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

Description

This book is the ideal source for teaching oral language, reading, writing, and the content areas in English to K-12 English learners. In an approach unlike most other books in the field, Reading, Writing, and Learning in ESL looks at 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, the book offers thorough coverage of oral language, reading, writing, 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 writing samples. The Enhanced Pearson eText features embedded videos and assessments. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone for 50-60% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later. Cover......Page 1 Title Page......Page 2 Copyright Page......Page 3 About the Authors......Page 4 Contents......Page 6 Preface......Page 19 1 English Learners in 21st-Century Classrooms......Page 27 Who Are English Learners and How Can I Get to Know Them?......Page 30 Getting Basic Information When a New Student Arrives......Page 32 Classroom Activities That Help You Get to Know Your Students......Page 34 How Do Cultural Differences Affect Teaching and Learning?......Page 36 Who Am I in the Lives of My Students?......Page 37 Becoming an Effective Participant–Observer in Your Own Classroom......Page 38 Sociocultural Factors Affecting Language Use in the Classroom......Page 41 Culturally Related Responses to Classroom Organization......Page 43 Literacy Traditions from Home and Community......Page 44 How Can I Ease New Students into the Routines of My Classroom?......Page 45 Creating a Sense of Belonging......Page 46 How Do Current Policy Trends Affect English Learner Education?......Page 47 Common Core State Standards (CCSS)......Page 48 English Language Development Standards and Assessment......Page 50 Curriculum Standards, High-Stakes Testing, and “No Child Left Behind”......Page 51 Socioeconomic Status: Predictor of Standardized Test Scores......Page 52 Education Policy Specific to English Learners......Page 53 Newer Technologies: Purposes, Policies, and Assessments......Page 56 What Kinds of Programs Exist to Meet the Needs of English Learners?......Page 57 English Learner Program Models......Page 58 Research on Bilingual and ESL Programs Serving English Learners......Page 60 Summary......Page 61 Internet Resources......Page 63 Activities......Page 64 2 Language and Language Acquisition......Page 65 How Have Language Proficiency and Communicative Competence Been Defined?......Page 67 Language Use in Social Context: A Classroom Conversation......Page 68 Bilingual Communicative Competence......Page 71 Figurative Language......Page 72 What Is Academic Language?......Page 73 Academic Language Qualities......Page 74 Academic Language Functions......Page 75 Academic Language Linguistic Features......Page 76 The Role of Background Knowledge in Academic Language Use......Page 78 How Does Language Relate to Power, Social Standing, and Identity?......Page 79 Language or Dialect?......Page 80 How a Dialect Becomes the “Standard” Language......Page 81 How Language Variety Affects the Power and Prestige of Its Users......Page 82 The Role of a Standard Language......Page 83 Misuse of the Term Dialect......Page 84 Behaviorist Theory......Page 85 Innatist Theory......Page 86 Interactionist Theory......Page 87 Summary of First Language Acquisition Theories......Page 88 Second Language Acquisition Theories......Page 89 Innatist Perspective......Page 90 Krashen’s Five Hypotheses......Page 91 Interactionist Perspective......Page 93 Summary of Second Language Acquisition Theories......Page 94 Interlanguage and Fossilization......Page 95 Developmental Sequences in English Language Acquisition......Page 96 Social Context of the Language Learning Environment......Page 98 Primary Language Development......Page 100 Sociocultural Factors......Page 102 Cognitive Factors......Page 103 Teacher Expectations and Learner Errors......Page 104 Summary......Page 106 Activities......Page 107 3 Classroom Practices for Effective English Learner Instruction......Page 109 How Do Curriculum Standards Serve English Learners?......Page 113 How Is Instruction Differentiated to Meet the Varied Needs of English Learners?......Page 115 How Is Sheltered Instruction (SDAIE) Planned and Implemented?......Page 117 A Science Example with Fourth-Graders......Page 118 A Literature Example with Kindergartners......Page 120 A Social Science Example with High School Students......Page 121 Planning for Differentiated, Sheltered English Instruction/SDAIE......Page 124 Response to Intervention (RTI)......Page 127 Collaborative Groups......Page 129 Cooperative Learning Methods......Page 131 Phases of Cooperative Group Development......Page 132 Jigsaw......Page 133 How Does Thematic Instruction Promote Content and Language Learning?......Page 134 Building on Prior Knowledge......Page 135 Variety......Page 136 Functional and Academic Literacy Uses in Thematic Instruction......Page 138 Creating Variety in Language and Literacy Uses......Page 139 Routines as Scaffolds......Page 141 Literacy Scaffolds for English Learners......Page 142 Basic Concepts and Terms Used in Assessment......Page 144 Identification and Placement of Students Needing Language Education Support Services......Page 146 Limitations of Standardized Language Proficiency Tests......Page 147 Program Evaluation......Page 148 Principles of Classroom-Based Assessment......Page 149 Planning Systematic, Classroom-Based Assessment......Page 150 Summary......Page 151 Internet Resources......Page 152 Activities......Page 153 4 The New Literacies and English Learners......Page 155 What Are the New Literacies for 21st-Century Technologies?......Page 159 Comparing Online Reading and Traditional Reading......Page 162 Helping Students Evaluate Websites: Bias, Reliability, and Accuracy......Page 164 How Can Teachers Use Technology to Differentiate Instruction for English Learners?......Page 165 Using Web 1.0 for Classroom Learning......Page 168 Individual and Group Research Projects......Page 169 Using Web 2.0 for Classroom Learning......Page 170 Classroom Uses of Blogs......Page 171 Wikis......Page 173 Classroom Uses of Wikis......Page 174 Classroom Uses of Podcasts and Videos......Page 176 Classroom Sites Where You Can Restrict Access......Page 178 Why and How You Might Use Social Networking in the Classroom......Page 179 RSS: Keeping Track of New Information on Your Favorite Sites......Page 180 A Glimpse of the Future......Page 181 Internet Resources......Page 182 Activities......Page 183 5 Oral English Development in Second Language Acquisition......Page 185 Functional Integration of Listening, Speaking, Reading, and Writing......Page 187 Developmental Relationships among Listening, Speaking, Reading, and Writing......Page 188 Oral Language in Perspective......Page 190 Form, Function, and Social Context in Oral Language Use......Page 191 Second Language Oral Proficiency of Beginning English Learners......Page 193 Second Language Oral Proficiency of Intermediate English Learners......Page 195 What Are Some Strategies That Promote Oral Language Development?......Page 197 Using Games for English Language Development......Page 198 Drama......Page 199 Show and Tell......Page 200 One Looks, One Doesn’t......Page 201 Recording Students’ Re-Creations of Wordless Book Stories......Page 202 Choral Reading......Page 203 What Are Some Academic Language Features of Oral Instruction in Math, Science, and Social Studies?......Page 204 Academic Language Features of Mathematics......Page 205 Academic Language Features of Science......Page 206 Academic Language Features of Social Studies......Page 207 Scaffolding Student Use of Oral Language for Academic Purposes......Page 208 The Student Oral Language Observation Matrix......Page 210 Example of a SOLOM Observation and Scoring......Page 212 Checklists and Anecdotal Observations......Page 215 How May Content Instruction Be Differentiated to Promote Oral Language Development?......Page 218 Internet Resources......Page 221 Activities......Page 222 6 First Steps to Literacy: English Learners Beginning to Write and Read......Page 223 What Does Research Tell Us about Early Literacy Development?......Page 227 Reading Readiness Perspective......Page 229 Emergent Literacy Perspective......Page 230 Balanced Comprehensive Literacy Perspective......Page 231 Whole-Part-Whole Cycle for English Learners of All Ages......Page 232 Special Needs of Older, Preliterate Learners......Page 233 Which Print Functions and Forms Are Acquired during Early Literacy Development?......Page 235 Print Concepts Children Develop in the Emergent Literacy Phase......Page 236 Exploring the Visual Form of Written Language......Page 239 Alphabetic Writing Systems: Connecting Sounds and Symbols......Page 240 Invented Spelling: Working Out Sound/Symbol Correspondences......Page 242 How May Family and Community Nurture Early Literacy Development?......Page 244 Family Practices That Promote Literacy Development......Page 245 Family Literacy Programs......Page 247 Taking School Activities Home......Page 249 Early Literacy Goals......Page 250 Books, Books, Books!......Page 251 Wall Dictionary......Page 254 Reading Aloud to Students......Page 255 Shared Writing and Reading Using the Language Experience Approach......Page 257 Using Big Books to Teach Sight Words and Phonics......Page 258 Strategies to Increase Students’ Sight Word Vocabulary......Page 259 Phonics......Page 260 Word Families......Page 261 Developmental Levels in Student Spelling......Page 263 Summary of Early Literacy Instructional Strategies......Page 267 How May English Learners’ Early Literacy Development Be Assessed?......Page 268 How May Early Literacy Instruction Be Differentiated for English Learners?......Page 269 Internet Resources......Page 272 Activities......Page 273 7 Words and Meanings: English Learners’ Vocabulary Development......Page 275 What Does Research Show about English Learners’ Vocabulary Development?......Page 277 What Kinds of Words Do Students Need to Know?......Page 281 How Do Students Learn New Words?......Page 283 English Language Proficiency Considerations......Page 288 Primary Language Proficiency Considerations......Page 289 Vocabulary Assessment Prior to Instruction......Page 290 Fifth-Grade Science Lesson: Differentiated Instruction......Page 291 Dictionaries as a Resource for Differentiating Instruction......Page 292 Picture Dictionaries......Page 293 What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies?......Page 294 Total Physical Response (TPR)......Page 295 Web Tools for Learning Vocabulary......Page 296 Word Wall Dictionary......Page 297 Working with Idioms......Page 298 Language Wheels for Verbs, Adjectives, Adverbs, and Cognates......Page 299 Word Wizard......Page 300 Contextual Redefinition......Page 301 Label......Page 302 Teaching Students How to Use Dictionaries Effectively......Page 303 Teaching Prefixes and Suffixes......Page 304 Word Learning Strategies Older Students Found Useful......Page 306 Summary......Page 307 Internet Resources......Page 308 Activities......Page 309 8 English Learners and Process Writing......Page 311 What Does Research Tell Us about Writing in a Second Language?......Page 314 What Is Process Writing and How Does It Benefit English Learners?......Page 315 Students’ Responses to “I Remember”......Page 318 What Are the Six Traits of Good Writing and How Can They Help English Learners?......Page 320 Using Webtools with Process Writing: Blogs and Wikis......Page 321 What Are Some Collaborative Contexts for Process Writing?......Page 324 Peer Response Groups......Page 325 A Sixth-Grade Class Works in Response Groups......Page 328 Peer Editing Groups......Page 329 Publishing Student Writing......Page 330 What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies?......Page 331 Description of Beginning Writers......Page 332 Strategies to Assist Beginning Writers......Page 333 Partner Stories Using Pictures and Wordless Books......Page 334 Peek-a-Boo Books for Younger Students and Riddle Books for Older ­Students......Page 335 From Personal Journals to Dialogue Journals to Buddy Journals......Page 336 Improvisational Sign Language......Page 339 Clustering......Page 340 Freewriting......Page 341 Description of Intermediate Writers......Page 342 Show and Not Tell......Page 344 Sentence Combining......Page 345 Sentence Shortening......Page 346 Sentence Models......Page 347 Voice......Page 348 Mapping......Page 349 How Can We Assess English Learners’ Writing Progress and Differentiate Instruction?......Page 352 Portfolio Assessment......Page 353 Balancing Goals: Fluency, Form, and Correctness......Page 355 Helping Students Deal with Errors in Their Writing......Page 356 Example of a Differentiated Lesson Plan for English Learners......Page 358 Summary......Page 360 Activities......Page 361 9 Reading and Literature Instruction for English Learners......Page 363 What Does Research Tell Us about Reading in a Second Language?......Page 366 What Role Does Background Knowledge Play in English Learners’ Reading Comprehension?......Page 367 Reading Processes of Proficient Readers......Page 368 What Role Does Text Structure Play in Reading Comprehension?......Page 369 Why Is Internet Reading Thought of as a New Literacy?......Page 370 How Do Guided Reading, Literature Study, and Independent Reading Promote Literacy?......Page 371 Guided Reading......Page 372 Literature Study: Response Groups......Page 373 Steps That Prepare Students to Work in Response Groups......Page 375 Approaches to Independent Reading......Page 376 Helping Students Choose Books of Appropriate Difficulty......Page 379 Language-Experience Approach......Page 381 Providing Quality Literature for Beginners......Page 384 Pattern Books......Page 385 Shared Reading with Big Books......Page 387 Directed Listening-Thinking Activity......Page 388 Readers’ Theater......Page 390 Story Mapping......Page 391 Intermediate Second Language Readers: Characteristics and Strategies......Page 392 Cognitive Mapping......Page 393 Directed Reading-Thinking Activity......Page 394 Literature Response Journals......Page 397 Adapting Stories into Plays and Skits for Live or Video presentations......Page 399 How Do We Assess Second Language Readers’ Progress?......Page 400 Assessing with Materials Students Bring to Class......Page 401 Miscue Procedure......Page 402 Interpreting Miscues......Page 404 Informal Reading Inventories......Page 409 Running Records......Page 410 Other Reading Assessment Resources......Page 411 Portfolio Assessment......Page 412 How Do We Differentiate Reading and Literature Instruction?......Page 414 Summary......Page 417 Internet Resources......Page 418 Activities......Page 419 10 Content Reading and Writing: Prereading and During Reading......Page 421 What Does Research Tell Us about Content Area Reading and Writing for English Learners?......Page 426 Looking Closely at the Reading Process of Mature Readers......Page 427 Resources That English Learners Bring to Reading in English......Page 430 Aesthetic and Efferent Interactions with Texts......Page 433 Effects of Text Structure on Comprehension and Memory......Page 434 Cohesive Ties/Signal Words......Page 437 Teaching Text Structure: A Classroom Example......Page 438 Literary Structure......Page 439 Metacognition and Learning from Text......Page 440 Evaluating Students’ Interaction with Text Using the Group Reading Inventory......Page 441 Evaluating Your Own Interaction with One Text......Page 443 Which Strategies Promote Reading Comprehension?......Page 445 Teacher Talk: Making Purposes Clear......Page 446 Simulation Games......Page 447 Developing Vocabulary before Students Read a Text......Page 448 Preview Guides......Page 449 Anticipation Guides......Page 450 Using Headings and Subheadings......Page 452 Directed Reading-Thinking Activity (DR-TA)......Page 453 Guided Reading......Page 454 ReQuest Procedure......Page 455 Using Clustering to Develop Vocabulary in Context......Page 456 Learning Logs......Page 458 How Can We Assess Students and Differentiate Instruction for Content Reading?......Page 459 Internet Resources......Page 461 Activities......Page 462 11 Content Reading and Writing: Postreading Strategies for Organizing and Remembering......Page 463 Semantic Feature Analysis for Vocabulary Development after Reading......Page 466 Strategies to Organize and Remember Information......Page 467 Venn Diagrams......Page 468 Mapping......Page 469 Reciprocal Teaching......Page 470 Summarizing and Rehearsing Information with Mapping......Page 471 Developing Teacher- and Student-Generated Topics in Content Areas......Page 472 Photo Essays: Combining Direct Experience, the Visual Mode, and Writing......Page 475 Written and Oral Collaborative Research Projects......Page 477 K-W-L, a Strategy That Fosters Thinking before, during, and after Reading......Page 479 Introducing the Topic and Choosing Study Questions......Page 480 Organizing Instruction......Page 483 Instructional Modifications for English Learners......Page 485 Evaluating Portfolios......Page 487 How May Content Area Instruction Be Differentiated for English Learners?......Page 490 Summary......Page 494 Internet Resources......Page 495 Activities......Page 496 References......Page 497 C......Page 514 H......Page 515 O......Page 516 T......Page 517 Z......Page 518 B......Page 519 C......Page 520 E......Page 521 I......Page 522 M......Page 523 P......Page 524 R......Page 525 S......Page 526 V......Page 527 Z......Page 528