Includes a Summary, Suggestions for Further Reading, and Activities at the end of each chapter.

Includes bibliographical references (p. 347-364) and indexes.

"Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers, Second Edition, is a comprehensive, reader-friendly resource book that provides a wealth of teaching ideas for promoting oral language, reading, and writing development in English for K-12 English learners. The book provides up-to-date language acquisition theory, classroom organization, teaching strategies, and assessment procedures for effective English learner instruction. As such, it is an ideal text for ESL and bilingual methods classes and for general reading/language arts methods classes in geographical areas serving English learners. It is also an excellent staff development tool." (Preface, p. xv)

CONTENTS

Preface

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 and Its Content -- Sociolinguistic Interactions in the Classroom -- Culturally Related Responses to Classroom Organization -- Literacy Traditions from Home and Community
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
What Kinds of Programs Exist to Meet the Needs of English Language Learners? -- Bilingual Education Programs -- English Language Development Programs -- English Language Learners in the "General Education" Classroom -- Quality Indicators to Look for in Programs Serving English Learners

CHAPTER 2. Second Language Acquisition
What Do You Know When You Know a Language? Defining Language Proficiency as Communicative Competence
Language Acquisition Theories -- First Language Acquisition Theories -- Second Language Acquisition Theories
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, Cognitive, and Personality Factors -- 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 -- Comprehensible Input and Social Interaction -- What about Language Learning Errors?

CHAPTER 3. Classroom Practices for English Learner Instruction
Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE) -- Planning and Organizing Sheltered Instruction or SDAIE -- Sheltered Instruction or SDAIE: A Science Example -- Sheltered Instruction or SDAIE: A Literature Example
Group Work -- Organizing Group Work -- Cooperative Learning Methods -- Phases of Cooperative Group Development -- Jigsaw
Thematic Instruction -- Distinguishing Theme Units from Theme Cycles -- Organizing Thematic Instruction -- Functional Language and Literacy Uses in Thematic Instruction -- Creating Variety in Language and Literacy Uses
Scaffolding -- Scaffolding: A KEEP Example -- Scaffolding in First Language Acquisition Research -- Scaffolding Applied to Second Language Acquisition -- Scaffolds for First and Second Language Reading and Writing
Assessment of English Learners -- English Learner Assessment: Definition and Purposes -- Identification and Placement of Students in Need of Language Education Support Services -- Program Evaluation -- Assessment of Student Learning and Progress

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 -- 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

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 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 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
Evaluating Emergent Literacy Development

CHAPTER 6. 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

CHAPTER 7. Reading and Literature Instruction for English Language Learners
What Does Research Tell Us about Reading in a Second Language ? -- Second Language Readers -- English Language Readers and Background Knowledge -- Reading Processes of Proficient Readers
Working in Literature Response Groups -- Steps That Prepare Students to Work in Response Groups -- How Response to Literature Assists English Language Learners
Developmental Phrases in Second Language Reading
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) -- Reader's Theater -- Story Mapping
Intermediate Readers: Characteristics and Strategies -- Cognitive Mapping -- Directed Reading-Thinking Activity (DR-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

CHAPTER 8. 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 Games -- 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

CHAPTER 9. 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 -- Mapping
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

CHAPTER 10. Afterword

Bibliography

Author Index

Subject Index