Rev. ed. of: Reading, writing and learning in ESL. 4th ed. 2005.

Includes bibliographical references (p. 425-441) and indexes.

"In an approach unlike most other books in the field, Reading, Writing, and Learning in ESL looks at the contemporary language acquisition theory as it relates to instruction and provides detailed suggestions and methods for motivating, involving, and teaching English language learners. Praised for its strong research base, engaging style, and inclusion of specific teaching ideas, and academic content area instruction in English for K-12 English learners. Thoroughly updated throughout, the new edition includes a new chapter on using the Internet and other digital technologies to engage students and promote learning, many new teaching strategies, new and revised activities, and new student writing samples." (Publisher's Website)

CONTENTS

CHAPTER 1: 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 Learners in the ''General Education'' Classroom

Quality Indicators to Look for in Programs Serving English Learners Using Research and Expert Views to Inform Practice

Summary

CHAPTER 2: 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?

Personel Identity and Ways of Speaking: The Case of Ebonics 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

Age and the Interplay of Sociocultural, Personality, and Cognitive Factors

Teacher Expectations for English Leaner Achievement

Language Used for Social Interactions 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

CHAPTER 3: CLASSROOM PRACTICES FOR ENGLISH LEARNER INSTRUCTION Standard-Based Instruction and Assessment Differentiated Instruction (DI) Content-Based Instruction (CBI) Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE)

A Science Example with Fourth Graders

A Literary Example with Kindergartners

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

CHAPTER 4: 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

CHAPTER 5: 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 Correspondence
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 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

Summary of Early Literacy Instructional Strategies
Assessing Emergent Literacy Development Differentiating Instruction for Emerent Literacy Summary

CHAPTER 6: 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

CHAPTER 7: ENGLISH LEARNERS AND PROCESS WRITING Research on Second Language Writing What Is Process Writing?

Experiencing Process Writing: "I Remember"

Students' Responses to "I Remember" 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 Stories 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
A Word about Writing with Computers 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

CHAPTER 8: 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 Thinking?

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) Beginning Readers: Characteristics and Strategies

Language-Experience Approach

Providing Quality Literature for Beginners

Patterned Books

Illustrating Stories and Poems

Shared Reading with Big Books

Directed Listening-Thinking Activity (DL-TA)

Literature Response Journals

Developing Scripts for Reader's 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

CHAPTER 9: 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 Centent Area Reading

CHAPTER 10: CONTENT READING AND WRITING: POSTREADING STRATEGIES FOR ORGANIZING AND REMEMBERING Postreading Strategies for Students

Semantic Features Analysis for Vocabulary Development after Reading

Rehearsing to Organize and Remember Information 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 Centent Area Listening

CHAPTER 11 : 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 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

REFERENCES

INDEX

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