learning a Second Language in School: Processes and Factors	p. 59
Second Language Acquisition Contexts: Formal Study versus Immersion in a Country Where the Language Is Spoken	p. 59
Age and the Interplay of Sociocultural, Cognitive, and Personality Factors	p. 60
Differences in School Expectations of Younger and Older Learners	p. 62
Teacher Expectations for English Learner Achievement	p. 63
Language Used for Social Interaction versus Language Used for Academic Learning	p. 64
Learning to Use English in Socially and Culturally Appropriate Ways	p. 66
Comprehensible Input and Social Interaction	p. 66
What about Language Learning Errors?	p. 68
Summary	p. 70
Suggestions for Further Reading	p. 70
Activities	p. 71
Classroom Practices for English Learner Instruction	p. 73
Standards-Based Instruction and Assessment	p. 76
Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE)	p. 78
Planning and Organizing Sheltered Instruction or SDAIE	p. 78
Sheltered Instruction or SDAIE: A Science Example	p. 81
Sheltered Instruction or SDAIE: A Literature Example	p. 84
Sheltered Instruction or SDAIE: A Secondary Social Science Example	p. 85
Group Work	p. 86
Organizing Group Work	p. 88
Cooperative Learning Methods	p. 88
Phases of Cooperative Group Development	p. 90
Jigsaw	p. 91
Thematic Instruction	p. 92
Distinguishing Theme Units from Theme Cycles	p. 94
Organizing Thematic Instruction	p. 94
Functional Language and Literacy Uses in Thematic Instruction	p. 97
Creating Variety in Language and Literacy Uses	p. 98
Scaffolding	p. 99
Scaffolding: A Keep Example	p. 100
Scaffolding in First Language Acquisition Research	p. 103
Scaffolding Applied to Second Language Acquisition	p. 104
Scaffolds for First and Second Language Reading and Writing	p. 105
Assessment of English Learners	p. 108
English Learner Assessment: Definition and Purposes	p. 108
Identification and Placement of Students Needing Language Education Support Services	p. 110
Limitations of Standardized Language Proficiency Tests	p. 111
Redesignation to FEP	p. 111
Program Evaluation	p. 111
Assessment of Student Learning and Progress	p. 112
Summary	p. 115
Suggestions for Further Reading	p. 115
Activities	p. 116
Oral Language Development in Second Language Acquisition	p. 118
Oral Language in Perspective	p. 119
Integration of Listening, Speaking, Reading, and Writing	p. 120
Relationships among Listening, Speaking, Reading, and Writing	p. 121
Form, Function, and Social Context in Oral Language Use	p. 122
Describing Oral Language Performance of Beginning and Intermediate English Learners	p. 125
Second Language Oral Proficiency of Beginning English Learners	p. 125
Second Language Oral Proficiency of Intermediate English Learners	p. 127
Promoting Oral Language Development in the Classroom	p. 129
Using Games in Second Language Classrooms	p. 130
Songs	p. 131
Drama	p. 132
Dramatizing Poetry	p. 132
Show and Tell	p. 134
One Looks, One Doesn't	p. 134
Tape-Recording Children's Re-Creations of Wordless Book Stories	p. 135
Taping and Dubbing a Television Show	p. 136
Choral Reading	p. 136
Riddles and Jokes	p. 138
Oral Language Development through Content-Area Instruction	p. 138
Oral English Development and Use in Mathematics	p. 138
Oral English Development and Use in Science	p. 140
Oral English Development and Use in Social Studies	p. 141
Classroom Assessment of English Learners' Oral Language Development	p. 142
The Student Oral Language Observation Matrix (SOLOM)	p. 143
Checklists and Anecdotal Observations	p. 148
Summary	p. 152
Suggestions for Further Reading	p. 153
Activities	p. 154
Emergent Literacy: English Learners Beginning to Write and Read	p. 156
What Does Research Tell Us about the Early Literacy Development of English Learners?	p. 158
Contrasting the Emergent Literacy and Reading Readiness Perspectives	p. 160
Reading Readiness Perspective	p. 161
Emergent Literacy Perspective	p. 162
Differences between Oral and Written Language Development	p. 164
Highlighting Literacy Functions in Your Classroom	p. 165
Exploring the Visual Form of Written Language	p. 166
Development of Alphabetic Writing: Connecting Symbols and Sounds	p. 167
Print Concepts That Emerge in Emergent Literacy	p. 170
Invented or Temporary Spelling: Children Working Out Sound/Symbol Correspondences	p. 173
Emergent Literacy in English as a Non-native Language	p. 175
Home and School Environments That Nurture Emergent Literacy	p. 176
How Do Home Environments Promote Early Literacy?	p. 177
Family Literacy Programs	p. 179
Promoting Parent Involvement in English Learners' Schooling	p. 180
Classroom Strategies to Promote Early Literacy	p. 182
Early Literacy Goals	p. 182
Creating a Literacy-Rich Classroom Environment	p. 183
Books, Books, Books	p. 183
Using Daily Routines to Highlight the Forms and Functions of Print	p. 184
Reading Aloud to Students	p. 186
Shared Writing and Reading through the Language Experience Approach	p. 188
Dialogue Journals	p. 188
Alphabet Books	p. 189
Helping Children Recognize and Spell Words Independently	p. 190
Using Big Books to Teach Sight Words and Phonics	p. 190
Increasing Students' Sight Word Vocabulary	p. 191
Phonics	p. 191
Word Families	p. 192
Invented or Temporary Spelling and Word Recognition	p. 194
Developmental Levels in Student Spelling	p. 194
Summary of Early Literacy Instructional Strategies	p. 199
Evaluating Emergent Literacy Development	p. 199
Summary	p. 201
Suggestions for Further Reading	p. 203
Activities	p. 204
English Learners and Process Writing	p. 206
Research on Second Language Writing	p. 208
What Is Process Writing?	p. 210
Experiencing Process Writing: "I Remember"	p. 211
Students' Responses to "I Remember"	p. 212
How Process Writing Helps English Learners	p. 214
Collaborative Contexts for Process Writing	p. 215
Response Groups	p. 215
Peer Editing Groups	p. 220
Publishing Student Writing	p. 221
Developmental Phases in Second Language Writing	p. 223
Description of Beginning Writers	p. 224
Strategies to Assist Beginning Writers	p. 226
Oral Discussion	p. 227
Partner Stories Using Pictures and Wordless Books	p. 227
Concept Books: Creating a Teaching Library	p. 228
Peek-A-Boo Books for Younger Students and Riddle Books for Older Students	p. 228
Pattern Poems	p. 229
From Personal Journals to Dialogue Journals to Buddy Journals	p. 230
Improvisational Sign Language	p. 232
Life Murals	p. 234
Clustering	p. 234
Freewriting	p. 235
Description of Intermediate Writers	p. 236
Strategies for Intermediate Writers	p. 239
Show and Not Tell	p. 239
Sentence Combining	p. 240
Sentence Shortening	p. 242
Sentence Models	p. 242
Mapping	p. 244
A Word about Writing with Computers	p. 247
Assessing English Learners' Writing Progress	p. 248
Portfolio Assessment	p. 249
Holistic Scoring	p. 252
Working with Errors in Student Writing	p. 257
Balancing Goals: Fluency, Form, Correctness	p. 257
Balancing Instruction: Scaffolds, Models, and Direct Instruction	p. 258
Summary	p. 260
Suggestions for Further Reading	p. 261
Activities	p. 262
Reading and Literature Instruction for English Language Learners	p. 264
What Does Research Tell Us about Reading in a Second Language?	p. 266
Second Language Readers	p. 267
English Language Learners and Background Knowledge	p. 267
Reading Processes of Proficient Readers	p. 268
Elements of Reading Comprehension and Metacognition: A Cartoon Example	p. 270
Background Knowledge and Inferences	p. 271
Decoding and Vocabulary	p. 271
Metacognition: "Thinking about Thinking"	p. 272
Text Structure	p. 272
Working in Literature Response Groups	p. 273
Steps That Prepare Students to Work in Response Groups	p. 274
How Response to Literature Assists English Language Learners	p. 276
Extensive Reading: The Foundation of Every Reading Program	p. 276
Developmental Phases in Second Language Reading	p. 277
Beginning Readers: Characteristics and Strategies	p. 278
Language-Experience Approach	p. 278
Providing Quality Literature for Beginners	p. 281
Pattern Books	p. 282
Illustrating Stories and Poems	p. 284
Shared Reading with Big Books	p. 284
Directed Listening-Thinking Activity (DL-TA)	p. 285
Readers' Theater	p. 287
Story Mapping	p. 288
Intermediate Readers: Characteristics and Strategies	p. 291
Cognitive Mapping	p. 291
Directed Reading-Thinking Activity (DR-TA)	p. 292
Literature Response Journals	p. 295
Developing Scripts for Readers' Theater	p. 297
Adapting Stories into Plays and Scripts for Film and Videotape	p. 297
Using Computers and CD-ROMs to Enhance Learning	p. 298
Assessing Second Language Readers' Progress	p. 298
Assessing with Materials Students Bring to Class	p. 299
Informal Assessment	p. 299
Miscue Analysis	p. 299
Informal Reading Inventories	p. 306
Running Records	p. 307
Student Self-Assessment	p. 307
Summary	p. 309
Suggestions for Further Reading	p. 311
Activities	p. 313
Content Reading and Writing: Prereading and During Reading	p. 314
What Does Research Tell Us about Reading and Writing across the Curriculum for English Language Learners?	p. 318
Background Information on Students' Interactions with Texts	p. 319
Aesthetic and Efferent Interactions with Texts	p. 319
Effects of Text Structure on Comprehension and Memory	p. 320
Literary Structure	p. 325
Metacognition and Learning from Text	p. 326
Matching Students and Texts	p. 326
Evaluating Students' Interaction with Text Using the Group Reading Inventory (GRI)	p. 327
Strategies to Promote Reading Comprehension	p. 330
Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge	p. 331
Teacher Talk: Making Purposes Clear	p. 332
Field Trips and Films	p. 332
Simulation Games	p. 333
Experiments	p. 334
Developing Vocabulary before Students Read a Text	p. 334
Structured Overviews	p. 335
Preview Guides	p. 336
Anticipation Guides	p. 336
During-Reading Strategies: Monitoring Comprehension	p. 337
Using Headings and Subheadings	p. 338
Directed Reading-Thinking Activity (DR-TA)	p. 338
Vocabulary Strategies during Reading	p. 339
Using Clustering to Develop Vocabulary in Context	p. 340
Jigsaw Procedure	p. 341
Learning Logs	p. 342
Summary	p. 343
Suggestions for Further Reading	p. 344
Activities	p. 345
Content Reading and Writing: Postreading Strategies for Organizing and Remembering	p. 346
Postreading Strategies for Students	p. 347
Semantic Feature Analysis for Vocabulary Development after Reading	p. 347
Rehearsing to Organize and Remember Information	p. 349
Venn Diagrams	p. 350
Mapping	p. 350
Writing as a Learning Tool across the Curriculum	p. 353
Journals and Learning Logs	p. 353
Developing Topics and Student Self-Selection of Topics in Content Areas	p. 355
Photo Essays: Combining Direct Experience, the Visual Mode, and Writing	p. 356
Written and Oral Collaborative Research Projects	p. 358
K-W-L, a Strategy that Fosters Thinking before, during, and after Reading	p. 360
Theme Studies: Providing a Meaningful Learning Context	p. 361
Introducing the Topic and Choosing Study Questions	p. 362
Organizing Instruction	p. 364
Instructional Modifications for English Learners	p. 366
Assessment	p. 368
Portfolio Assessment	p. 369
Using Multiple Measures for Assessment	p. 372
Summary	p. 372
Suggestions for Further Reading	p. 373
Activities	p. 374
Reading Assessment and Instruction	p. 376
Theoretical Approach to Literacy Assessment	p. 378
Language Proficiency: Listening, Speaking, Reading, and Writing	p. 378
Looking Closely at the Reading Process in English	p. 381
Resources That Non-Native English Speakers Bring to English Reading	p. 385
Assessing Reading Using an Informal Reading Inventory	p. 388
Using IRIs to Systematically Assess Students' Status and Progress	p. 389
Reading Levels Can Be Established Using Informal Reading Inventories	p. 390
Procedures for Determining Independent, Instructional, and Frustration Levels	p. 390
Sample Informal Reading Inventory	p. 392
A List of Commercial Informal Reading Inventories	p. 400
Other Procedures for Evaluating and Helping Readers	p. 401
Linking Assessment and Instruction	p. 401
Echo Reading	p. 402
Guided Reading	p. 402
ReQuest Procedure	p. 406
Silent Sustained Reading	p. 408
Read Alouds	p. 408
Summary	p. 409
Suggestions for Further Reading	p. 409
Activities	p. 410
References	p. 412
Author Index	p. 433
Subject Index	p. 439
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