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Reading, Writing, and Learning in ESL : A Resource Book for K-8 Teachers,9780801316289

Reading, Writing, and Learning in ESL : A Resource Book for K-8 Teachers

by Suzanne Peregoy; Owen F. Boyle

ISBN13:

9780801316289

ISBN10:

0801316286

Format:

Paperback

Pub. Date:

8/1/1996

Publisher(s):

Addison-Wesley

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Table of Contents

Preface

xv

English Language Learners in School

1

(26)

Who Are English Language Learners?

3

(1)

How Can I Get to Know My English Language Learners?

4

(3)

Getting Basic Information When a New Student Arrives

4

(2)

Classroom Activities That Let You Get to Know Your Students

6

(1)

How Do Cultural Differences Affect Teaching and Learning?

7

(6)

Culture in the Classroom Context

8

(1)

Definitions of Culture and Its Content

8

(2)

Sociolinguistic Interactions in the Classroom

10

(1)

Culturally Related Responses to Classroom Organization

11

(1)

Literacy Traditions from Home and Community

12

(1)

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

13

(3)

First Things First: Safety and Security

14

(1)

Creating a Sense of Belonging

14

(2)

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

16

(6)

Bilingual Education Programs

16

(5)

English Language Development Programs

21

(1)

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

21

(1)

Quality Indicators to Look For in Programs Serving English Learners

22

(1)

Summary

22

(1)

Suggestions for Further Reading

23

(1)

Activities

24

(3)

Second Language Acquisition

27

(32)

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

28

(4)

Language Acquisition Theories

32

(11)

First Language Acquisition Theories

32

(5)

Second Language Acquisition Theories

37

(6)

Learning a Second Language in School: Processes and Factors

43

(11)

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

44

(1)

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

45

(2)

Differences in School Expectations of Younger and Older Learners

47

(1)

Teacher Expectations for English Learner Achievement

48

(1)

Language Used for Social Interaction versus Language Used for Academic Learning

49

(1)

Comprehensible Input and Social Interaction

50

(2)

What about Language Learning Errors?

52

(2)

Summary

54

(1)

Suggestions for Further Reading

54

(1)

Activities

55

(4)

Classroom Practices for English Learner Instruction

59

(40)

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

62

(6)

Planning and Organizing Sheltered Instruction or SDAIE

62

(3)

Sheltered Instruction or SDAIE: A Science Example

65

(2)

Sheltered Instruction or SDAIE: A Literature Example

67

(1)

Group Work

68

(5)

Organizing Group Work

69

(2)

Cooperative Learning Methods

71

(1)

Phases of Cooperative Group Development

71

(1)

Jigsaw

72

(1)

Thematic Instruction

73

(7)

Distinguishing Theme Units from Theme Cycles

75

(1)

Organizing Thematic Instruction

75

(3)

Functional Language and Literacy Uses in Thematic Instruction

78

(1)

Creating Variety in Language and Literacy Uses

79

(1)

Scaffolding

80

(8)

Scaffolding: A KEEP Example

81

(3)

Scaffolding in First Language Acquisition Research

84

(1)

Scaffolding Applied to Second Language Acquisition

85

(1)

Scaffolds for First and Second Language Reading and Writing

86

(2)

Assessment of English Learners

88

(7)

English Learner Assessment: Definition and Purposes

88

(2)

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

90

(2)

Program Evaluation

92

(1)

Assessment of Student Learning and Progress

92

(3)

Summary

95

(1)

Suggestions for Further Reading

95

(1)

Activities

96

(3)

Oral Language Development in Second Language Acquisition

99

(38)

Oral Language in Perspective

100

(5)

Integration of Listening, Speaking, Reading, and Writing

101

(1)

Relationships among Listening, Speaking, Reading, and Writing

102

(1)

Form, Function, and Social Context in Oral Language Use

103

(2)

Describing Oral Language Performance of Beginning and Intermediate English Learners

105

(5)

Second Language Oral Proficiency of Beginning English Learners

105

(3)

Second Language Oral Proficiency of Intermediate English Learners

108

(2)

Promoting Oral Language Development in the Classroom

110

(8)

Songs

111

(1)

Drama

111

(1)

Dramatizing Poetry

112

(1)

Show and Tell

113

(1)

One Looks, One Doesn't

114

(1)

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

114

(1)

Taping and Dubbing a Television Show

115

(1)

Choral Reading

116

(1)

Riddles and Jokes

117

(1)

Oral Language Development through Content-Area Instruction

118

(4)

Oral English Development and Use in Mathematics

118

(1)

Oral English Development and Use in Science

119

(2)

Oral English Development and Use in Social Studies

121

(1)

Classroom Assessment of English Learner' Oral Language Development

122

(11)

The Student Oral Language Observation Matrix (SOLOM)

122

(7)

Checklists and Anecdotal Observations

129

(4)

Summary

133

(1)

Suggestions for Further Reading

133

(1)

Activities

134

(3)

Emergent Literacy: English Learners Beginning to Write and Read

137

(46)

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

139

(2)

Contrasting the Emergent Literacy and Reading Readiness Perspectives

141

(5)

Reading Readiness Perspective

141

(2)

Emergent Literacy Perspective

143

(2)

Differences between Oral and Written Language Development

145

(1)

Highlighting Literacy Functions in Your Classroom

146

(1)

Exploring the Visual From of Written Language

147

(9)

Development of Alphabetic Writing: Connecting Symbols and Sounds

148

(3)

Print concepts That Emerge in Emergent Literacy

151

(2)

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

153

(3)

Emergent Literacy in English as a Non-native Language

156

(2)

Home and School Environments That Nurture Emergent Literacy

158

(5)

How Do Home Environments Promote Early Literacy?

158

(2)

Family Literacy Programs

160

(1)

Promoting Parent Involvement in English Learners' Schooling

161

(2)

Classroom Strategies to Promote Early Literacy

163

(8)

Early Literacy Goals

163

(1)

Creating a Literacy-Rich Classroom Environment

164

(1)

Books, Books, Books

165

(1)

Using Daily Routines to Highlight the Forms and Functions of Print

166

(1)

Reading Aloud to Students

167

(2)

Shared Writing and Reading through the Language Experience Approach

169

(1)

Dialogue Journals

169

(1)

Alphabet Books

170

(1)

Helping Children Recognize Words Independently

171

(5)

Using Big Books to Teach Sight Words and Phonics

171

(1)

Increasing Students' Sight Word Vocabulary

172

(1)

Phonics

173

(1)

Word Families

173

(2)

Invented or Temporary Spelling and Word Recognition

175

(1)

Summary of Early Literacy Instructional Strategies

176

(1)

Evaluating Emergent Literacy Development

176

(2)

Summary

178

(1)

Suggestions for Further Reading

179

(2)

Activities

181

(2)

English Learners and Process Writing

183

(52)

Research on Second Language Writing

185

(1)

What Is Process Writing?

186

(5)

Experiencing Process Writing: ``I Remember''

187

(1)

Students' Responses to ``I Remember''

188

(3)

How Process Writing Helps English Learners

191

(1)

Collaborative Contexts for Process Writing

192

(7)

Response Groups

192

(4)

Peer Editing Groups

196

(1)

Publishing Student Writing

197

(2)

Developmental Phases in Second Language Writing

199

(1)

Description of Beginning Writers

200

(2)

Strategies to Assist Beginning Writers

202

(9)

Oral Discussion

202

(1)

Partner Stories Using Pictures and Wordless Books

203

(1)

Concept Books: Creating a Teaching Library

203

(1)

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

204

(1)

Pattern Poems

204

(1)

From Personal Journals to Dialogue Journals to Buddy Journals

205

(3)

Improvisational Sign Language

208

(1)

Life Murals

209

(1)

Clustering

209

(2)

Freewriting

211

(1)

Description of Intermediate Writers

211

(3)

Strategies for Intermediate Writers

214

(9)

Show and Not Tell

214

(1)

Sentence Combining

215

(2)

Sentence Shortening

217

(1)

Sentence Models

217

(2)

Mapping

219

(4)

A Word about Writing with Computers

223

(1)

Assessing English Learners' Writing Progress

223

(6)

Portfolio Assessment

224

(3)

Holistic Scoring

227

(2)

Summary

229

(1)

Suggestions for Further Reading

230

(1)

Activities

231

(4)

Reading and Literature Instruction for English Language Learners

235

(46)

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

236

(4)

Second Language Readers

237

(1)

English Language Learners and Background Knowledge

238

(1)

Reading Processes of Proficient Readers

239

(1)

Working in Literature Response Groups

240

(3)

Steps That Prepare Students to Work in Response Groups

242

(1)

How Response to Literature Assists English Language Learners

243

(1)

Developmental Phases in Second Language Reading

243

(1)

Beginning Readers: Characteristics and Strategies

244

(11)

Language-Experience Approach

244

(3)

Providing Quality Literature for Beginners

247

(1)

Patterned Books

248

(2)

Illustrating Stories and Poems

250

(1)

Shared Reading with Big Books

250

(1)

Directed Listening-Thinking Activity (DL-TA)

251

(2)

Reader's Theater

253

(1)

Story Mapping

254

(1)

Intermediate Readers: Characteristics and Strategies

255

(8)

Cognitive Mapping

256

(2)

Directed Reading-Thinking Activity (DR-TA)

258

(2)

Literature Response Journals

260

(2)

Developing Scripts for Reader's Theater

262

(1)

Adapting Stories into Plays and Scripts for Film and Videotape

263

(1)

Using Computers and CD-ROMs to Enhance Learning

263

(1)

Assessing Second Language Readers' Progress

264

(11)

Assessing with Materials Students Bring to Class

264

(1)

Informal Assessment

264

(1)

Miscue Analysis

265

(7)

Informal Reading Inventories

272

(1)

Running Records

273

(1)

Student Self-Assessment

274

(1)

Summary

275

(2)

Suggestions for Further Reading

277

(1)

Activities

278

(3)

Content Reading and Writing: Prereading and During Reading

281

(32)

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

284

(1)

Background Information on Students' Interactions with Texts

285

(7)

Aesthetic and Efferent Interactions with Texts

285

(1)

Effects of Text Structure on Comprehension and Memory

286

(5)

Literary Structure

291

(1)

Metacognition and Learning from Text

292

(1)

Matching Students and Texts

292

(3)

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

293

(2)

Strategies to Promote Reading Comprehension

295

(2)

Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge

297

(6)

Teacher Talk: Making Purposes Clear

298

(1)

Field Trips and Films

299

(1)

Simulation Games

299

(1)

Experiments

300

(1)

Developing Vocabulary before Students Read a Text

300

(1)

Structured Overviews

301

(1)

Preview Guides

301

(1)

Anticipation Guides

302

(1)

During-Reading Strategies: Monitoring Comprehension

303

(5)

Using Headings and Subheadings

303

(1)

Directed Reading-Thinking Activity (DR-TA)

304

(1)

Vocabulary Strategies during Reading

304

(1)

Using Clustering to Develop Vocabulary in Context

305

(1)

Jigsaw Procedure

306

(2)

Learning Logs

308

(1)

Summary

308

(1)

Suggestions for Further Reading

309

(1)

Activities

310

(3)

Content Reading and Writing: Postreading Strategies for Organizing and Remembering

313

(28)

Postreading Strategies for Students

314

(5)

Semantic Feature Analysis for Vocabulary Development after Reading

314

(2)

Rehearsing to Organize and Remember Information

316

(1)

Venn Diagrams

316

(1)

Mapping

317

(2)

Writing as a Learning Tool across the Curriculum

319

(7)

Journals and Learning Logs

319

(2)

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

321

(2)

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

323

(1)

Written and Oral Collaborative Research Projects

324

(2)

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

326

(1)

Theme Studies: Providing a Meaningful Learning Context

326

(7)

Introducing the Topic and Choosing Study Questions

327

(2)

Organizing Instruction

329

(2)

Instructional Modifications for English Learners

331

(2)

Assessment

333

(4)

Portfolio Assessment

334

(1)

Using Multiple Measures for Assessment

335

(2)

Summary

337

(1)

Suggestions for Further Reading

338

(1)

Activities

339

(2)

Afterword

341

(6)

Bibliography

347

(18)

Author Index

365

(6)

Subject Index

371

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