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Book Cover
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]


Location Call No. Status
 GDL Casa Verdugo Library Literacy Collection    428.0071 PER 2017    In Transit
 GDL Central Library Literacy Collection    428.0071 PER 2017    Available
 GDL Montrose 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.)

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