Supporting the Literacy Development of English Learners

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  • Format: Paperback
  • Copyright: 2006-01-01
  • Publisher: Intl Literacy Assn
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You'll discover ways to help English learners develop the language and literacy skills necessary for success in today's standards-based classrooms

Author Biography

Terrell A. Young is Professor of Literacy Educations at Washington State University, Richland, Washington, USA. Nancy L. Hadaway is Professor of Literacy Studies at University of Texas at Arlington, Texas, USA.

Table of Contents

Acknowledgmentsp. ix
Contributorsp. x
Introductionp. 1
Supporting English Learners
Changing Classrooms: Transforming Instructionp. 6
Language Diversity and Education: A Brief Historyp. 7
Understanding English Learnersp. 9
Supporting English Learnersp. 13
Instructional Planning and Language Demandsp. 18
Conclusionp. 18
Curriculum and Planning
Differentiating Instruction for English Learners: The Four-by-Four Modelp. 24
The Four-by-Four Modelp. 26
Theoretical Foundation of the Four-by-Four Modelp. 28
Guiding Principles of the Four-by-Four Modelp. 33
Structure of the Four-by-Four Modelp. 34
Conclusionp. 39
Supporting English Learners: Developing Academic Language in the Content Area Classroomp. 41
Goals for English Learnersp. 42
Explicit Development of Academic Languagep. 43
A Confessionp. 44
How to Start: Introducing Academic Languagep. 44
Keys to Comprehensionp. 48
Conclusionp. 59
Teaching Language Through Content Themes: Viewing Our World as a Global Villagep. 61
Reasons to Teach Language Through Sustained Contentp. 62
Reasons for Organizing Curriculum Around Themesp. 63
Connecting Thematic Content to Standardsp. 64
Using Culturally Relevant Booksp. 65
The Preview/View/Review Techniquep. 65
Putting It Together: Francisco's Global Interdependence Themep. 68
Conclusionp. 76
Reading Instruction
Essential Comprehension Strategies for English Learnersp. 80
Reading Comprehension Strategies: How to Make Sense of Textp. 82
Instructional Strategies for Teaching Comprehensionp. 84
Conclusionp. 94
Promoting the Vocabulary Growth of English Learnersp. 96
Research Foundation of the Vocabulary Improvement Programp. 97
Developing the Programp. 97
What the Program Teachesp. 98
Important Program Featuresp. 99
A Close Look at Four Types of Activitiesp. 100
Conclusionp. 104
Description of Measuresp. 106
Example of Vocabulary Improvement Program Curriculum, Grades 3-5p. 107
Using Guided Reading With English Learnersp. 113
Why Guided Reading is Important for English Learnersp. 114
Using All Three Cueing Systems: Developing Strategies and Languagep. 114
Assessing Miscues to Understand Reading and Language Abilityp. 116
Emergent and Early Guided Reading Lesson: Emphasis on Talkp. 116
Early Fluent Guided Reading Lesson: Sustaining and Expanding Meaningp. 121
Fluent Guided Reading Lesson: Focus on Higher Level Comprehension Strategiesp. 124
Choosing Books for Guided Reading With English Learnersp. 127
Enriching Vocabulary and Selecting Textsp. 128
Utilizing Sentence Structures: Matching Language Levelp. 129
Conclusionp. 130
Teaching English Learners About Expository Text Structuresp. 132
Why Teach About Exposition?p. 133
What Are the Challenges of Expository Texts?p. 135
How Does Exposition Differ From Narrative?p. 136
What Are the Most Common Expository Text Structures?p. 138
Teaching Common Text Structuresp. 138
Conclusionp. 146
Oral and Written Language
Negotiating Meaning Through Writingp. 150
Writing In a New Languagep. 151
Finding a Starting Point for Writing in Englishp. 152
Writing in a Supportive Environmentp. 153
Reflecting on the Interactive Writing Project: Some Recommendationsp. 159
Taking It Further: Letter and Journal Writing Across the Curriculump. 163
Conclusionp. 165
Language Play, Language Work: Using Poetry to Develop Oral Languagep. 168
Supporting Oral-Language Developmentp. 168
Reading Poetry With English Learnersp. 170
Strategies for Sharing Poetryp. 172
Responding to Poetryp. 178
Creating a Classroom Collection of Poetryp. 180
Conclusionp. 182
Using Puppets With English Learners to Develop Languagep. 185
A Personal Journey With Puppetsp. 186
A Professional Journey With Puppetsp. 187
The Potential of Puppetry: Two Examplesp. 187
Puppetry Beyond the Classroomp. 189
Student Reactions to Puppetryp. 190
Teacher Reactions to Puppetryp. 190
Suggestions for Using Puppets in the Classroomp. 192
Conclusionp. 193
Let's Read, Write, and Talk About It: Literature Circles for English Learnersp. 194
What Are Literature Circles?p. 195
Scaffolding English Learnersp. 195
Using Literature Circles With English Learnersp. 196
Strategies That Work Well With English Learnersp. 199
Monitoring Students in Literature Circlesp. 204
Making Connections to Real Life Through Literature Circlesp. 204
Asking Questions in Literature Circlesp. 206
Celebrating Literature Circlesp. 207
Conclusionp. 208
Author Indexp. 211
Children's Literature Author Indexp. 216
Subject Indexp. 219
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