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Literacy Essentials for English Language Learners: Successful Transitions [Mīkstie vāki]

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Literacy Essentials for English Language Learners: Successful TransitionsPalielināt
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Permanent link: https://www.kriso.lv/db/9780807749043.html
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Drawing on research evidence from both the National Reading Panel and the National Literacy Panel on Language-Minority Children and Youth, this guide shows how to develop effective literacy instruction for English language learners (ELLs) in kindergarten through 5th grade. The author, an elementary principal, challenges conventional wisdom about literacy teaching for second language learners, arguing that teachers should provide academic information, strategies, and language all at once, and that ELLs need different reading instruction from struggling native English speakers. Sample lesson plans are included. Uribe is an adjunct professor at the University of Colorado. She received the Colorado Association of Bilingual Education president's award in 2007. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)
Foreword ix
Kathy Escamilla
Acknowledgments xiii
Introduction 1(6)
Background Knowledge: Its Role in English Language Learning
7(20)
Experimenting with Background Knowledge: A Self-Test
9(3)
Background Knowledge of School Environments
12(3)
Background Knowledge in Reading
15(1)
Reading Lesson Examples for K-2 Ell Students
16(6)
Language Lesson Examples for Grades 3-5 Ell Students
22(2)
Assessing the Educational History of Ell Students
24(1)
Summary
25(2)
Instructional Environment: Creating Support for Learning Language
27(11)
Curriculum Planning for Reading and Writing
28(2)
Grouping Students for Instruction by Language Proficiency
30(1)
Scheduling the Literacy Block in K-5 Classrooms
31(5)
Summary
36(2)
Interactive Read Alouds: Hearing Language
38(17)
Purpose for Read Alouds
39(2)
Read Alouds for K-2 Ell Students
41(2)
Read Alouds for Grades 3-5 Ell Students
43(5)
Considerations for Students with Native Language Instruction
48(1)
Language Cognates: True and False
49(1)
Choosing Texts for Read Alouds
50(2)
Assessing Interactive Read Alouds
52(1)
Summary
52(3)
Shared Reading: Learning Through Language
55(16)
Purpose for Shared Reading
56(2)
Shared Reading for K-2 Ell Students
58(3)
Shared Reading for Grades 3-5 Ell Students
61(3)
Shared Reading for Students with Native Language Instruction
64(1)
Sample Shared Reading Lesson
65(2)
Choosing Texts for Shared Reading
67(1)
Assessing Shared Reading
68(1)
Summary
68(3)
Guided Reading: Learning About Language
71(20)
Grouping Considerations
71(1)
Specific Goals for Instruction: The Five Reading Components Plus
72(8)
Guided Reading for Ell Students Without Native Language Instruction
80(4)
Guided Reading for Ell Students with Native Language Instruction
84(2)
Choosing Texts for Guided Reading
86(1)
Assessing Guided Reading
87(3)
Summary
90(1)
Writing Instruction: Developing Literacy
91(26)
Understanding How Language Works
92(4)
Why Teach Nonfiction Writing to Ell Students?
96(1)
Writing Instruction in English: Connecting the Reading and Writing Processes
97(2)
Native Language Writing Instruction
99(6)
Assessing Writing to Inform Instruction
105(9)
Summary
114(3)
Conclusion 117(4)
Appendix: Guided Reading Instruction 121(8)
References 129(4)
Children's Literature Cited 133(2)
Index 135(6)
About the Authors 141
Maria Uribe is the principal of Goldrick Elementary, an urban school in Denver, Colorado. Sally Nathenson-Mejķa is an associate professor in the School of Education and Human Development at the University of Colorado Denver. Together they have presented workshops and in-services on literacy to teachers around the greater Denver metro area.