Balancing Reading & Language Learning

by Cappellini, Mary

• ISBN13: 9781571103673
• ISBN10: 1571103678
• Format: Paperback
• Copyright: 2005-08-01
• Publisher: Stenhouse Pub

Summary

Teaching reading to children in a language that is not their own is a daunting task. Combining the best classroom practices and research on teaching reading and language acquisition, Mary Cappellini integrates effective reading instruction with effective language instruction. Through the framework of a balanced reading program, she emphasizes the importance of constantly listening for and assessing children's language and reading strategies during read aloud, shared reading, guided reading, and independent reading, including literature circles.Mary plans and demonstrates whole-class, small-group, and individual reading instruction using a model of "reading to, with, and by children" with fiction and nonfiction texts. She works in the primary and upper grades with children at all stages of English language development and at all developmental reading levels. With on-going assessments based on those interactions, she shows how to plan for more effective instruction. Mary constantly questions and discusses whether the child needs more support in language development or in developing reading strategies, breaking down assumptions that equate a low level of English proficiency with a lack of reading strategies, or English language fluency with accomplished reading skills.Through the use of wonderful literature, and by maintaining a focus on the children's strengths, needs, prior knowledge, and interests, Mary constantly challenges students as they develop their fluency in English while becoming fluent readers.Included in this text are: how to set up an environment that will allow all English language learners to succeed; the stages of English language proficiency and stages of reading developmenthow they compare and how to use them to assess and plan for individual children; A focus on tapping into children's prior knowledge in their primary language while teaching reading in English and using Spanish/English cognates to help develop academic language; a collection of in-depth lessons and mini-lessons based on children's language proficiency and reading strategy needs with ongoing assessment, teacher reflection, and with an emphasis on choosing the right books to match their reading and language level; how to manage numerous guided reading groups with children of all stages of reading and language proficiency; thematic planning, with sample units for primary and upper grades, to support academic language and meet content standards; ideas for literacy evenings, school tours, and other events to involve parents with the learning community; extensive resources: numerous forms and checklistsobservation sheets, planning sheets, literature response sheets, focus sheets for shared and guided reading, and more. Also included are lists of books for read alouds, shared reading, and thematic units, and lists of recommended guided reading series appropriate for English language learners.Balancing Reading and Language Learningprovides the strategies proven to be effective in a balanced reading program, while at the same time valuing the native culture and first-language skills of the English language learner. Regardless of how many or how few ELL students a teacher has, this invaluable resource helps them meet the challenges and reap the rewards of teaching children to read as they learn the language.

Table of Contents

Acknowledgments	ix
List of Acronyms	xiii
Introduction	xv
Part One: Getting to Know Our Students
Setting Up the Learning Environment	1	(18)
Teaching All Our Students
An Environment of Inclusion
The Role of Instructional Assistants
Setting Up a Climate of Acceptance
Linking Language Functions and Reading Strategies
Conditions of Learning
Welcoming Talk in the Classroom
Learning from the Daily News
Doing Our Homework
Knowing Each English Language Learner	19	(24)
Types of Assessments and How to Track Them
Developmental Levels of Language
What Are Language Patterns?
Developmental Levels of Reading
Informal Reading Assessments
A Case Study
Welcoming Parents as Partners	43	(14)
Involving Parents in the Classrooms
Encouraging Parents to Support Literacy
Building Community
Part Two: Establishing the Balanced Literacy Program
Reading To, With, and By Children	57	(22)
Organizing a Balanced Reading Program of Reading To, With, and By Children
Modeling Language and Strategies in Read-Alouds
Teaching Skills and Strategies in Shared Reading
Guided Reading---Reading By Children
Independent Reading---Reading By Children
A Balanced Literacy Schedule
Thematic Planning	79	(18)
Why Thematic Planning?
Choosing Themes
Planning for Thematic Teaching
Building Academic Language Using Cognates
Thematic Unit in a Second-Grade Classroom
Thematic Unit in a Fourth-Grade Classroom
Part Three: Read-Alouds and Shared Reading
Read-Alouds	97	(16)
Choosing Read-Aloud Books
Making Connections with Multicultural Picture Books
Focusing on Character Development with Chapter Books in Upper Grades
Reading Aloud Chapter Books to Beginning Speakers in the Primary Grades
Stopping for Understanding, Pacing, and Focus in Read-Alouds
Using Rhyme and Rhythm as a Focus in Read-Alouds
Shared Reading with Primary-Grade Students	113	(18)
What Is Shared Reading?
Planning and Preparing for a Shared Reading Lesson
Shared Reading Lesson
Mini-Lessons
Making Class Big Book
Choosing Texts for Shared Reading
Shared Reading with Upper-Grade Students	131	(20)
Planning and Preparing for a Shared Reading Lesson with Upper-Grade Children
Shared Reading Lesson
Shared Reading in Small Groups
Choosing Texts for Shared Reading (for Primary and Upper Grades)
Part Four: Guided Reading
Guided Reading Groups and Books	151	(20)
Building Confidence
Forming Guided Reading Groups
Analyzing Miscues
Choosing Books to Develop Vocabulary
Choosing Books to Match Children
Leveled Texts and Grade Level Correlation
Using Book Rooms Effectively
Managing Groups
Guided Reading with Emergent Readers	171	(18)
Guided Reading Lesson with Emergent Readers Receiving Instruction in English Only
Guided Reading Lesson with Emergent Readers Receiving Instruction in English and Spanish
Choosing Texts for Emergent Readers
Using Emergent Level Books for Beginning Speakers
Guided Reading with Early Readers	189	(12)
Guided Reading Lesson with Early Readers Receiving Instruction in English Only
Guided Reading Lesson with Early Readers Receiving Instruction in English and Spanish
Choosing Texts for Early Readers
Choosing Texts for Older Early Readers
Guided Reading with Early Fluent and Fluent Readers	201	(24)
Choosing a Focus and Forming Groups
Guiding Reading Lesson with Early Fluent and Fluent Readers
Figuring Out New Words and Using Glossaries
Lessons with Other Focuses
Distinguishing Between Fiction and Nonfiction
Part Five: Moving Towards Independence
Independent Reading and Literature Circles	225	(16)
Guiding Children to Select Books for Independent Reading
Assembling a Classroom Library for Independent Reading
Scheduling and Managing Independent Reading Time
Literature Circles
Literature Circles in Action
Individual Instruction	241	(20)
Using Assessment to Plan Instruction
Test Preparation
Extra Reading Practice
Reading Conferences
Private Reading Lessons with ELLs
Appendixes	261	(44)
Informal Language Assessment Record Sheet, Reading Conference Sheet, Developmental Checklists on Language Patterns (Beginning to Advanced), and Reading Strategies (Emergent to Fluent)
Parent Letter (Spanish), Parent Survey (English and Spanish), and Bookmarks (English and Spanish)
Thematic Planning Form, Charts, and Lists of English-Spanish Cognates and Thematic Book Lists
Literature Response Sheet and Read-Aloud Book Lists
Shared Reading Focus Sheets of Outcomes, Planning Sheet, Observation Form, and Shared Reading Big Book Lists and Other Resources
Guided Reading Text Features Form, Observation Sheet, and Fluent Guided Reading Focus Sheets
Independent Reading Chapter Books in Series List
References	305	(8)
Index	313