TY  - BOOK
AU  - Peregoy,Suzanne F.
AU  - Boyle,Owen
AU  - Cadiero-Kaplan,Karen
TI  - Reading, Writing and Learning in ESL: A resource book for teaching K-12 English learners 
SN  - 9780205593248 (pbk)
AV  - PE1128.A2 P393 2008
PY  - 2008///
CY  - Boston, MA
PB  - Pearson
KW  - English language
KW  - Study and teaching
KW  - Foreign speakers
N1  - 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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