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Book Cover
Book
Author Peregoy, Suzanne F, author.

Title Reading, writing, and learning in ESL : a resource book for teaching K-12 English learners / Suzanne F. Peregoy, San Francisco State University, Owen F. Boyle, San Jose State University.

Publication Info. Boston : Pearson, [2017]

Copies

Location Call No. Status
 GDL Casa Verdugo Library Literacy Collection    428.0071 PER 2017    DUE 12-10-19
 GDL Central Library Literacy Collection    428.0071 PER 2017    Available
 GDL Central Library Literacy Collection    428.0071 PER 2017    Available
3 copies being processed for GDL Central Library Literacy Collection.
Edition Seventh edition.
Description xxiv, 503 pages : illustrations ; 26 cm
text txt rdacontent
unmediated n rdamedia
volume nc rdacarrier
Bibliography Includes bibliographical references (pages 472-488) and indexes.
Contents Machine generated contents note: Who Are English Learners and How Can I Get to Know Them? -- Learning about Your Students' Languages and Cultures -- Getting Basic Information When a New Student Arrives -- Classroom Activities That Help You Get to Know Your Students -- How Do Cultural Differences Affect Teaching and Learning? -- Definitions of Culture -- Who Am I in the Lives of My Students? -- Becoming an Effective Participant[—]Observer in Your Own Classroom -- Sociocultural Factors Affecting Language Use in the Classroom -- Culturally Related Responses to Classroom Organization -- Literacy Traditions from Home and Community -- How Can I Ease New Students into the Routines of My Classroom? -- First Things First: Safety and Security -- Creating a Sense of Belonging -- How Do Current Policy Trends Affect English Learner Education? -- Academic Standards and Assessment -- Common Core State Standards (CCSS) -- English Language Development Standards and Assessment -- Curriculum Standards, High-Stakes Testing, and "No Child Left Behind" -- Socioeconomic Status: Predictor of Standardized Test Scores -- Education Policy Specific to English Learners -- Newer Technologies: Purposes, Policies, and Assessments -- What Kinds of Programs Exist to Meet the Needs of English Learners? -- English Learner Program Models -- Research on Bilingual and ESL Programs Serving English Learners -- Summary -- Internet Resources -- Activities -- How Have Language Proficiency and Communicative Competence Been Defined? -- Language Use in Social Context: A Classroom Conversation -- Bilingual Communicative Competence -- Figurative Language -- What Is Academic Language? -- Contrasting Social and Academic Language -- Academic Language Qualities -- Academic Language Functions -- Academic Language Linguistic Features -- The Role of Background Knowledge in Academic Language Use -- How Does Language Relate to Power, Social Standing, and Identity? -- Language as an Instrument and Symbol of Power -- Language or Dialect? -- How a Dialect Becomes the "Standard" Language -- How Language Variety Affects the Power and Prestige of Its Users -- The Role of a Standard Language -- Misuse of the Term Dialect -- What Theories Have Been Proposed to Explain Language Acquisition? -- First Language Acquisition Theories -- Behaviorist Theory -- Innatist Theory -- Interactionist Theory -- Summary of First Language Acquisition Theories -- Second Language Acquisition Theories -- Behaviorist Perspective -- Innatist Perspective -- Krashen's Five Hypotheses -- Interactionist Perspective -- Summary of Second Language Acquisition Theories -- What Are Some Traits and Sequences in English Language Acquisition? -- Interlanguage and Fossilization -- Developmental Sequences in English Language Acquisition -- What Factors Influence Second Language Development in School? -- Social Context of the Language Learning Environment -- Primary Language Development -- Age and the Interplay of Sociocultural and Psychological Factors -- Sociocultural Factors -- Personality Factors -- Cognitive Factors -- Teacher Expectations and Learner Errors -- Summary -- Internet Resources -- Activities -- How Do Curriculum Standards Serve English Learners? -- How Is Instruction Differentiated to Meet the Varied Needs of English Learners? -- How Is Sheltered Instruction (SDAIE) Planned and Implemented? -- A Science Example with Fourth-Graders -- A Literature Example with Kindergartners -- A Social Science Example with High School Students -- Planning for Differentiated, Sheltered English Instruction/SDAIE -- Response to Intervention (RTI) -- How Does Group Work Facilitate Content and Language Learning? -- Collaborative Groups -- Cooperative Learning Methods -- Phases of Cooperative Group Development -- Jigsaw -- How Does Thematic Instruction Promote Content and Language Learning? -- Organizing Thematic Instruction -- Meaning and Purpose -- Building on Prior Knowledge -- Integrated Opportunities to Use Oral and Written L
Note continued: Summary of Early Literacy Instructional Strategies -- How May English Learners' Early Literacy Development Be Assessed? -- How May Early Literacy Instruction Be Differentiated for English Learners? -- Summary -- Internet Resources -- Activities -- What Does Research Show about English Learners' Vocabulary Development? -- What Kinds of Words Do Students Need to Know? -- How Do Students Learn New Words? -- How Do We Differentiate Vocabulary Assessment and Instruction? -- English Language Proficiency Considerations -- Primary Language Proficiency Considerations -- Vocabulary Assessment Prior to Instruction -- Planning Differentiated Vocabulary Instruction -- Fifth-Grade Science Lesson: Differentiated Instruction -- Dictionaries as a Resource for Differentiating Instruction -- Picture Dictionaries -- Bilingual Dictionaries -- Monolingual Language Learner Dictionaries -- What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies? -- Beginning English Learner Characteristics and Teaching Strategies -- Total Physical Response (TPR) -- Web Tools for Learning Vocabulary -- Read-Alouds -- Word Cards -- Word Wall Dictionary -- Working with Idioms -- Intermediate English Learner Characteristics and Teaching Strategies -- Word Wheels -- Language Wheels for Verbs, Adjectives, Adverbs, and Cognates -- Vocabulary Self-Collection Strategy -- Word Wizard -- Contextual Redefinition -- List[—]Group[—]Label[—]Map for Elementary and Secondary Students -- List -- Group -- Label -- Vocabulary Journals -- Teaching Students How to Use Dictionaries Effectively -- Teaching Prefixes and Suffixes -- Word Learning Strategies Older Students Found Useful -- How Do We Assess ELs' Vocabulary Progress? -- Summary -- Internet Resources -- Activities -- What Does Research Tell Us about Writing in a Second Language? -- What Is Process Writing and How Does It Benefit English Learners? -- Students' Responses to "I Remember" -- How Does Process Writing Benefit English Learners? -- What Are the Six Traits of Good Writing and How Can They Help English Learners? -- Using Webtools with Process Writing: Blogs and Wikis -- What Are Some Collaborative Contexts for Process Writing? -- Peer Response Groups -- A Sixth-Grade Class Works in Response Groups -- Peer Editing Groups -- Publishing Student Writing -- What Are Some Beginning and Intermediate English Learner Characteristics and Teaching Strategies? -- Description of Beginning Writers -- Strategies to Assist Beginning Writers -- Oral Discussion and Brainstorming Ideas -- Partner Stories Using Pictures and Wordless Books -- Concept Books: Creating a Teaching Library -- Peek-a-Boo Books for Younger Students and Riddle Books for Older Students -- Pattern Poems for Elementary and Secondary School Students -- From Personal Journals to Dialogue Journals to Buddy Journals -- Improvisational Sign Language -- Life Murals -- Clustering -- Freewriting -- Description of Intermediate Writers -- Strategies for Intermediate Writers -- Show and Not Tell -- Sentence Combining -- Sentence Shortening -- Sentence Models -- Student Examples of the Model -- Voice -- Mapping -- How Can We Assess English Learners' Writing Progress and Differentiate Instruction? -- Portfolio Assessment -- Balancing Goals: Fluency, Form, and Correctness -- Balancing Instruction: Scaffolds, Models, and Direct Instruction -- Helping Students Deal with Errors in Their Writing -- Example of a Differentiated Lesson Plan for English Learners -- Summary -- Internet Resources -- Activities -- What Does Research Tell Us about Reading in a Second Language? -- Second Language Readers -- What Role Does Background Knowledge Play in English Learners' Reading Comprehension? -- Reading Processes of Proficient Readers -- What Is Metacognition? "Thinking about Thinking" -- What Role Does Text Structure Play in Reading Comprehension? -- Why Is Internet Reading Thought of as a New Literacy? -- How Do Guided
Summary This book covers the essential topics of first and second language acquisition, oral language development, writing, reading, vocabulary, and reading and writing across the curriculum (Content-Based Instruction).
Subject English language -- Study and teaching -- Foreign speakers.
Added Author Boyle, Owen, author.
ISBN 9780134014548 (pbk.)
0134014545 (pbk.)
0134403398
9780134403397

 
    
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