Supporting the Literacy Development of English Learners

by Young, Terrell A.

• ISBN13: 9780872075696
• ISBN10: 0872075699
• Format: Paperback
• Copyright: 2006-01-01
• Publisher: Intl Literacy Assn

Summary

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

Acknowledgments	p. ix
Contributors	p. x
Introduction	p. 1
Supporting English Learners
Changing Classrooms: Transforming Instruction	p. 6
Language Diversity and Education: A Brief History	p. 7
Understanding English Learners	p. 9
Supporting English Learners	p. 13
Instructional Planning and Language Demands	p. 18
Conclusion	p. 18
Curriculum and Planning
Differentiating Instruction for English Learners: The Four-by-Four Model	p. 24
The Four-by-Four Model	p. 26
Theoretical Foundation of the Four-by-Four Model	p. 28
Guiding Principles of the Four-by-Four Model	p. 33
Structure of the Four-by-Four Model	p. 34
Conclusion	p. 39
Supporting English Learners: Developing Academic Language in the Content Area Classroom	p. 41
Goals for English Learners	p. 42
Explicit Development of Academic Language	p. 43
A Confession	p. 44
How to Start: Introducing Academic Language	p. 44
Keys to Comprehension	p. 48
Conclusion	p. 59
Teaching Language Through Content Themes: Viewing Our World as a Global Village	p. 61
Reasons to Teach Language Through Sustained Content	p. 62
Reasons for Organizing Curriculum Around Themes	p. 63
Connecting Thematic Content to Standards	p. 64
Using Culturally Relevant Books	p. 65
The Preview/View/Review Technique	p. 65
Putting It Together: Francisco's Global Interdependence Theme	p. 68
Conclusion	p. 76
Reading Instruction
Essential Comprehension Strategies for English Learners	p. 80
Reading Comprehension Strategies: How to Make Sense of Text	p. 82
Instructional Strategies for Teaching Comprehension	p. 84
Conclusion	p. 94
Promoting the Vocabulary Growth of English Learners	p. 96
Research Foundation of the Vocabulary Improvement Program	p. 97
Developing the Program	p. 97
What the Program Teaches	p. 98
Important Program Features	p. 99
A Close Look at Four Types of Activities	p. 100
Conclusion	p. 104
Description of Measures	p. 106
Example of Vocabulary Improvement Program Curriculum, Grades 3-5	p. 107
Using Guided Reading With English Learners	p. 113
Why Guided Reading is Important for English Learners	p. 114
Using All Three Cueing Systems: Developing Strategies and Language	p. 114
Assessing Miscues to Understand Reading and Language Ability	p. 116
Emergent and Early Guided Reading Lesson: Emphasis on Talk	p. 116
Early Fluent Guided Reading Lesson: Sustaining and Expanding Meaning	p. 121
Fluent Guided Reading Lesson: Focus on Higher Level Comprehension Strategies	p. 124
Choosing Books for Guided Reading With English Learners	p. 127
Enriching Vocabulary and Selecting Texts	p. 128
Utilizing Sentence Structures: Matching Language Level	p. 129
Conclusion	p. 130
Teaching English Learners About Expository Text Structures	p. 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 Structures	p. 138
Conclusion	p. 146
Oral and Written Language
Negotiating Meaning Through Writing	p. 150
Writing In a New Language	p. 151
Finding a Starting Point for Writing in English	p. 152
Writing in a Supportive Environment	p. 153
Reflecting on the Interactive Writing Project: Some Recommendations	p. 159
Taking It Further: Letter and Journal Writing Across the Curriculum	p. 163
Conclusion	p. 165
Language Play, Language Work: Using Poetry to Develop Oral Language	p. 168
Supporting Oral-Language Development	p. 168
Reading Poetry With English Learners	p. 170
Strategies for Sharing Poetry	p. 172
Responding to Poetry	p. 178
Creating a Classroom Collection of Poetry	p. 180
Conclusion	p. 182
Using Puppets With English Learners to Develop Language	p. 185
A Personal Journey With Puppets	p. 186
A Professional Journey With Puppets	p. 187
The Potential of Puppetry: Two Examples	p. 187
Puppetry Beyond the Classroom	p. 189
Student Reactions to Puppetry	p. 190
Teacher Reactions to Puppetry	p. 190
Suggestions for Using Puppets in the Classroom	p. 192
Conclusion	p. 193
Let's Read, Write, and Talk About It: Literature Circles for English Learners	p. 194
What Are Literature Circles?	p. 195
Scaffolding English Learners	p. 195
Using Literature Circles With English Learners	p. 196
Strategies That Work Well With English Learners	p. 199
Monitoring Students in Literature Circles	p. 204
Making Connections to Real Life Through Literature Circles	p. 204
Asking Questions in Literature Circles	p. 206
Celebrating Literature Circles	p. 207
Conclusion	p. 208
Author Index	p. 211
Children's Literature Author Index	p. 216
Subject Index	p. 219
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