Teaching Reading to English Language Learners: Differentiating Literacies: Contextualizing Reading and Writing

Description

Guiding teachers on how to meet the needs of culturally and linguistically diverse students, celebrated authors, Socorro Herrera, Della Perez and Kathy Escamilla stress that meaning and relevance must be at the basis for all instructional activities and strategies in order to effectively develop oral and written language. In their newest book, the authors blend theory and practice that provides grade level and ESL teachers with the tools they need to differentiate literacy instruction for all students. Cover Contents Preface chapter 1 Literacy and the Culturally and Linguistically Diverse Student Interactive Literacy: Defining Literacy for CLD Students Literacy Is Biographical Literacy Is Fundamental Literacy Is Research Based Essential Elements of Literacy Development The Theoretical Foundations of Reading Reading the Symbols and Sounds of English: The Bottom-Up Reading Process Model Schematic Connections to Text: The Top-Down Reading Process Model Reading as a Circular Process: The Interactive Reading Process Model Conclusion Key Theories and Concepts Professional Conversations on Practice Questions for Review and Reflection chapter 2 Contextualizing Literacy Development for the CLD Student in the Grade-Level Classroom The CLD Student Biography The Sociocultural Dimension The Linguistic Dimension The Academic Dimension The Cognitive Dimension Conclusion Key Theories and Concepts Professional Conversations on Practice Questions for Review and Reflection chapter 3 Rethinking Phonemic Awareness: A Cross-Linguistic Transfer Perspective Phonological Awareness and Cross-Language Transfer Phonemic Awareness and Cross-Language Transfer Contextualizing Phonemic Awareness Instruction Phonemic Awareness Tasks: Identifying the Subtleties of the English Language Instructional Guidelines for Phonemic Awareness Conclusion Key Theories and Concepts Professional Conversations on Practice Questions for Review and Reflection chapter 4 Phonics: More Than the A, B, Cs of Reading What Comes First: The Letters or the Words? Phonics and Cross-Language Transfer Contextualizing Phonics Instruction Writing Your Own Script: Creating an Integrated Approach to Phonics Instruction Integrated Phonics in a Second-Grade Classroom Integrated Phonics in a Fourth-Grade Classroom Conclusion Key Theories and Concepts Professional Conversations on Practice Questions for Review and Reflection Appendix 4.1: Language Investigations chapter 5 Vocabulary Development: A Framework for Differentiated and Explicit Instruction Implications of Approaches to Vocabulary Development Reader-Based Instruction Interactive Language Learning Direct Instruction Teaching Vocabulary within a Linguistic and Cultural Context The Cultural Biography of the CLD Student Designing Instruction Based on the CLD Student Biography Conclusion Key Theories and Concepts Professional Conversations on Practice Questions for Review and Reflection chapter 6 Strategies-Based Comprehension Instruction: Linking the Known to the Unknown Comprehension: Constructing Meaning from Text Building from the Known to the Unknown Schematic Connections in Practice Putting Reading Comprehension Strategies into Practice Metacognitive Strategies Cognitive Strategies Social/Affective Strategies Conclusion Key Theories and Concepts Professional Conversations on Practice Questions for Review and Reflection chapter 7 Fluency in Practice: More Than Reading the Text Deep Constructs of Fluency The Multiple Dimensions of Phonemic Awareness and Phonics The Role of Vocabulary Knowledge Comprehension as the Key Supporting Fluency Development through Collaboration Readers’ Theater Choral Reading Repeated Reading Sustained Partner Reading Conclusion Key Theories and Concepts Professional Conversations on Practice Questions for Review and Reflection chapter 8 Implications of Culture and Language in Writing Differences between Oral and Written Language Development Teaching Writing in a Second Language Discourse Patterns Combined Interactive/Direct Approaches to Teaching Writing to CLD Students Conclusion Key Theories and Concepts Professional Conversations on Practice Questions for Review and Reflection chapter 9 Assessment beyond the Politics of High-Stakes Tests Overtested without a Foundation Authentic Assessment Defined Authentic Reading Assessment within a CLD Context Sociocultural Considerations Language as a Cultural Response Academic Considerations Cognitive Pathways Preinstructional Assessment Thinking, Learning, and Formative Assessment Feedback in Formative Assessment Questions as Tools in Reading Assessment Student Case Studies Yamin: Where Am I? So Yeong: Between Two Worlds Conclusion Key Theories and Concepts Professional Conversations on Practice Questions for Review and Reflection chapter 10 Inclusive Literacy Instruction for CLD Students Setting the Goal: Standards-Driven Literacy Instruction Standards for the English Language Arts ESL Standards for Pre-K–12 Students Fidelity and the CLD Learner Standards, Reading Programs, and the CLD Student Biography Sociocultural Knowledge Linguistic Knowledge Academic Knowledge Cognitive Knowledge Conclusion Key Theories and Concepts Professional Conversations on Practice Questions for Review and Reflection Glossary A B C D E F G I M P S T W References Index A B C D E F G H I J K L M N O P Q R S T U V W Z