Reading, Writing, and Learning in ESL: A Resource Book for Teaching K–12 Multilingual Learners (Eighth Edition)

Cover
Title Page
Copyright Page
BEP
About the Authors
Preface
Brief Contents
Contents
1 Multilingual Learners: An Introduction
	Who Are Multilingual Learners, and How Can I Get to Know Them?
		Issues Related to Virtual Learning for Multilingual Learners
		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 Multilingual Learner Education?
		Academic Standards and Assessment
		State Learning Standards
		English Language Development Standards and Assessment
		Curriculum Standards, High‐Stakes Testing, and “Every Student Succeeds”
		Socioeconomic Status: A Predictor of Standardized Test Scores
		Education Policy Specific to Multilingual Learners
		Newer Technologies: Purposes, Policies, and Assessments
	What Kinds of Programs Exist to Meet the Needs of Multilingual Learners?
		Multilingual Learner Program Models
		Research on Bilingual and ESL Programs Serving Multilingual Learners
	Summary
	Internet Resources
	Activities
2 Language and Language Acquisition
	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
		New Language Acquisition Theories
			Behaviorist Perspective
			Innatist Perspective
			Krashen’s Five Hypotheses
			Interactionist Perspective
			Summary of Second Language Acquisition Theories
		Translanguaging
	What Are Some Traits and Sequences in English Language Acquisition?
		Interlanguage and Fossilization
		Developmental Sequences in English Language Acquisition
	What Factors Influence New Language Development in School?
		Social Context of the Language Learning Environment
		Primary Language Development
		Age and the Interplay of Sociocultural and Psychological Factors
		Teacher Expectations and Learner Errors
	Summary
	Internet Resources
	Activities
3 Classroom Practices for Effective Multilingual Learner Instruction
	How Do Curriculum Standards Serve Multilingual Learners?
	How Is Instruction Differentiated to Meet the Varied Needs of Multilingual Learners?
	How Is Sheltered Instruction Planned and Implemented?
		A Science Example with Fourth‐Grade Students
		A Social Science Example with High School Students
		Planning for Differentiated, Sheltered English Instruction/SDAIE
		Response to Intervention
	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 Language For Learning Purposes
			Scaffolding For Support
			Collaboration
			Variety
		Functional and Academic Literacy Uses in Thematic Instruction
		Creating Variety in Language and Literacy Uses
		Scaffolding
		Routines as Scaffolds
		Literacy Scaffolds for Multilingual Learners
	How Are Multilingual Learners Assessed?
		Definition and Purposes of Multilingual Learner Assessment
		Basic Concepts and Terms Used in Assessment
		Identification and Placement of Students Needing Language Education Support Services
		Re‐Designation to Fully English Proficient
		Limitations of Standardized Language Proficiency Tests
		Program Evaluation
		Principles of Classroom‐Based Assessment
			Keeping Cultural Considerations in Mind
			Planning Systematic, Classroom‐Based Assessment
	Summary
	Internet Resources
	Activities
4 New Literacies and Multilingual Learners
	What Are the New Literacies for the 21st Century?
	How Can We Help Students Use the Internet Effectively and Safely?
		Comparing Online Reading and Traditional Reading
		The Importance of Safe, Responsible, and Ethical Internet Use
		Helping Students Evaluate Websites: Bias, Reliability, and Accuracy
	How Can Teachers Use Technology to Differentiate Instruction for Multilingual Learners?
	How May Web 1.0 and Web 2.0 Be Used for Academic Learning?
		Using Web 1.0 for Classroom Learning
			Scavenger Hunts
			Webquests
			Individual and Group Research Projects
		Using Web 2.0 for Classroom Learning
			Blogs
			Classroom Uses of Blogs
			Wikis
			Classroom Uses of Wikis
			Podcasts and Videos
			Classroom Uses of Podcasts and Videos
	What Are Some Additional Tools and Resources for Teachers?
		Social Media
			Classroom Sites Where You Can Restrict Access
			Why and How You Might Use Social Media in the Classroom
			Teacher Networking Sites
		RSS: Keeping Track of New Information on Your Favorite Sites
		A Glimpse of the Future
	Summary
	Internet Resources
	Activities
5 Oral English Development for Multilingual Learners
	What Traits Describe the Oral Language Proficiency of Beginning and Intermediate Multilingual Learners?
		Oral Language Proficiency of Beginning Multilingual Learners
		Oral Language Proficiency of Intermediate Multilingual Learners
	Why Is an Integrated Approach to English Language Arts Important?
		Functional Integration of Listening, Speaking, Reading, and Writing
		Developmental Relationships Among Listening, Speaking, Reading, and Writing
		Oral Language in Perspective
		Form, Function, and Social Context in Oral Language Use
	What Are Some Strategies That Promote Oral Language Development?
		Using Games for English Language Development
		Podcasts to Enhance English Learning in Your Classroom
		Songs
		Drama
		Dramatizing Poetry
		Show and Tell
		One Looks, One Doesn’t
		Recording Students’ Re‐Creations of Wordless Book Stories
		Dubbing a Video or Television Show
		Choral Reading
		Riddles
	How May We Assess Multilingual Learners’ Oral Language Proficiency?
		The Student Oral Language Observation Matrix
			Example of a Solom Observation and Scoring
			Instructional Implications Based on Solom Scoring
		Checklists and Anecdotal Observations
	What Are Some Academic Language Features of Oral Instruction in Math, Science, and Social Studies?
		Academic Language Features of Mathematics
		Academic Language Features of Science
		Academic Language Features of Social Studies
		Facilitating Oral Language Development During Academic Instruction
			Teacher Talk During Academic Instruction
			Scaffolding Student Use of Oral Language For Academic Purposes
	How May Content Instruction Be Differentiated to Promote Oral Language Development?
	Summary
	Internet Resources
	Activities
6 First Steps to Literacy: Multilingual Learners Beginning to Write and Read
	What Does Research Tell Us About Early Literacy Development?
		Historical Overview of Early Literacy Instruction
			Reading Readiness Perspective
			Emergent Literacy Perspective
			Comprehensive Literacy Perspective
		Early Literacy Development in English as a Non‐Native Language
			Whole–Part–Whole Cycle For Multilingual Learners of All Ages
			Special Needs of Older, Preliterate Learners
		Digital Literacies and Multilingual Learners
	Which Print Functions and Forms Are Acquired During Early Literacy Development?
		Highlighting Literacy Functions in Your Classroom
		Print Concepts Children Develop in the Emergent Literacy Phase
		Exploring the Visual Form of Written Language
		Alphabetic Writing Systems: Connecting Sounds and Symbols
		Temporary Sound Spelling: Working Out Sound/Symbol Correspondences
	How May Family and Community Nurture Early Literacy Development?
		Family Practices That Promote Literacy Development
		Family Literacy Programs
		Promoting Parent Involvement in Multilingual Learners’ Schooling
			Making Parent Involvement a Schoolwide Goal
			Taking School Activities Home
	How May Multilingual Learners’ Early Literacy Development Be Assessed?
		Assessing Developmental Levels of Student Spelling
	How May Early Literacy Instruction Be Differentiated for Multilingual Learners?
	Which Classroom Strategies Promote Early Literacy Development?
		Early Literacy Goals
		Literacy‐Rich Learning Centers
		The Classroom Library: Books, Books, Books!
		Alphabet Books
		Morning Message
		Word Wall Dictionary
		Interactive Read‐Alouds
		Language Experience Approach
		Dialogue Journals
		Helping Students Recognize and Spell Words Independently
			Sight Word Instruction
			Phonics Instruction
			Letter Pattern Instruction
			Temporary Spelling and Spelling Instruction
		Summary of Early Literacy Instructional Strategies
	Summary
	Internet Resources
	Activities
7 Words and Meanings: Multilingual Learners’ Vocabulary Development
	What Does Research Show About Multilingual 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
		Vocabulary Assessment to Assess Progress After Instruction
		Using Vocabulary Assessment to Plan Differentiated 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 Multilingual Learner Characteristics and Teaching Strategies?
		Beginning Multilingual Learner Characteristics and Teaching Strategies
		Explicit Vocabulary Instruction
		Total Physical Response
		Web Tools for Learning Vocabulary
		Interactive Read‐Alouds
		Word Cards
		Word Wall Dictionary
		Working with Idioms
		Intermediate Multilingual 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
		Vocabulary Journals
		Teaching Students How to Use Dictionaries Effectively
		Teaching Prefixes and Suffixes
		Word Learning Strategies Older Students Found Useful
	Summary
	Internet Resources
	Activities
8 Multilingual Learners and Writing
	What Does Research Tell Us About Writing in English for Multilingual Learners?
	What Is Process Writing, and How Does It Benefit Multilingual Learners?
		Experiencing Process Writing: “I Remember”
		Students’ Responses to “I Remember”
		How Does Process Writing Benefit Multilingual Learners?
	What Is Genre‐Based Writing for Multilingual Learners?
		Writing Characteristics and Language Proficiency
	What Are Some Collaborative Classroom Contexts for Process Writing?
		Peer Response Groups
			A Sixth‐Grade Class Works in Response Groups
		Peer Editing Groups
		Publishing Student Writing
		Using Webtools with Process Writing: Blogs and Wikis
	What Are Some Beginning and Intermediate Multilingual 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
			Teaching Voice
			Mapping
	How Can We Assess Multilingual Learners’ Writing Progress and Differentiate Instruction?
		Portfolio Assessment
		Comprehensive Writing Goals: Fluency, Form, and Correctness
		Comprehensive Instruction: Scaffolds, Models, and Direct Instruction
		Helping Students Deal with Errors in Their Writing
		Example of a Differentiated Lesson Plan for Multilingual Learners
	Summary
	Internet Resources
	Activities
9 Reading Instruction for Multilingual Learners
	What Does Research Tell Us About Reading in a New Language?
		Multilingual Readers
		What Role Does Background Knowledge Play in Multilingual Learners’ Reading Comprehension?
		Reading Processes of Proficient Readers
		What Is Metacognition? “Thinking About Thinking”
		What Role Does Text Structure Play in Reading Comprehension?
		What Role Does Text Difficulty Play in Reading Comprehension?
		Why Is Internet Reading Thought of as a New Literacy?
	How Do Guided Reading, Literature Study, and Independent Reading Benefit Multilingual Readers?
		Guided Reading
		Literature Study: Response Groups
			Steps That Prepare Students to Work in Response Groups
			How Literature Response Benefits Multilingual Learners
		Independent Reading
			Approaches to Independent Reading
			Helping Students Choose Books of Appropriate Difficulty
	What Are the Characteristics of and Strategies for Beginning and Intermediate Multilingual Readers?
		Beginning Multilingual Readers: Characteristics and Strategies
			Language‐Experience Approach
			Providing Quality Literature and Informational Texts for Beginners
			Pattern Books
			Illustrating Stories and Poems
			Shared Reading With Big Books
			Directed Listening‐Thinking Activity
			Reader’s Theater
			Story Mapping
		Intermediate Multilingual Readers: Characteristics and Strategies
			Cognitive Mapping
			Directed Reading‐Thinking Activity
			Literature Response Journals
			Developing Scripts For Reader’s Theater
			Adapting Stories Into Plays and Skits For Live or Video Presentations
	How Do We Assess Multilingual Readers’ Progress?
		Assessing with Materials Students Bring to Class
		Informal Assessment
			Miscue Analysis
			Miscue Procedure
			Interpreting Miscues
			Informal Reading Inventories
			Running Records
		Other Reading Assessment Resources
		Portfolio Assessment
		Student Self‐Assessment
	How Do We Differentiate Reading and Literature Instruction?
	Summary
	Internet Resources
	Activities
10 Content‐Area Reading and Writing: Prereading and During Reading
	What Does Research Tell Us About Content‐Area Reading and Writing for Multilingual Learners?
		Looking Closely at the Reading Process of Mature Readers
		Resources That Multilingual Learners Bring to Reading in English
	How Do Readers Interact with Longer, More Complex Texts?
		Aesthetic and Efferent Interactions with Texts
		Effects of Text Structure on Comprehension and Memory
			Cohesive Ties/Signal Words
			Headings and Subheadings
			Teaching Text Structure: A Classroom Example
		Literary Structure
			Discussion of Story Elements
		Metacognition and Learning from Text
	How Can We Match Students with Texts for Optimal Learning?
		Evaluating Students’ Interaction with Text Using the Content‐Area Reading Inventory
		Evaluating Your Own Interaction with One Text
	Which Strategies Promote Reading Comprehension?
		Prereading Strategies: Developing Motivation, Purpose, and Background Knowledge
			Teacher Talk: Making Purposes Clear
			Field Trips and Videos
			Simulation Games
			Using Technology to Enhance Comprehension
			Experiments
			Preteaching Vocabulary
			Structured Overviews
			Preview Guides
			Anticipation Guides
		During‐Reading Strategies: Monitoring Comprehension
			Using Headings and Subheadings
			Directed Reading‐Thinking Activity
			Guided Reading
			Request Procedure
			Vocabulary Strategies During Reading
			Clustering to Develop Vocabulary in Context
			Jigsaw Procedure
			Learning Logs
	How Can We Assess Students and Differentiate Instruction for Content‐Area Reading?
	Summary
	Internet Resources
	Activities
11 Content Reading and Writing: Postreading Strategies for Organizing and Remembering
	Which Postreading Strategies Are Effective with Multilingual Learners, and Why?
		Semantic Feature Analysis for Vocabulary Development After Reading
		Strategies to Organize and Remember Information
			Rehearsing
			Venn Diagrams
			Mapping
			Reciprocal Teaching
			Summarizing and Rehearsing Information With Mapping
	How Can Writing Be Used as a Learning Tool Across the Curriculum?
		Journals and Learning Logs
		Developing Teacher‐ and Student‐Generated Context‐Enriched Topics
		Photo Essays: Combining Direct Experience, the Visual Mode, and Writing
		Written and Oral Collaborative Research Projects
		K‐W‐L—A Strategy That Fosters Thinking Before, During, and After Reading
	How Do Theme Studies Provide a Meaningful Learning Context for Multilingual Learners?
		Introducing the Topic and Choosing Study Questions
		Organizing Instruction
		Instructional Modifications for Multilingual Learners
	How Can Content Learning Be Assessed?
		Portfolio Assessment
			Selecting Materials For the Portfolio
			Evaluating Portfolios
		Using Multiple Measures for Assessment
	How May Content‐Area Instruction Be Differentiated for Multilingual Learners?
	Summary
	Internet Resources
	Activities
References
Author Index
	A
	B
	C
	D
	E
	F
	G
	H
	I
	J
	K
	L
	M
	N
	O
	P
	R
	S
	T
	U
	V
	W
	Y
	Z
Subject Index
	A
	B
	C
	D
	E
	F
	G
	H
	I
	J
	K
	L
	M
	N
	O
	P
	Q
	R
	S
	T
	U
	V
	W
	Z