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Foreword | p. ix |
Acknowledgments | p. xiii |
Introduction | p. 1 |
Background Knowledge: Its Role in English Language Learning | p. 7 |
Experimenting with Background Knowledge: A Self-Test | p. 9 |
Background Knowledge of School Environments | p. 12 |
Background Knowledge in Reading | p. 15 |
Reading Lesson Examples for K-2 ELL Students | p. 16 |
Language Lesson Examples for Grades 3-5 ELL Students | p. 22 |
Assessing the Educational History of ELL Students | p. 24 |
Summary | p. 25 |
Instructional Environment: Creating Support for Learning Language | p. 27 |
Curriculum Planning for Reading and Writing | p. 28 |
Grouping Students for Instruction by Language Proficiency | p. 30 |
Scheduling the Literacy Block in K-5 Classrooms | p. 31 |
Summary | p. 36 |
Interactive Read Alouds: Hearing Language | p. 38 |
Purpose for Read Alouds | p. 39 |
Read Alouds for K-2 ELL Students | p. 41 |
Read Alouds for Grades 3-5 ELL Students | p. 43 |
Considerations for Students with Native Language Instruction | p. 48 |
Language Cognates: True and False | p. 49 |
Choosing Texts for Read Alouds | p. 50 |
Assessing Interactive Read Alouds | p. 52 |
Summary | p. 52 |
Shared Reading: Learning Through Language | p. 55 |
Purpose for Shared Reading | p. 56 |
Shared Reading for K-2 ELL Students | p. 58 |
Shared Reading for Grades 3-5 ELL Students | p. 61 |
Shared Reading for Students with Native Language Instruction | p. 64 |
Sample Shared Reading Lesson | p. 65 |
Choosing Texts for Shared Reading | p. 67 |
Assessing Shared Reading | p. 68 |
Summary | p. 68 |
Guided Reading: Learning About Language | p. 71 |
Grouping Considerations | p. 71 |
Specific Goals for Instruction: The Five Reading Components Plus | p. 72 |
Guided Reading for ELL Students Without Native Language Instruction | p. 80 |
Guided Reading for ELL Students with Native Language Instruction | p. 84 |
Choosing Texts for Guided Reading | p. 86 |
Assessing Guided Reading | p. 87 |
Summary | p. 90 |
Writing Instruction: Developing Literacy | p. 91 |
Understanding How Language Works | p. 92 |
Why Teach Nonfiction Writing to ELL Students? | p. 96 |
Writing Instruction in English: Connecting the Reading and Writing Processes | p. 97 |
Native Language Writing Instruction | p. 99 |
Assessing Writing to Inform Instruction | p. 105 |
Summary | p. 114 |
Conclusion | p. 117 |
Guided Reading Instruction | p. 121 |
References | p. 129 |
Children's Literature Cited | p. 133 |
Index | p. 135 |
About the Authors | p. 141 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.