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| Preface | p. xiii |
| English Language Learners in School | |
| Who Are English Language Learners? | |
| How Can I Get to Know My English Language Learners? | |
| Getting Basic Information When a New Student Arrives | |
| Classroom Activities That Let You Get to Know Your Students | |
| How Do Cultural Differences Affect Teaching and Learning? | |
| Culture in the Classroom Context | |
| Definitions of Culture | |
| Becoming an Effective Participant-Observer in Your Own Classroom | |
| Sociolinguistic Interactions in the Classroom | |
| Culturally Related Responses to Classroom Organization | |
| Literacy Traditions from Home and Community | |
| Who Am I in the Lives of My Students? | |
| How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English? | |
| First Things First: Safety and Security | |
| Creating a Sense of Belonging | |
| Current Policy Trends Affecting the Education of English Learners | |
| Academic Standards and Assessment | |
| High-Stakes Testing | |
| Education Policy Specific to English Learners | |
| What Kinds of Programs Exist to Meet the Needs of English Language Learners? | |
| Bilingual Education Programs | |
| English Language Instructional Programs | |
| English Language Learners in the General Educatio | |
| Classroom | |
| Quality Indicators to Look for in Programs Serving English Learners | |
| Using Research and Expert Views to Inform Practice | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Second Language Acquisition | |
| What Do You Know When You Know a Language? Defining Language Proficiency as Communicative Competence | |
| Classroom Example of Language Use in Social Context | |
| Literal and Figurative Language | |
| Language, Power, Social Standing, and Identity | |
| Language as an Instrument and Symbol of Power | |
| Language or Dialect? | |
| Personal Identity and Ways of Speaking: The Case of Ebonics | |
| Language Acquisition Theories | |
| First Language Acquisition Theories | |
| Second Language Acquisition Theories | |
| Beyond Social Interaction in Second Language Acquisition Theory | |
| Learning a Second Language in School: Processes and Factors | |
| Second Language Acquisition Contexts: Formal Study versus immersion in a Country Where the Language Is Spoken | |
| Effects of Age on Social Opportunities for Language Development | |
| Age and the Interplay of Sociocultural, Personality and Cognitive Factors | |
| Effects of Age on Cognitive-Academic Functioning: Differences | |
| in School Expectations of Younger and Older Learners | |
| Teacher Expectations for English Learner Achievement | |
| Language Used for Social Interaction versus Language Used for Academic Learning | |
| Learning to Use English in Socially and Culturally Appropriate Ways | |
| Comprehensible Input and Social Interaction | |
| What about Language Learning Errors? | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Classroom Practices for English Learner Instruction | |
| Standards-Based Instruction and Assessment | |
| Differentiated Instruction (DI) | |
| Content-Based Instruction (CBI) | |
| Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE) | |
| Sheltered Instruction or SDAIE: A Science Example with Fourth Graders | |
| Sheltered Instruction or SDAIE: A Literature Example with Kindergartners | |
| Sheltered Instruction or SDAIE: A Secondary Social Science Example | |
| with High School Students | |
| Planning for Differentiated, Sheltered Instruction or SDAIE | |
| Group Work | |
| Organizing Group Work | |
| Cooperative Learning Methods | |
| Phases of Cooperative Group Development | |
| Jigsaw | |
| Thematic Instruction | |
| Organizing Thematic Instruction | |
| Functional Language and Literacy Uses in Thematic Instruction | |
| Creating Variety in Language and Literacy Uses | |
| Scaffolding | |
| Scaffolding: A KEEP Example | |
| Scaffolds for First and Second Language Reading and Writing | |
| Assessment of English Learners | |
| English Learner Assessment: Definition and Purposes | |
| Identification and Placement of Students Needing Language Education Support Services | |
| Limitations of Standardized Language Proficiency Tests | |
| Redesignation to FEP | |
| Program Evaluation | |
| Classroom-Based Assessment of Student Learning and Progress | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Oral Language Development in Second Language Acquisition | |
| Oral Language in Perspective | |
| Integration of Listening, Speaking, Reading, and Writing | |
| Relationships among Listening, Speaking, Reading, and Writing | |
| Form, Function, and Social Context in Oral Language Use | |
| Describing Oral Language Performance of Beginning and Intermediate English Learners | |
| Second Language Oral Proficiency of Beginning English Learners | |
| Second Language Oral Proficiency of Intermediate English Learners | |
| Promoting Oral Language Development in the Classroom | |
| Using Games in Second Language Classrooms | |
| Songs | |
| Drama | |
| Dramatizing Poetry | |
| Show and Tell | |
| One Looks, One Doesn't | |
| Tape-Recording Children's Re-Creations of Wordless Book Stories | |
| Taping and Dubbing a Television Show | |
| Choral Reading | |
| Riddles and Jokes | |
| Oral Language Development through Content-Area Instruction | |
| Oral English Development and Use in Mathematics | |
| Oral English Development and Use in Science | |
| Oral English Development and Use in Social Studies | |
| Classroom Assessment of English Learners' Oral Language Development | |
| The Student Oral Language Observation Matrix (SOLOM) | |
| Checklists and Anecdotal Observations | |
| Differentiating Instruction for Oral Language Development | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Emergent Literacy: English Learners Beginning to Write and Read | |
| What Does Research Tell Us about the Early Literacy Development of English Learners? | |
| Contrasting the Emergent Literacy and Reading Readiness Perspectives | |
| Reading Readiness Perspective | |
| Emergent Literacy Perspective | |
| Differences between Oral and Written Language Development | |
| Highlighting Literacy Functions in Your Classroom | |
| Exploring the Visual Form of Written Language | |
| Development of Alphabetic Writing: Connecting Symbols and Sounds | |
| Print Concepts That Emerge in Emergent Literacy | |
| Invented or Temporary Spelling: Children Working Out | |
| Sound/Symbol Correspondences | |
| Emergent Literacy in English as a Non-native Language | |
| Home and School Environments That Nurture Emergent Literacy | |
| How Do Home Environments Promote Early Literacy? | |
| Family Literacy Programs | |
| Promoting Parent Involvement in English Learners' Schooling | |
| Classroom Strategies to Promote Early Literacy | |
| Early Literacy Goals | |
| Creating a Literacy-Rich Classroom Environment | |
| Books, Books, Books | |
| Using Daily Routines to Highlight the Forms and Functions of Print | |
| Reading Aloud to Students | |
| Shared Writing and Reading through the Language | |
| Experience Approach | |
| Dialogue Journals | |
| Alphabet Books | |
| Helping Children Recognize and Spell Words Independently | |
| Using Big Books to Teach Sight Words and Phonics | |
| Increasing Students' Sight Word Vocabulary | |
| Phonics | |
| Word Families | |
| Invented or Temporary Spelling and Word Recognition | |
| Developmental Levels in Student Spelling | |
| Summary of Early Literacy Instructional Strategies | |
| Assessing Emergent Literacy Development | |
| Differentiating Instruction for Emergent Literacy Development | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Words and Meaning: English Learners' Vocabulary Development | |
| What Does Research Tell Us About Vocabulary Development in a Second Language? | |
| What Words Do Students Need to Know? | |
| How Do Students Learn New Words? | |
| How Do We Differentiate Vocabulary Assessment and Instruction? | |
| English Language Proficiency Considerations | |
| Primary Language Proficiency Considerations | |
| Vocabulary Assessment for Planning Instruction | |
| A Word About Dictionaries | |
| Beginning Level Vocabulary Learners: Characteristics and Strategies | |
| Total Physical Response | |
| Read Alouds | |
| Word Cards | |
| Word Wall Dictionary | |
| Picture Dictionaries | |
| Working with Idioms | |
| Intermediate Level Vocabulary Learners: Characteristics and Strategies | |
| Vocabulary Self-Collection Strategy | |
| Word Wheel | |
| Word Wizard | |
| Contextual Redefinition | |
| Vocabulary Journals | |
| Dictionary Use | |
| Teaching Prefixes and Suffixes | |
| Word Learning Strategies Identified as Useful by Older Learners | |
| Assessing Second Language Learners Vocabulary Progress | |
| Differentiating Vocabulary Instruction | |
| Summary | |
| Suggestions for Further Reading | |
| English Learners and Process Writing | |
| Research on Second Language Writing | |
| What Is Process Writing? | |
| Experiencing Process Writing: I Remembe | |
| Students' Responses to I Remembe | |
| How Process Writing Helps English Learners | |
| Collaborative Contexts for Process Writing | |
| Response Groups | |
| Peer Editing Groups | |
| Publishing Student Writing | |
| Developmental Phases in Second Language Writing | |
| Description of Beginning Writers | |
| Strategies to Assist Beginning Writers | |
| Oral Discussion | |
| Partner Stories Using Pictures and Wordless Books | |
| Concept Books: Creating a Teaching Library | |
| Peek-A-Boo Books for Younger Students and Riddle Books for Older Students | |
| Pattern Poems From Personal Journals to Dialogue Journals to Buddy Journals | |
| Improvisational Sign Language | |
| Life Murals | |
| Clustering | |
| Freewriting | |
| Description of Intermediate Writers | |
| Strategies for Intermediate Writers | |
| Show and Not Tell | |
| Sentence Combining | |
| Sentence Shortening | |
| Sentence Models | |
| Mapping | |
| Assessing English Learners' Writing Progress | |
| Portfolio Assessment | |
| Holistic Scoring | |
| Working with Errors in Student Writing | |
| Balancing Goals: Fluency, Form, Correctness | |
| Balancing Instruction: Scaffolds, Models, and Direct Instruction | |
| Differentiating Instruction for Writing Development | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Reading and Literature Instruction for English Language Learners | |
| What Does Research Tell Us about Reading in a Second Language? | |
| Second Language Readers | |
| English Language Learners and Background Knowledge | |
| Reading Processes of Proficient Readers | |
| Elements of Reading Comprehension and Metacognition: A Cartoon Example | |
| Background Knowledge and Inferences | |
| Decoding and Vocabulary | |
| Metacognition: Thinking about Thinkin | |
| Text Structure | |
| Working in Literature Response Groups | |
| Steps That Prepare Students to Work in Response Groups | |
| How Response to Literature Assists English Language Learners | |
| The Many Benefits of Independent Reading | |
| Independent, Instructional, and Frustration Levels of Reading | |
| Five-Finger Exercise | |
| Graded Books | |
| Electronic Books (E-Books) | |
| Developmental Phases in Second Language Reading | |
| Beginning Readers: Characteristics and Strategies | |
| Language-Experience Approach | |
| Providing Quality Literature for Beginners | |
| Pattern Books | |
| Illustrating Stories and Poems | |
| Shared Reading with Big Books | |
| Guided Reading | |
| Directed Listening-Thinking Activity (DL-TA) | |
| Readers' Theater | |
| Story Mapping | |
| Intermediate Readers: Characteristics and Strategies | |
| Cognitive Mapping | |
| Directed Reading-Thinking Activity (DR-TA) | |
| Literature Response Journals | |
| Developing Scripts for Readers' Theater | |
| Adapting Stories into Plays and Scripts for Film and Videotape | |
| Using Computers and CD-ROMs to Enhance Learning | |
| Assessing Second Language Readers' Progress | |
| Assessing with Materials Students Bring to Class | |
| Informal Assessment | |
| Miscue Analysis | |
| Informal Reading Inventories | |
| Running Records | |
| Student Self-Assessment | |
| Differentiating Reading and Literature Instruction | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Content Reading and Writing: PreReading and During Reading | |
| What Does Research Tell Us about Reading and Writing across the Curriculum for English Language Learners? | |
| Background Information on Students' Interactions with Texts | |
| Aesthetic and Efferent Interactions with Texts | |
| Effects of Text Structure on Comprehension and Memory | |
| Literary Structure | |
| Metacognition and Learning from Text | |
| Matching Students and Texts | |
| Evaluating Students' Interaction with Text Using the Group Reading Inventory (GRI) | |
| Strategies to Promote Reading Comprehension | |
| PreReading Strategies: Developing Motivation, Purpose, and Background Knowledge | |
| Teacher Talk: Making Purposes Clear | |
| Field Trips and Films | |
| Simulation Games | |
| Experiments | |
| Developing Vocabulary before Students Read a Text | |
| Structured Overviews | |
| Preview Guides | |
| Anticipation Guides | |
| During-Reading Strategies: Monitoring Comprehension | |
| Using Headings and Subheadings | |
| Directed Reading-Thinking Activity (DR-TA) | |
| Vocabulary Strategies during Reading | |
| Using Clustering to Develop Vocabulary in Context | |
| Jigsaw Procedure | |
| Learning Logs | |
| Differentiating Instruction for Content Area Reading | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Content Reading and Writing: PostReading | |
| Strategies for Organizing and Remembering | |
| PostReading Strategies for Students | |
| Semantic Feature Analysis for Vocabulary Development after Reading | |
| Rehearsing to Organize and Remember Information | |
| Venn Diagrams 3 | |
| Mapping 3 | |
| Writing as a Learning Tool across the Curriculum | |
| Journals and Learning Logs | |
| Developing Topics and Student Self-Selection of Topics in Content Areas | |
| Photo Essays: Combining Direct Experience, the Visual Mode, and Writing | |
| Written and Oral Collaborative Research Projects | |
| K-W-L, a Strategy that Fosters Thinking before, during, and after Reading | |
| Theme Studies: Providing a Meaningful Learning Context | |
| Introducing the Topic and Choosing Study Questions | |
| Organizing Instruction | |
| Instructional Modifications for English Learners | |
| Assessment | |
| Portfolio Assessment | |
| Using Multiple Measures for Assessment | |
| Differentiating Instruction for Content Area Learning | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Reading Assessment and Instruction | |
| Theoretical Approach to Literacy Assessment | |
| Language Proficiency: Listening, Speaking, Reading, and Writing | |
| Looking Closely at the Reading Process in English | |
| Resources That Non-Native English Speakers Bring to English Reading | |
| Assessing Reading Using an Informal Reading Inventory | |
| Using IRIs to Systematically Assess Students' Status and Progress | |
| Reading Levels Can Be Established Using Informal Reading Inventories | |
| Procedures for Determining Independent, Instructional, and Frustration Levels | |
| Sample Informal Reading Inventory | |
| A List of Commercial Informal Reading Inventories | |
| Other Procedures for Evaluating and Helping Readers | |
| Linking Assessment and Instruction | |
| Echo Reading | |
| Guided Reading | |
| ReQuest Procedure | |
| Read Alouds | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| References 412 | |
| Author Index 433 | |
| Subject Index 439 | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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