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Reading, Writing, and Learning in ESL: A Resource Book For K-12 Teachers Fourth Edition

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Reading, Writing, and Learning in ESL: A Resource Book For K-12 Teachers Fourth Edition Cover

 

Synopses & Reviews

Publisher Comments:

Reading, Writing, and Learning in ESL Gets Better and Better:

Tailored for the needs of all English language learners, the fifth edition of Reading, Writing, and Learning in ESL combines the strengths of the fourth edition with new teaching ideas for differentiated instruction and assessment, vocabulary development, and standards-based curriculum development.

 

This new edition continues to balance comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy for English learners in the ESL, bilingual, and general education classrooms. The authors weave authentic vignettes and real-life scenarios into each chapter to illustrate concepts, enhance readability, and make the text user-friendly. Reading, Writing, and Learning in ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction, and by providing tips and guidelines designed to help teachers motivate and inspire their students.

 

Reviewers Praise the New Edition

“The chapter introductions and summaries are clear, concise, and well-written. They are crafted in a way that facilitates comprehension and review of key concepts. The scenarios from teaching situations are outstanding and help to bring a strong applied component to the text.”

-Deanna Nisbet, Regent University, Virginia

 

“I do not feel that there are any other texts that compare to this text. There are several others that minimally cover the topics, however, no others provide the coverage and variety of the Peregoy and Boyle.”

-Dorothy Craig, Middle Tennessee State University

 

“The summary (with a vignette), suggestions for further reading (annotative bibliography), and activities at the end of each chapter are very appropriate. The practical activities, in particular, raise questions and require students to consider issues outside their immediate classroom.”

-John Battenburg, California Polytechnic State University

 

What’s New in the Fifth Edition?

  • A fully updated and revised chapter on effective English learner instruction, including discussion of the 2006 TESOL standards, content-based instruction, and differentiated instruction and assessment (Ch. 3).
  • Classroom examples showing how to implement differentiated instruction and assessment for oral language, emergent literacy, process writing, reading and literature, and content area literacy(Ch. 4-10).
  • A brand-new chapter on vocabulary teaching and learning (Ch. 6), presenting current research and strategies such as vocabulary journals, word cards, and word wheels, with an emphasis on helping students understand and use new words for reading, writing, and subject matter learning.
  • New material on varieties of English spoken around the world as they relate to issues of power and prestige (Ch. 2).
  • Revised sections on teacher, student, and school cultures in the classroom as they impact teaching and learning (Ch.1).
  • New suggestions for further reading, updated in-class activities, and extension activities for use with the book’s companion website (www.ablongman.com/peregoy5e).

 

Synopsis:

This Fourth Edition of Peregoy & Boyle's text continues the strengths of the third with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English language learners (K-12). Unlike many texts in this field, Reading, Writing and Learning In ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students.

New to this Edition:

  • Assessment has been updated throughout the book.
  • New material on using standards in instruction included thoughtout the book provides practical applications on how to incorportate the standards in classroom activities.
  • New examples of teaching strategies for middle and secondary school students.
  • New material on sociocultural issues of language and language acquisition has been incorportated into Chapters 2 & 3.
  • New Boxed Internet activititiesthoughtout the text are linked to chapter content.
  • New discussion of education policy affecting English learners in the U.S with an in-depth analysis of how policy affects classroom teaching from incorporating the standards to the effect of high stakes testing.
  • A chart listing new and updated Teaching Strategies ends each chapter with a summary of the strategies described in the chapter that includes the range of grades .
  • New sections on comprehension and metacognition have been added to Chapters 8 to help students understand these two very important topics.
    • Thoroughly updated and revised Suggested Reading sections in each chapter contain annotated information about each book or articles.
    • Thoroughly updated bibliography references.
    • Companion Website.

Reviewer Buzz:

“The questions at the beginning of each chapter are wonderful…”

Professor Lynn Cortina, University of Houston

“Both pre-service and in-service teachers attending my courses are enthusiastic about the book because of the teaching resources it offers as well as the adequate readability level.”

Professor Carla Paciotto, Western Illinois University

“Prospective ESL teachers will find this text as an indispensable tool, aiding them to take the helm when charting an effective plot for their students' educational success.”

Professor Francesco Bonavita, Kean University

Meet the Authors:

Suzanne F. Peregoy, Professor Emerita of Education, San Francisco State University, has taught teacher education courses in reading/language arts and bilingual education. She has been active in writing California's teacher education guidelines for preparing teachers to work with English language learners.

Owen F. Boyle, Professor Emeritus of Education, San Jose State University, has taught teacher preparation courses in reading /language arts. He has coordinated the ESL and Bilingual Programs at San Jose State University, and has also served as assistant director of the Bay Area Writing Project at the University of California, Berkeley.

Synopsis:

Unlike many texts in this field, Reading, Writing and Learning In ESL (K-12) takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students. Oral language, reading, and writing development in English for K-12 students.

Table of Contents

Each chapter concludes with “Summary,”  “Suggestions for Further Reading,” and “Activities.”

1. English Language Learners in School.

Who Are English Language Learners?

How Can I Get to Know My English Language Learners?

How Do Cultural Differences Affect Teaching and Learning?

How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English?

What Kinds of Programs Exist to Meet the Needs of English Language Learners?

2. Second Language Acquisition.

What Do You Know When You Know a Language?

Defining Language Proficiency as Communicative Competence.

Language Acquisition Theories.

Learning a Second Language in School: Processes and Factors.

3. Classroom Practices for English Learner Instruction.

Standards-Based Instruction and Assessment.

Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE).

Group Work.

Thematic Instruction.

Scaffolding.

Assessment of English Learners.

4. Oral Language Development in Second Language Acquisition.

Oral Language in Perspective.

Describing Oral Language Performance of Beginning and Intermediate English Learners.

Promoting Oral Language Development in the Classroom.

Oral Language Development through Content-Area Instruction.

Classroom Assessment of English Learners' Oral Language Development.

5. 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.

Highlighting Literacy Functions in Your Classroom.

Exploring the Visual Form of Written Language.

Emergent Literacy in English as a Non-native Language.

Home and School Environments that Nurture Emergent Literacy.

Classroom Strategies to Promote Early Literacy.

Helping Children Recognize and Spell Words Independently.

Evaluating Emergent Literacy Development.

6. English Learners and Process Writing.

Research on Second Language Writing.

What Is Process Writing.

How Process Writing Helps English Learners.

Collaborative Contexts for Process Writing.

Developmental Phases in Second Language Writing.

Description of Beginning Writers.

Strategies to Assist Beginning Writers.

Description of Intermediate Writers.

Strategies for Intermediate Writers.

A Word about Writing with Computers.

Assessing English Learners' Writing Progress.

7. Reading and Literature Instruction for English Language Learners.

What Does Research Tell Us about Reading in a Second Language?

Working in Literature Response Groups.

Developmental Phases in Second Language Reading.

Beginning Readers: Characteristics and Strategies.

Intermediate Readers: Characteristics and Strategies.

Using Computers and CD-ROMs to Enhance Learning.

Assessing Second Language Readers' Progress.

8. 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.

Matching Students and Texts.

Strategies to Promote Reading Comprehension.

9. Content Reading and Writing: Postreading Strategies for Organizing and Remembering.

Postreading Strategies for Students.

Writing as a Learning Tool across the Curriculum.

Theme Studies: Providing a Meaningful Learning Context.

Assessment.

10. Reading Assessment and Instruction.

Theoretical Approach to Literacy Assessment.

Assessing Reading Using an Informal Reading Inventory.

Other Procedures for Evaluating and Instructing Struggling Readers Linking Assessment and Instruction.

Linking Assessment and Instruction.

11. Afterword.

Bibliography.

Author Index.

Subject Index.

Product Details

ISBN:
9780205449231
Subtitle:
A Resource Book for K-12 Teachers, MyLabSchool Edition
Author:
Suzanne F. Peregoy and Owen F. Boyle
Author:
Peregoy
Author:
Peregoy, Suzanne F.
Author:
Boyle, Owen F.
Publisher:
Allyn & Bacon
Subject:
General
Subject:
English as a Second Language
Subject:
Bilingual Education
Copyright:
Edition Number:
4
Edition Description:
Trade paper
Series:
MyEducationLab Series
Publication Date:
December 2004
Binding:
Mixed media, eg book and CD-ROM, book and toy etc
Grade Level:
College/higher education:
Language:
English
Illustrations:
Y
Pages:
464
Dimensions:
9 x 7.4 x 1.1 in 803 gr

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Related Subjects

Education » Multicultural
History and Social Science » Linguistics » General
Languages » ESL » Language Teaching

Reading, Writing, and Learning in ESL: A Resource Book For K-12 Teachers Fourth Edition Used Trade Paper
0 stars - 0 reviews
$28.00 In Stock
Product details 464 pages Pearson Publications Company - English 9780205449231 Reviews:
"Synopsis" by , This Fourth Edition of Peregoy & Boyle's text continues the strengths of the third with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English language learners (K-12). Unlike many texts in this field, Reading, Writing and Learning In ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students.

New to this Edition:

  • Assessment has been updated throughout the book.
  • New material on using standards in instruction included thoughtout the book provides practical applications on how to incorportate the standards in classroom activities.
  • New examples of teaching strategies for middle and secondary school students.
  • New material on sociocultural issues of language and language acquisition has been incorportated into Chapters 2 & 3.
  • New Boxed Internet activititiesthoughtout the text are linked to chapter content.
  • New discussion of education policy affecting English learners in the U.S with an in-depth analysis of how policy affects classroom teaching from incorporating the standards to the effect of high stakes testing.
  • A chart listing new and updated Teaching Strategies ends each chapter with a summary of the strategies described in the chapter that includes the range of grades .
  • New sections on comprehension and metacognition have been added to Chapters 8 to help students understand these two very important topics.
    • Thoroughly updated and revised Suggested Reading sections in each chapter contain annotated information about each book or articles.
    • Thoroughly updated bibliography references.
    • Companion Website.

Reviewer Buzz:

“The questions at the beginning of each chapter are wonderful…”

Professor Lynn Cortina, University of Houston

“Both pre-service and in-service teachers attending my courses are enthusiastic about the book because of the teaching resources it offers as well as the adequate readability level.”

Professor Carla Paciotto, Western Illinois University

“Prospective ESL teachers will find this text as an indispensable tool, aiding them to take the helm when charting an effective plot for their students' educational success.”

Professor Francesco Bonavita, Kean University

Meet the Authors:

Suzanne F. Peregoy, Professor Emerita of Education, San Francisco State University, has taught teacher education courses in reading/language arts and bilingual education. She has been active in writing California's teacher education guidelines for preparing teachers to work with English language learners.

Owen F. Boyle, Professor Emeritus of Education, San Jose State University, has taught teacher preparation courses in reading /language arts. He has coordinated the ESL and Bilingual Programs at San Jose State University, and has also served as assistant director of the Bay Area Writing Project at the University of California, Berkeley.

"Synopsis" by , Unlike many texts in this field, Reading, Writing and Learning In ESL (K-12) takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students. Oral language, reading, and writing development in English for K-12 students.
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