Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 English Learners (with MyEducationLab)
by Peregoy, Suzanne F.; Boyle, Owen F.Edition: 5th
Format: Package
Pub. Date: 2009-01-01
Publisher(s): Allyn & Bacon
Other versions by this Author
-
This Item Qualifies for Free Shipping!*
*Excludes marketplace orders.
List Price: $113.68
Rent Textbook
Select for Price
New Textbook
We're Sorry
Sold Out
Used Textbook
We're Sorry
Sold Out
eTextbook
We're Sorry
Not Available
How Marketplace Works:
- This item is offered by an independent seller and not shipped from our warehouse
- Item details like edition and cover design may differ from our description; see seller's comments before ordering.
- Sellers much confirm and ship within two business days; otherwise, the order will be cancelled and refunded.
- Marketplace purchases cannot be returned to eCampus.com. Contact the seller directly for inquiries; if no response within two days, contact customer service.
- Additional shipping costs apply to Marketplace purchases. Review shipping costs at checkout.
Summary
Praised for its strong research base, engaging style, and inclusion of specific teaching ideas, the Fifth Edition comprehensively examines oral language, vocabulary, writing, reading, and writing/content-based instruction in English for grades K-12 students. This Fifth Edition of Peregoy & Boyle's best-selling book continues the strengths of the Fourth Edition with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in ELLs (K-12). Unlike many books in this field,Reading, Writing and Learning in ESLtakes a unique approach by exploring contemporary language acquisition theory (as it relates to instruction) and providing suggestions and methods for motivating ELLsrs" English language, literacy and content area learning. The book highlights content-based instruction and features differentiated instruction for English language learners.
Table of Contents
| Preface | p. xiii |
| English Language Learners in School | |
| Who Are English Language Learners? | |
| How Can I Get to Know My English Language Learners? | |
| Getting Basic Information When a New Student Arrives | |
| Classroom Activities That Let You Get to Know Your Students | |
| How Do Cultural Differences Affect Teaching and Learning? | |
| Culture in the Classroom Context | |
| Definitions of Culture | |
| Becoming an Effective Participant-Observer in Your Own Classroom | |
| Sociolinguistic Interactions in the Classroom | |
| Culturally Related Responses to Classroom Organization | |
| Literacy Traditions from Home and Community | |
| Who Am I in the Lives of My Students? | |
| How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English? | |
| First Things First: Safety and Security | |
| Creating a Sense of Belonging | |
| Current Policy Trends Affecting the Education of English Learners | |
| Academic Standards and Assessment | |
| High-Stakes Testing | |
| Education Policy Specific to English Learners | |
| What Kinds of Programs Exist to Meet the Needs of English Language Learners? | |
| Bilingual Education Programs | |
| English Language Instructional Programs | |
| English Language Learners in the General Educatio | |
| Classroom | |
| Quality Indicators to Look for in Programs Serving English Learners | |
| Using Research and Expert Views to Inform Practice | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Second Language Acquisition | |
| What Do You Know When You Know a Language? Defining Language Proficiency as Communicative Competence | |
| Classroom Example of Language Use in Social Context | |
| Literal and Figurative Language | |
| Language, Power, Social Standing, and Identity | |
| Language as an Instrument and Symbol of Power | |
| Language or Dialect? | |
| Personal Identity and Ways of Speaking: The Case of Ebonics | |
| Language Acquisition Theories | |
| First Language Acquisition Theories | |
| Second Language Acquisition Theories | |
| Beyond Social Interaction in Second Language Acquisition Theory | |
| Learning a Second Language in School: Processes and Factors | |
| Second Language Acquisition Contexts: Formal Study versus immersion in a Country Where the Language Is Spoken | |
| Effects of Age on Social Opportunities for Language Development | |
| Age and the Interplay of Sociocultural, Personality and Cognitive Factors | |
| Effects of Age on Cognitive-Academic Functioning: Differences | |
| in School Expectations of Younger and Older Learners | |
| Teacher Expectations for English Learner Achievement | |
| Language Used for Social Interaction versus Language Used for Academic Learning | |
| Learning to Use English in Socially and Culturally Appropriate Ways | |
| Comprehensible Input and Social Interaction | |
| What about Language Learning Errors? | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Classroom Practices for English Learner Instruction | |
| Standards-Based Instruction and Assessment | |
| Differentiated Instruction (DI) | |
| Content-Based Instruction (CBI) | |
| Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE) | |
| Sheltered Instruction or SDAIE: A Science Example with Fourth Graders | |
| Sheltered Instruction or SDAIE: A Literature Example with Kindergartners | |
| Sheltered Instruction or SDAIE: A Secondary Social Science Example | |
| with High School Students | |
| Planning for Differentiated, Sheltered Instruction or SDAIE | |
| Group Work | |
| Organizing Group Work | |
| Cooperative Learning Methods | |
| Phases of Cooperative Group Development | |
| Jigsaw | |
| Thematic Instruction | |
| Organizing Thematic Instruction | |
| Functional Language and Literacy Uses in Thematic Instruction | |
| Creating Variety in Language and Literacy Uses | |
| Scaffolding | |
| Scaffolding: A KEEP Example | |
| Scaffolds for First and Second Language Reading and Writing | |
| Assessment of English Learners | |
| English Learner Assessment: Definition and Purposes | |
| Identification and Placement of Students Needing Language Education Support Services | |
| Limitations of Standardized Language Proficiency Tests | |
| Redesignation to FEP | |
| Program Evaluation | |
| Classroom-Based Assessment of Student Learning and Progress | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Oral Language Development in Second Language Acquisition | |
| Oral Language in Perspective | |
| Integration of Listening, Speaking, Reading, and Writing | |
| Relationships among Listening, Speaking, Reading, and Writing | |
| Form, Function, and Social Context in Oral Language Use | |
| Describing Oral Language Performance of Beginning and Intermediate English Learners | |
| Second Language Oral Proficiency of Beginning English Learners | |
| Second Language Oral Proficiency of Intermediate English Learners | |
| Promoting Oral Language Development in the Classroom | |
| Using Games in Second Language Classrooms | |
| Songs | |
| Drama | |
| Dramatizing Poetry | |
| Show and Tell | |
| One Looks, One Doesn't | |
| Tape-Recording Children's Re-Creations of Wordless Book Stories | |
| Taping and Dubbing a Television Show | |
| Choral Reading | |
| Riddles and Jokes | |
| Oral Language Development through Content-Area Instruction | |
| Oral English Development and Use in Mathematics | |
| Oral English Development and Use in Science | |
| Oral English Development and Use in Social Studies | |
| Classroom Assessment of English Learners' Oral Language Development | |
| The Student Oral Language Observation Matrix (SOLOM) | |
| Checklists and Anecdotal Observations | |
| Differentiating Instruction for Oral Language Development | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Emergent Literacy: English Learners Beginning to Write and Read | |
| What Does Research Tell Us about the Early Literacy Development of English Learners? | |
| Contrasting the Emergent Literacy and Reading Readiness Perspectives | |
| Reading Readiness Perspective | |
| Emergent Literacy Perspective | |
| Differences between Oral and Written Language Development | |
| Highlighting Literacy Functions in Your Classroom | |
| Exploring the Visual Form of Written Language | |
| Development of Alphabetic Writing: Connecting Symbols and Sounds | |
| Print Concepts That Emerge in Emergent Literacy | |
| Invented or Temporary Spelling: Children Working Out | |
| Sound/Symbol Correspondences | |
| Emergent Literacy in English as a Non-native Language | |
| Home and School Environments That Nurture Emergent Literacy | |
| How Do Home Environments Promote Early Literacy? | |
| Family Literacy Programs | |
| Promoting Parent Involvement in English Learners' Schooling | |
| Classroom Strategies to Promote Early Literacy | |
| Early Literacy Goals | |
| Creating a Literacy-Rich Classroom Environment | |
| Books, Books, Books | |
| Using Daily Routines to Highlight the Forms and Functions of Print | |
| Reading Aloud to Students | |
| Shared Writing and Reading through the Language | |
| Experience Approach | |
| Dialogue Journals | |
| Alphabet Books | |
| Helping Children Recognize and Spell Words Independently | |
| Using Big Books to Teach Sight Words and Phonics | |
| Increasing Students' Sight Word Vocabulary | |
| Phonics | |
| Word Families | |
| Invented or Temporary Spelling and Word Recognition | |
| Developmental Levels in Student Spelling | |
| Summary of Early Literacy Instructional Strategies | |
| Assessing Emergent Literacy Development | |
| Differentiating Instruction for Emergent Literacy Development | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Words and Meaning: English Learners' Vocabulary Development | |
| What Does Research Tell Us About Vocabulary Development in a Second Language? | |
| What 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 for Planning Instruction | |
| A Word About Dictionaries | |
| Beginning Level Vocabulary Learners: Characteristics and Strategies | |
| Total Physical Response | |
| Read Alouds | |
| Word Cards | |
| Word Wall Dictionary | |
| Picture Dictionaries | |
| Working with Idioms | |
| Intermediate Level Vocabulary Learners: Characteristics and Strategies | |
| Vocabulary Self-Collection Strategy | |
| Word Wheel | |
| Word Wizard | |
| Contextual Redefinition | |
| Vocabulary Journals | |
| Dictionary Use | |
| Teaching Prefixes and Suffixes | |
| Word Learning Strategies Identified as Useful by Older Learners | |
| Assessing Second Language Learners Vocabulary Progress | |
| Differentiating Vocabulary Instruction | |
| Summary | |
| Suggestions for Further Reading | |
| English Learners and Process Writing | |
| Research on Second Language Writing | |
| What Is Process Writing? | |
| Experiencing Process Writing: I Remembe | |
| Students' Responses to I Remembe | |
| How Process Writing Helps English Learners | |
| Collaborative Contexts for Process Writing | |
| Response Groups | |
| Peer Editing Groups | |
| Publishing Student Writing | |
| Developmental Phases in Second Language Writing | |
| Description of Beginning Writers | |
| Strategies to Assist Beginning Writers | |
| Oral Discussion | |
| 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 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 | |
| Mapping | |
| Assessing English Learners' Writing Progress | |
| Portfolio Assessment | |
| Holistic Scoring | |
| Working with Errors in Student Writing | |
| Balancing Goals: Fluency, Form, Correctness | |
| Balancing Instruction: Scaffolds, Models, and Direct Instruction | |
| Differentiating Instruction for Writing Development | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Reading and Literature Instruction for English Language Learners | |
| What Does Research Tell Us about Reading in a Second Language? | |
| Second Language Readers | |
| English Language Learners and Background Knowledge | |
| Reading Processes of Proficient Readers | |
| Elements of Reading Comprehension and Metacognition: A Cartoon Example | |
| Background Knowledge and Inferences | |
| Decoding and Vocabulary | |
| Metacognition: Thinking about Thinkin | |
| Text Structure | |
| Working in Literature Response Groups | |
| Steps That Prepare Students to Work in Response Groups | |
| How Response to Literature Assists English Language Learners | |
| The Many Benefits of Independent Reading | |
| Independent, Instructional, and Frustration Levels of Reading | |
| Five-Finger Exercise | |
| Graded Books | |
| Electronic Books (E-Books) | |
| Developmental Phases in Second Language Reading | |
| Beginning Readers: Characteristics and Strategies | |
| Language-Experience Approach | |
| Providing Quality Literature for Beginners | |
| Pattern Books | |
| Illustrating Stories and Poems | |
| Shared Reading with Big Books | |
| Guided Reading | |
| Directed Listening-Thinking Activity (DL-TA) | |
| Readers' Theater | |
| Story Mapping | |
| Intermediate Readers: Characteristics and Strategies | |
| Cognitive Mapping | |
| Directed Reading-Thinking Activity (DR-TA) | |
| Literature Response Journals | |
| Developing Scripts for Readers' Theater | |
| Adapting Stories into Plays and Scripts for Film and Videotape | |
| Using Computers and CD-ROMs to Enhance Learning | |
| Assessing Second Language Readers' Progress | |
| Assessing with Materials Students Bring to Class | |
| Informal Assessment | |
| Miscue Analysis | |
| Informal Reading Inventories | |
| Running Records | |
| Student Self-Assessment | |
| Differentiating Reading and Literature Instruction | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Content Reading and Writing: PreReading and During Reading | |
| What Does Research Tell Us about Reading and Writing across the Curriculum for English Language Learners? | |
| Background Information on Students' Interactions with Texts | |
| Aesthetic and Efferent Interactions with Texts | |
| Effects of Text Structure on Comprehension and Memory | |
| Literary Structure | |
| Metacognition and Learning from Text | |
| Matching Students and Texts | |
| Evaluating Students' Interaction with Text Using the Group Reading Inventory (GRI) | |
| Strategies to Promote Reading Comprehension | |
| PreReading Strategies: Developing Motivation, Purpose, and Background Knowledge | |
| Teacher Talk: Making Purposes Clear | |
| Field Trips and Films | |
| Simulation Games | |
| Experiments | |
| Developing Vocabulary before Students Read a Text | |
| Structured Overviews | |
| Preview Guides | |
| Anticipation Guides | |
| During-Reading Strategies: Monitoring Comprehension | |
| Using Headings and Subheadings | |
| Directed Reading-Thinking Activity (DR-TA) | |
| Vocabulary Strategies during Reading | |
| Using Clustering to Develop Vocabulary in Context | |
| Jigsaw Procedure | |
| Learning Logs | |
| Differentiating Instruction for Content Area Reading | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Content Reading and Writing: PostReading | |
| Strategies for Organizing and Remembering | |
| PostReading Strategies for Students | |
| Semantic Feature Analysis for Vocabulary Development after Reading | |
| Rehearsing to Organize and Remember Information | |
| Venn Diagrams 3 | |
| Mapping 3 | |
| Writing as a Learning Tool across the Curriculum | |
| Journals and Learning Logs | |
| Developing Topics and Student Self-Selection of Topics in Content Areas | |
| 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 | |
| Theme Studies: Providing a Meaningful Learning Context | |
| Introducing the Topic and Choosing Study Questions | |
| Organizing Instruction | |
| Instructional Modifications for English Learners | |
| Assessment | |
| Portfolio Assessment | |
| Using Multiple Measures for Assessment | |
| Differentiating Instruction for Content Area Learning | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| Reading Assessment and Instruction | |
| Theoretical Approach to Literacy Assessment | |
| Language Proficiency: Listening, Speaking, Reading, and Writing | |
| Looking Closely at the Reading Process in English | |
| Resources That Non-Native English Speakers Bring to English Reading | |
| Assessing Reading Using an Informal Reading Inventory | |
| Using IRIs to Systematically Assess Students' Status and Progress | |
| Reading Levels Can Be Established Using Informal Reading Inventories | |
| Procedures for Determining Independent, Instructional, and Frustration Levels | |
| Sample Informal Reading Inventory | |
| A List of Commercial Informal Reading Inventories | |
| Other Procedures for Evaluating and Helping Readers | |
| Linking Assessment and Instruction | |
| Echo Reading | |
| Guided Reading | |
| ReQuest Procedure | |
| Read Alouds | |
| Summary | |
| Suggestions for Further Reading | |
| Activities | |
| References 412 | |
| Author Index 433 | |
| Subject Index 439 | |
| Table of Contents provided by Publisher. All Rights Reserved. |
An electronic version of this book is available through VitalSource.
This book is viewable on PC, Mac, iPhone, iPad, iPod Touch, and most smartphones.
By purchasing, you will be able to view this book online, as well as download it, for the chosen number of days.
Digital License
You are licensing a digital product for a set duration. Durations are set forth in the product description, with "Lifetime" typically meaning five (5) years of online access and permanent download to a supported device. All licenses are non-transferable.
More details can be found here.
A downloadable version of this book is available through the eCampus Reader or compatible Adobe readers.
Applications are available on iOS, Android, PC, Mac, and Windows Mobile platforms.
Please view the compatibility matrix prior to purchase.