Reading, Writing and Learning in ESL : A Resource Book for K-12 Teachers,9780801332494

Reading, Writing and Learning in ESL : A Resource Book for K-12 Teachers

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Edition: 3rd
ISBN13: 9780801332494
ISBN10: 0801332494
Format: Paperback
Pub. Date: 2001-01-01
Publisher(s): Allyn & Bacon
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Summary

This is an old edition! Please see the fourth edition, ISBN: 0-205-41034-0, to view the most up-to-date information about this book. This comprehensive and accessible text provides practical strategies for promoting literacy and language development in second language learners (K-12). It explores contemporary language acquisition theory as it relates to instruction and provides suggestions and methods on motivating and involving ESL students.

Author Biography

Suzanne F. Peregoy is professor of education at San Francisco State University Owen F. Boyle is a professor of education in reading and language arts, San Jose State University.

Table of Contents

Preface xv
English Language Learners in School
1(27)
Who Are English Language Learners?
3(1)
How Can I Get to Know My English Language Learners?
4(4)
Getting Basic Information When a New Student Arrives
4(2)
Classroom Activities That Let You Get to Know Your Students
6(2)
How Do Cultural Differences Affect Teaching and Learning?
8(7)
Culture in the Classroom Context
9(1)
Definitions of Culture and Its Content
9(3)
Sociolinguistic Interactions in the Classroom
12(1)
Culturally Related Responses to Classroom Organization
13(1)
Literacy Traditions from Home and Community
14(1)
How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English?
15(3)
First Things First: Safety and Security
15(1)
Creating a Sense of Belonging
16(2)
What Kinds of Programs Exist to Meet the Needs of English Language Learners?
18(8)
Bilingual Education Programs
18(6)
English Language Development Programs
24(1)
English Language Learners in the ``General Education'' Classroom
25(1)
Quality Indicators to Look For in Programs Serving English Learners
25(1)
Summary
26(1)
Suggestions for Further Reading
26(1)
Activities
27(1)
Second Language Acquisition
28(33)
What Do You Know When You Know a Language? Defining Language Proficiency as Communicative Competence
29(4)
Language Acquisition Theories
33(13)
First Language Acquisition Theories
34(6)
Second Language Acquisition Theories
40(6)
Learning a Second Language in School: Processes and Factors
46(12)
Second Language Acquisition Contexts: Formal Study versus Immersion in a Country Where the Language Is Spoken
47(2)
Age and the Interplay of Sociocultural, Cognitive, and Personality Factors
49(2)
Differences in School Expectations of Younger and Older Learners
51(1)
Teacher Expectations for English Learner Achievement
52(1)
Language Used for Social Interaction versus Language Used for Academic Learning
53(2)
Comprehensible Input and Social Interaction
55(2)
What about Language Learning Errors?
57(1)
Summary
58(1)
Suggestions for Further Reading
59(1)
Activities
60(1)
Classroom Practices for English Learner Instruction
61(43)
Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE)
64(8)
Planning and Organizing Sheltered Instruction or SDAIE
65(1)
Sheltered Instruction or SDAIE: A Science Example
65(5)
Sheltered Instruction or SDAIE: A Literature Example
70(2)
Group Work
72(5)
Organizing Group Work
72(2)
Cooperative Learning Methods
74(1)
Phases of Cooperative Group Development
75(1)
Jigsaw
76(1)
Thematic Instruction
77(8)
Distinguishing Theme Units from Theme Cycles
79(1)
Organizing Thematic Instruction
80(3)
Functional Language and Literacy Uses in Thematic Instruction
83(1)
Creating Variety in Language and Literacy Uses
84(1)
Scaffolding
85(9)
Scaffolding: A KEEP Example
86(3)
Scaffolding in First Language Acquisition Research
89(1)
Scaffolding Applied to Second Language Acquisition
90(2)
Scaffolds for First and Second Language Reading and Writing
92(2)
Assessment of English Learners
94(7)
English Learner Assessment: Definition and Purposes
94(2)
Identification and Placement of Students in Need of Language Education Support Services
96(1)
Limitations of Standardized Language Proficiency Tests
97(1)
Redesignation to FEP
98(1)
Program Evaluation
98(1)
Assessment of Student Learning and Progress
99(2)
Summary
101(1)
Suggestions for Further Reading
102(1)
Activities
103(1)
Oral Language Development in Second Language Acquisition
104(42)
Oral Language in Perspective
105(6)
Integration of Listening, Speaking, Reading, and Writing
106(1)
Relationships among Listening, Speaking, Reading, and Writing
107(2)
Form, Function, and Social Context in Oral Language Use
109(2)
Describing Oral Language Performance of Beginning and Intermediate English Learners
111(5)
Second Language Oral Proficiency of Beginning English Learners
112(3)
Second Language Oral Proficiency of Intermediate English Learners
115(1)
Promoting Oral Language Development in the Classroom
116(10)
Songs
118(1)
Drama
118(1)
Dramatizing Poetry
119(2)
Show and Tell
121(1)
One Looks, One Doesn't
121(1)
Tape Recording Children's Re-Creations of Wordless Book Stories
122(1)
Taping and Dubbing a Television Show
123(1)
Choral Reading
124(1)
Riddles and Jokes
125(1)
Oral Language Development through Content-Area Instruction
126(5)
Oral English Development and Use in Mathematics
126(2)
Oral English Development and Use in Science
128(1)
Oral English Development and Use in Social Studies
129(2)
Classroom Assessment of English Learners' Oral Language Development
131(11)
The Student Oral Language Observation Matrix (SOLOM)
131(7)
Checklists and Anecdotal Observations
138(4)
Summary
142(1)
Suggestions for Further Reading
143(1)
Activities
144(2)
Emergent Literacy: English Learners Beginning to Write and Read
146(56)
What Does Research Tell Us about the Early Literacy Development of English Learners?
149(2)
Contrasting the Emergent Literacy and Reading Readiness Perspectives
151(5)
Reading Readiness Perspective
151(2)
Emergent Literacy Perspective
153(2)
Differences between Oral and Written Language Development
155(1)
Highlighting Literacy Functions in Your Classroom
156(1)
Exploring the Visual Form of Written Language
157(11)
Development of Alphabetic Writing: Connecting Symbols and Sounds
159(4)
Print Concepts That Emerge in Emergent Literacy
163(2)
Invented or Temporary Spelling: Children Working Out Sound/Symbol Correspondences
165(3)
Emergent Literacy in English as a Non-native Language
168(2)
Home and School Environments That Nurture Emergent Literacy
170(6)
How Do Home Environments Promote Early Literacy?
171(2)
Family Literacy Programs
173(1)
Promoting Parent Involvement in English Learners' Schooling
174(2)
Classroom Strategies to Promote Early Literacy
176(9)
Early Literacy Goals
176(1)
Creating a Literacy-Rich Classroom Environment
177(2)
Books, Books, Books
179(1)
Using Daily Routines to Highlight the Forms and Functions of Print
179(2)
Reading Aloud to Students
181(2)
Shared Writing and Reading through the Language Experience Approach
183(1)
Dialogue Journals
183(1)
Alphabet Books
184(1)
Helping Children Recognize and Spell Words Independently
185(10)
Using Big Books to Teach Sight Words and Phonics
185(1)
Increasing Students' Sight Word Vocabulary
186(1)
Phonics
187(1)
Word Families
188(2)
Invented or Temporary Spelling and Word Recognition
190(1)
Developmental Levels in Student Spelling
190(5)
Summary of Early Literacy Instructional Strategies
195(1)
Evaluating Emergent Literacy Development
195(3)
Summary
198(1)
Suggestions for Further Reading
199(1)
Activities
200(2)
English Learners and Process Writing
202(55)
Research on Second Language Writing
204(2)
What Is Process Writing?
206(5)
Experiencing Process Writing: ``I Remember''
207(1)
Students' Responses to ``I Remember''
208(3)
How Process Writing Helps English Learners
211(1)
Collaborative Contexts for Process Writing
212(8)
Response Groups
212(5)
Peer Editing Groups
217(1)
Publishing Student Writing
218(2)
Developmental Phases in Second Language Writing
220(1)
Description of Beginning Writers
221(2)
Strategies to Assist Beginning Writers
223(11)
Strategies to Assist Beginning Writers
223(1)
Oral Discussion
224(1)
Partner Stories Using Pictures and Wordless Books
224(1)
Concept Books: Creating a Teaching Library
225(1)
Peek-a-boo Books for Younger Students and Riddle Books for Older Students
225(1)
Pattern Poems
226(1)
From Personal Journals to Dialogue Journals to Buddy Journals
227(3)
Improvisational Sign Language
230(1)
Life Murals
231(1)
Clustering
232(1)
Freewriting
233(1)
Description of Intermediate Writers
234(2)
Strategies for Intermediate Writers
236(9)
Show and Not Tell
237(1)
Sentence Combining
238(1)
Sentence Shortening
239(1)
Sentence Models
240(2)
Mapping
242(3)
A Word about Writing with Computers
245(2)
Assessing English Learners' Writing Progress
247(6)
Portfolio Assessment
247(4)
Holistic Scoring
251(2)
Summary
253(2)
Suggestions for Further Reading
255(1)
Activities
255(2)
Reading and Literature Instruction for English Language Learners
257(50)
What Does Research Tell Us about Reading in a Second Language?
259(4)
Second Language Readers
260(1)
English Language Learners and Background Knowledge
260(2)
Reading Processes of Proficient Readers
262(1)
Working in Literature Response Groups
263(4)
Steps That Prepare Students to Work in Response Groups
265(1)
How Response to Literature Assists English Language Learners
266(1)
Developmental Phases in Second Language Reading
267(1)
Beginning Readers: Characteristics and Strategies
267(13)
Language-Experience Approach
268(3)
Providing Quality Literature for Beginners
271(1)
Patterned Books
272(2)
Illustrating Stories and Poems
274(1)
Shared Reading with Big Books
274(2)
Directed Listening-Thinking Activity (DL-TA)
276(2)
Readers' Theater
278(1)
Story Mapping
279(1)
Intermediate Readers: Characteristics and Strategies
280(9)
Cognitive Mapping
281(3)
Directed Reading-Thinking Activity (DR-TA)
284(2)
Literature Response Journals
286(2)
Developing Scripts for Readers' Theater
288(1)
Adapting Stories into Plays and Scripts for Film and Videotape
288(1)
Using Computers and CD-ROMs to Enhance Learning
289(1)
Assessing Second Language Readers' Progress
289(14)
Assessing with Materials Students Bring to Class
290(1)
Informal Assessment
290(1)
Miscue Analysis
291(8)
Informal Reading Inventories
299(1)
Running Records
299(2)
Student Self-Assessment
301(2)
Summary
303(2)
Suggestions for Further Reading
305(1)
Activities
306(1)
Content Reading and Writing: Prereading and During Reading
307(34)
What Does Research Tell Us about Reading and Writing across the Curriculum for English Language Learners?
311(1)
Background Information on Students' Interactions with Texts
312(8)
Aesthetic and Efferent Interactions with Texts
312(1)
Effects of Text Structure on Comprehension and Memory
313(6)
Literary Structure
319(1)
Metacognition and Learning from Text
320(1)
Matching Students and Texts
320(4)
Evaluating Students' Interaction with Text Using the Group Reading Inventory (GRI)
321(3)
Strategies to Promote Reading Comprehension
324(2)
Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge
326(6)
Teacher Talk: Making Purposes Clear
326(2)
Field Trips and Films
328(1)
Simulation Games
328(1)
Experiments
329(1)
Developing Vocabulary before Students Read a Text
329(1)
Structured Overviews
330(1)
Preview Guides
330(1)
Anticipation Guides
331(1)
During-Reading Strategies: Monitoring Comprehension
332(6)
Using Headings and Subheadings
333(1)
Directed Reading-Thinking Activity (DR-TA)
333(1)
Vocabulary Strategies during Reading
334(1)
Using Clustering to Develop Vocabulary in Context
335(1)
Jigsaw Procedure
336(2)
Learning Logs
338(1)
Summary
338(1)
Suggestions for Further Reading
339(1)
Activities
340(1)
Content Reading and Writing: Postreading Strategies For Organizing and Remembering
341(31)
Postreading Strategies for Students
342(6)
Semantic Feature Analysis for Vocabulary Development after Reading
343(1)
Rebearsing to Organize and Remember Information
344(1)
Venn Diagrams
345(1)
Mapping
346(2)
Writing as a Learning Tool across the Curriculum
348(9)
Journals and Learning Logs
348(2)
Developing Topics and Student Self-Selection of Topics in Content Areas
350(2)
Photo Essays: Combining Direct Experience, the Visual Mode, and Writing
352(1)
Written and Oral Collaborative Research Projects
353(3)
K-W-L, a Strategy That Fosters Thinking before, during, and after Reading
356(1)
Theme Studies: Providing a Meaningful Learning Context
357(7)
Introducting the Topic and Choosing Study Questions
357(3)
Organizing Instruction
360(1)
Instructional Modifications for English Learners
361(3)
Assessment
364(4)
Portfolio Assessment
364(3)
Using Multiple Measures for Assessment
367(1)
Summary
368(1)
Suggestions for Further Reading
369(1)
Activities
370(2)
Reading Assessment and Instruction
372(40)
Theoretical Approach to Literacy Assessment
374(11)
Language Proficiency: Listening, Speaking, Reading and Writing
374(5)
Looking Closely at the Reading Process in English
379(3)
Resources that Non-Native-English Speakers Bring to English Reading
382(3)
Assessing Reading Using an Informal Reading Inventory
385(15)
Using IRIs to Systematically Assess Students Status and Progress
386(2)
Reading Levels Can be Established Using Informal Reading Inventories
388(1)
Procedures for Determining Independent, Instructional and Frustration Levels
388(1)
Independent Reading Level
389(1)
Instructional Reading Level
389(1)
Frustration Reading Level
390(1)
Sample Informal Reading Inventory
390(2)
Case Study of Lou Using an IRI
392(4)
Summary of Lou's Reading Abilities
396(4)
A List of Commercial Informal Reading Inventories
400(1)
Other Procedures for Evaluating and Instructing Struggling Readers Linking Assessment and Instruction
400(1)
Echo Reading
400(1)
Linking Assessment and Instruction
401(8)
Guided Reading
402(4)
ReQuest Procedure
406(2)
Silent Sustained Reading
408(1)
Read Alouds
408(1)
Summary
409(1)
Suggestions for Further Reading
409(1)
Activities
410(2)
Afterword
412(5)
Bibliography 417(19)
Author Index 436
Subject Index

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