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.
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Author(s): Suzzane F. Peregoy & Owen F. Boyle
Edition: 7th
Publisher: Pearson
Year: 2016
Language: English
Pages: 528
City: Boston
Tags: ESL
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
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