000			19074cam a22030974a 4500
999			_c1567 _d1567
001			4106811
003			LTSCA
005			20230608011349.0
008			071217s2008 maua b 001 0 eng
010			_a 2007051130
015			_aGBA804071 _2bnb
016	7		_a014487293 _2Uk
020			_a9780205593248 (pbk)
020			_a0205593240 (pbk)
035			_aocn184906202
040			_aDLC _beng _cJCRC _dBAKER _dUKM _dC#P _dBWX _dYDXCP _dAEU
049			_aUABA
050	0	0	_aPE1128.A2 _bP393 2008
090			_aPE 1128 A2 P393 2008 _bAEU
100	1		_aPeregoy, Suzanne F.
245	1	0	_aReading, Writing and Learning in ESL : _bA resource book for teaching K-12 English learners / _cSuzanne F. Peregoy, Owen F. Boyle ; with contributions by Karen Cadiero-Kaplan.
250			_a5th ed.
260			_aBoston, MA : _bPearson, _c2008.
300			_axx, 459 p. : _bill. ; _c26 cm.
500			_aRev. ed. of: Reading, writing and learning in ESL. 4th ed. 2005.
504			_aIncludes bibliographical references (p. 425-441) and indexes.
505			_a"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)
505			_aCONTENTS
505			_aCHAPTER 1: ENGLISH LANGUAGE LEARNERS IN SCHOOL _tWho Are English Language Learners? _tHow Can I Get to Know My English Language Learners?
505			_aGetting Basic Information When a New Student Arrives
505			_aClassroom Activities That Let You Get to Know Your Students _tHow Do Cultural Differences Affect Teaching and Learning?
505			_aCulture in the Classroom Context
505			_aDefinitions of Culture
505			_aBecoming an Effective Participant Observer in Your Own Classroom
505			_aSociolinguistic Interactions in the Classroom
505			_aCulturally Related Responses to Classroom Organization
505			_aLiteracy Traditions from Home and Community
505			_aWho Am I in the Lives of My Students? _tHow Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English
505			_aFirst Things First: Safety and Security
505			_aCreating a Sense of Belonging _tCurrent Policy Trends Affecting the Education of English Learners
505			_aAcademic Standards and Assessment
505			_aHigh Stakes Testing
505			_aEducation Policy Specific to English Learners _tWhat Kinds of Programs Exist to Meet the Needs of English Language Learners?
505			_aBilingual Education Programs
505			_aEnglish Language Learners in the ''General Education'' Classroom
505			_aQuality Indicators to Look for in Programs Serving English Learners _tUsing Research and Expert Views to Inform Practice
505			_aSummary
505			_aCHAPTER 2: SECOND LANGUAGE ACQUISITION _tWhat Do You Know When You Know a Language? Defining Language
505			_aProficiency as Communicative Competence
505			_aClassroom Example of Language Use in Social Context
505			_aLiteral and Figurative Language _tLanguage, Power, Social Standing, and Identity
505			_aLanguage as an Instrument and Symbol of Power
505			_aLanguage or Dialect?
505			_aPersonel Identity and Ways of Speaking: The Case of Ebonics _tLanguage Acquisition Theories
505			_aSecond Language Acquisition Theories
505			_aBeyond Social Interaction in Second Language Acquisition Theory _tLearning a Second Language in School: Processes and Factors
505			_aSecond Language Acquisition Contexts: Formal Study versus immersion in a Country Where the Language is Spoken
505			_aAge and the Interplay of Sociocultural, Personality, and Cognitive Factors
505			_aTeacher Expectations for English Leaner Achievement
505			_aLanguage Used for Social Interactions versus Language Used for Academic Learning
505			_aLearning to Use English in Socially and Culturally Appropriate Ways
505			_aComprehensible Input and Social Interaction
505			_aWhat about Language Learning Errors?
505			_aSummary
505			_aCHAPTER 3: CLASSROOM PRACTICES FOR ENGLISH LEARNER INSTRUCTION _tStandard-Based Instruction and Assessment _tDifferentiated Instruction (DI) _tContent-Based Instruction (CBI) _tSheltered Instruction or Specially Designed Academic Instruction in English (SDAIE)
505			_aA Science Example with Fourth Graders
505			_aA Literary Example with Kindergartners
505			_aA Secondary Social Science Example with High School Students _tPlanning for Differentiated, Sheltered Instruction or SDAIE _tGroup Work
505			_aOrganizing Group Work
505			_aCooperative Learning Methods _tPhases of Cooperative Group Development
505			_aJigsaw _tThematic Instruction
505			_aOrganizing Thematic Instruction
505			_aFunctional Language and Literacy Uses in Thematic Instruction
505			_aCreating Variety in Language and Literacy Uses _tScaffolding
505			_aScaffolding: A KEEP Example
505			_aScaffolds for First and Second Language Reading and Writing _tAssessment of English Learners
505			_aEnglish Learner Assessment: Definition and Purposes
505			_aIdentification and Placement of Students Needing Language
505			_aEducation Support Services
505			_aLimitations of Standardized Language Proficiency Tests
505			_aRedesignation to FEP
505			_aProgram Evaluation
505			_aClassroom-Based Assessment of Student Learning and Progress
505			_aSummary
505			_aCHAPTER 4: ORAL LANGUAGE DEVELOPMENT IN SECOND LANGUAGE ACQUISITION _tOral Language in Perspective
505			_aIntegration of Listening, Speaking, Reading, and Writing
505			_aRelationships among Listening, Speaking, Reading, and Writing
505			_aForm, Function, and Social Context in Oral Language Use _tDescribing Oral Language Performance of Beginning and
505			_aIntermediate English Learners
505			_aSecond Language Oral Proficiency of Beginning English Learners
505			_aSecond Language Oral Proficiency of Intermediate English Learners _tPromoting Oral Language Development in the Classroom
505			_aUsing Games in Second Language Classrooms
505			_aSongs
505			_aDrama
505			_aDramatizing Poetry
505			_aShow and Tell
505			_aOne Looks, One Doesn’t
505			_aTape-Recording Children’s Re-Creations of Wordless Book Stories
505			_aTaping and Dubbing a Television Show
505			_aChoral Reading
505			_aRiddles and Jokes
505			_aOral Language Development through Content-Area Instruction
505			_aOral English Development and Use in Mathematics
505			_aOral English Development and Use in Science
505			_aOral English Development and Use in Social Studies _tClassroom Assessment of English Learners? Oral Language Development
505			_aThe Student Oral Language Observation Matrix (SOLOM)
505			_aChecklists and Anecdotal Observations _tDifferentiating Instruction for Oral Language Development
505			_aSummary
505			_aCHAPTER 5: EMERGENT LITERACY: ENGLISH LEARNERS BEGINNING TO WRITE AND READ _tWhat Does Research Tell Us about the Early Literacy Development of English Learners? _t Contrasting the Emergent Literacy and Reading Readiness Perspectives
505			_aReading Readiness Perspective
505			_aEmergent Literacy Perspective
505			_aDifferences between Oral and Written Language Development _tHighlighting Literacy Functions in Your Classroom _t Exploring the Visual Form of Written Language
505			_aDevelopment of Alphabetic Writing: Connecting Symbols and Sounds
505			_aPrint Concepts That Emerge in Emergent Literacy
505			_aInvented or Temporary Spelling: Children Working Out Sound/Symbol Correspondence _tEmergent Literacy in English as a Non-native Language _tHome and School Environments That Nurture Emergent Literacy
505			_aHow Do Home Environments Promote Early Literacy?
505			_aFamily Literacy Programs
505			_aPromoting Parent Involvement in English Learners' Schooling _tClassroom Strategies to Promote Early Literacy
505			_aEarly Literacy Goals
505			_aCreating a Literacy-Rich Classroom Environment
505			_aBooks, Books, Books
505			_aUsing Daily Routines to Highlight the Forms and Functions of Print
505			_aReading Aloud to Students
505			_aShared Writing and Reading through the Language Experience Approach
505			_aDialogue Journals
505			_aAlphabet Books _tHelping Children Recognize Words Independently
505			_aUsing Big Books to Teach Sight Words and Phonics
505			_aIncreasing Students' Sight Word Vocabulary
505			_aPhonics
505			_aWord Families
505			_aInvented or Temporary Spelling and Word Recognition
505			_aSummary of Early Literacy Instructional Strategies _tAssessing Emergent Literacy Development _tDifferentiating Instruction for Emerent Literacy _tSummary
505			_aCHAPTER 6: WORDS AND MEANING: ENGLISH LEARNERS' VOCABULARY DEVELOPMENT _tWhat Does Research Tell Us About Vocabulary Development in a Second Language? _tWhat Words Do Students Need to Know? _tHow Do Students Learn New Words? _tHow Do We Differentiate Vocabulary Assessment and Instruction?
505			_aEnglish Language Proficiency Considerations
505			_aPrimary Language Proficiency Considerations
505			_aVocabulary Assessment for Planning Instruction _tA Word About Dictionaries _tBeginning Level Vocabulary Learners: Characteristics and Strategies
505			_aTotal Physical Response
505			_aRead Alouds
505			_aWord Cards
505			_aWord Wall Dictionary
505			_aPicture Dictionaries
505			_aWorking with Idioms _tIntermediate Level Vocabulary Learners: Characteristics and Strategies
505			_aVocabulary Self-Collection Strategy
505			_aWord Wheel
505			_aWord Wizard
505			_aContextual Redefinition
505			_aVocabulary Journals
505			_aDictionary Use
505			_aTeaching Prefixes and Suffixes
505			_aWord Learning Strategies Identified as Useful by Older Learners _tAssessing Second Language Learners Vocabulary Progress _tDifferentiating Vocabulary Instruction _tSummary
505			_aCHAPTER 7: ENGLISH LEARNERS AND PROCESS WRITING _tResearch on Second Language Writing _tWhat Is Process Writing?
505			_aExperiencing Process Writing: "I Remember"
505			_aStudents' Responses to "I Remember" _tHow Process Writing Helps English Learners _tCollaborative Contexts for Process Writing
505			_aResponse Groups
505			_aPeer Editing Groups
505			_aPublishing Student Writing _tDevelopmental Phases in Second Language Writing _tDescription of Beginning Writers _tStrategies to Assist Beginning Writers
505			_aOral Discussion
505			_aPartner Stories Using Pictures and Wordless Books
505			_aConcept Books: Creating a Teaching Library
505			_aPeek-a-boo Stories for Younger Students and Riddle Books for Older Students
505			_aPattern Poems
505			_aFrom Personal Journals to Dialogue Journals to Buddy Journals
505			_aImprovisational Sign Language
505			_aLife Murals
505			_aClustering
505			_aFreewriting _tDescription of Intermediate Writers _tStrategies for Intermediate Writers
505			_aShow and Not Tell
505			_aSentence Combining
505			_aSentence Shortening
505			_aSentence Models
505			_aMapping _tA Word about Writing with Computers _tAssessing English Learners' Writing Progress
505			_aPortfolio Assessment
505			_aHolistic Scoring _t Working with Errors in Student Writing
505			_aBalancing Goals: Fluency, Form, Correctness
505			_aBalancing Instruction: Scaffolds, Models, and Direct Instruction _tDifferentiating Instruction for Writing Development _tSummary
505			_aCHAPTER 8: READING AND LITERATURE INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS _tWhat Does Research Tell Us about Reading in a Second Language?
505			_aSecond Language Readers
505			_aEnglish Language Learners and Background Knowledge
505			_aReading Processes of Proficient Readers _tElements of Reading Comprehension and Metacognition: A Cartoon Example
505			_aBackground Knowledge and Inferences
505			_aDecoding and Vocabulary
505			_aMetacognition: ?Thinking about Thinking?
505			_aText Structure _tWorking in Literature Response Groups
505			_aSteps That Prepare Students to Work in Response Groups
505			_aHow Response to Literature Assists English Language Learners _tThe Many Benefits of Independent Reading
505			_aIndependent, Instructional, and Frustration Levels of Reading
505			_aFive-Finger Exercise
505			_aGraded Books
505			_aElectronic Books (E-Books) _tBeginning Readers: Characteristics and Strategies
505			_aLanguage-Experience Approach
505			_aProviding Quality Literature for Beginners
505			_aPatterned Books
505			_aIllustrating Stories and Poems
505			_aShared Reading with Big Books
505			_aDirected Listening-Thinking Activity (DL-TA)
505			_aLiterature Response Journals
505			_aDeveloping Scripts for Reader's Theater
505			_aAdapting Stories into Plays and Scripts for Film and Videotape _t Using Computers and CD-ROMs to Enhance Learning _t Assessing Second Language Readers' Progress
505			_aAssessing with Materials Students Bring to Class
505			_aInformal Assessment
505			_aMiscue Analysis
505			_aInformal Reading Inventories
505			_aRunning Records
505			_aStudent Self-Assessment _tDifferentiating Reading and Literature Instruction _tSummary
505			_aCHAPTER 9: CONTENT READING AND WRITING: PREREADING AND DURING READING _tWhat Does Research Tell Us about Reading and Writing across the Curriculum for English Language Learners? _tBackground Information on Students' Interactions with Texts
505			_aAesthetic and Efferent Interactions with Texts
505			_aEffects of Text Structure on Comprehension and Memory
505			_aLiterary Structure
505			_aMetacognition and Learning from Text _tMatching Students and Texts
505			_aEvaluating Students' Interaction with Text Using the Group Reading Inventory (GRI) _t Strategies to Promote Reading Comprehension _tPrereading Strategies: Developing Motivation, Purpose, and Background _tKnowledge
505			_aTeacher Talk: Making Purposes Clear
505			_aField Trips and Films
505			_aSimulation Games
505			_aExperiments
505			_aDeveloping Vocabulary before Students Read a Text
505			_aStructured Overviews
505			_aPreview Guides
505			_aAnticipation Guides _t During-Reading Strategies: Monitoring Comprehension
505			_aUsing Headings and Subheadings
505			_aDirected Reading-Thinking Activity (DR-TA)
505			_aVocabulary Strategies during Reading
505			_aUsing Clustering to Develop Vocabulary in Context
505			_aJigsaw Procedure
505			_aLearning Logs _tDifferentiating Instruction for Centent Area Reading
505			_aCHAPTER 10: CONTENT READING AND WRITING: POSTREADING STRATEGIES FOR ORGANIZING AND REMEMBERING _tPostreading Strategies for Students
505			_aSemantic Features Analysis for Vocabulary Development after Reading
505			_aRehearsing to Organize and Remember Information _t Writing as a Learning Tool across the Curriculum
505			_aJournals and Learning Logs
505			_aDeveloping Topics and Student Self-Selection of Topics in Content Areas
505			_aPhoto Essays: Combining Direct Experience, the Visual Mode, and Writing
505			_aWritten and oral Collaborative Research Projects
505			_aK-W-L, a Strategy That Fosters Thinking before, during, and after Reading _tTheme Studies: Providing a Meaningful Learning Context
505			_aIntroducing the Topic and Choosing Study Questions
505			_aOrganizing Instruction
505			_aInstructional Modifications for English Learners _tAssessment
505			_aPortfolio Assessment
505			_aUsing Multiple Measures for Assessment _tDifferentiating Instruction for Centent Area Listening
505			_aCHAPTER 11 : READING ASSESSMENT AND INSTRUCTION _tTheoretical Approach to Literacy Assessment
505			_aLanguage Proficiency: Listening, Speaking, Reading, and Writing
505			_aLooking Closely at the Reading Process in English
505			_aResources That Non-Native English Speakers Bring to English
505			_aReading _tAssessing Reading Using an Informal Reading Inventory
505			_aUsing IRIs to Systematically Assess Students? Status and Progress
505			_aReading Levels Can Be Established Using Informal Reading
505			_aInventories
505			_aProcedures for Determining Independent, Instructional, and Frustration Levels _tSample Informal Reading Inventory _tSample Informal Reading Inventory _t A List of Commercial Informal Reading Inventories _tOther Procedures for Evaluating and Helping Readers
505			_aLinking Assessment and Instruction
505			_aEcho Reading
505			_aGuided Reading
505			_aReQuest Procedure
505			_aRead Alouds _tSummary
505			_aREFERENCES
505			_aINDEX
583	1		_acommitted to retain _c20170930 _d20421231 _fHathiTrust _uhttps://www.hathitrust.org/shared_print_program _5AEU _zHathiTrust Shared Print commitment 2017
650		0	_aEnglish language _xStudy and teaching _xForeign speakers.
700	1		_aBoyle, Owen
700	1		_aCadiero-Kaplan, Karen, _d1958-
856			_uhttps://www.pearson.com/us/higher-education/product/Peregoy-Reading-Writing-and-Learning-in-ESL-A-Resource-Book-for-Teaching-K-12-English-Learners-7th-Edition/9780134014548.html?tab=overview _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1u2ceo/proquest199694252 _zCheck the UO Library catalog.
942			_2z _cBK