Murakami Sale
 
 

Recently Viewed clear list


Original Essays | August 18, 2014

Ian Leslie: IMG Empathic Curiosity



Today, we wonder anxiously if digital media is changing our brains. But if there's any time in history when our mental operations changed... Continue »
  1. $18.89 Sale Hardcover add to wish list

spacer
Qualifying orders ship free.
$50.00
Used Trade Paper
Ships in 1 to 3 days
Add to Wishlist
Qty Store Section
1 Burnside Foreign Languages- ESL Language Teaching

Other titles in the myeducationlab series:

Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 English Learners (Myeducationlab)

by

Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 English Learners (Myeducationlab) 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).

To order this book WITH MyEducationLab, use either

Book News Annotation:

For current and prospective teachers, Peregoy (education, San Francisco State U.) and Boyle (education, San Jose State U.) provide a resource that contains strategies for teaching reading and writing to English learners in ESL, bilingual, and general education K-12 classrooms. They cover teaching ideas for oral language, vocabulary, reading, writing, and content areas, and discuss language acquisition theory, and classroom organization. This edition incorporates many new teaching ideas for differentiated instruction and assessment, vocabulary development, and standards-based curriculum development. It has an updated and revised chapter on effective English learner instruction, including 2006 TESOL standards and content-based instruction. It has new material on varieties of English, a new chapter on vocabulary teaching and learning, revised sections on school cultures and their impact, and new references and activities. New material has been added to each chapter, including sheltered instruction observation protocol, emergent literacy and explicit, direct instruction, working with errors in writing, promoting independent reading, and selecting appropriate reading materials and multicultural literature. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)

Synopsis:

Rev. ed. of: Reading, writing and learning in ESL. 4th ed. 2005.

Synopsis:

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 ESL takes a unique approach by exploring contemporary language acquisition theory (as it relates to instruction) and providing suggestions and methods for motivating ELLs’ English language, literacy and content area learning. The book highlights content-based instruction and features differentiated instruction for English language learners.

About the Author

Karen Cadiero-Kaplan is an associate professor at San Diego State University in the Department of Policy Studies in Language and Cross Cultural Education, where she serves as coordinator and advisor for the department’s Master of Arts Program in Curriculum Development for Social Justice. Dr. Cadiero-Kaplan is also a former president of the California Association of Teachers of English to Speakers of Other Languages (CATESOL) and a member of the Bilingual Design Team for the California Commission on Teaching Credentialing. Her books include Bilingual Education and the Literacy Curriculum and The Living Work of Teachers: Ideology and Practice.

Table of Contents

Preface xiii

     1   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 Education” 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         

     2   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         

     3   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         

     4   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         

     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

            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         

6  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

    

 

 

7   English Learners and Process Writing 

Research on Second Language Writing

What Is Process Writing?        

            Experiencing Process Writing: “I Remember”   

            Students’ Responses to “I Remember”

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         

     8   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 Thinking”         

            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         

     9   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         

     10 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         

  11                             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

Product Details

ISBN:
9780205593248
Author:
Peregoy, Suzanne F
Publisher:
Pearson Custom Publishing
Author:
Peregoy, Suzanne F.
Author:
Boyle, Owen F.
Subject:
Bilingual Education
Subject:
English language
Subject:
Study and teaching
Subject:
General
Subject:
Teaching Methods & Materials - Classroom Planning
Subject:
English language -- Study and teaching.
Subject:
Education-Multicultural
Copyright:
Edition Description:
Trade paper
Series:
MyEducationLab Series
Publication Date:
January 2008
Binding:
TRADE PAPER
Grade Level:
College/higher education:
Language:
English
Illustrations:
Y
Pages:
480
Dimensions:
9.9 x 8 x 0.7 in 889 gr

Related Subjects

Education » General
Education » Multicultural
Languages » ESL » General
Languages » ESL » Grammars and Methods
Languages » ESL » Language Teaching

Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 English Learners (Myeducationlab) Used Trade Paper
0 stars - 0 reviews
$50.00 In Stock
Product details 480 pages Allyn & Bacon - English 9780205593248 Reviews:
"Synopsis" by , Rev. ed. of: Reading, writing and learning in ESL. 4th ed. 2005.
"Synopsis" by ,

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 ESL takes a unique approach by exploring contemporary language acquisition theory (as it relates to instruction) and providing suggestions and methods for motivating ELLs’ English language, literacy and content area learning. The book highlights content-based instruction and features differentiated instruction for English language learners.

spacer
spacer
  • back to top
Follow us on...




Powell's City of Books is an independent bookstore in Portland, Oregon, that fills a whole city block with more than a million new, used, and out of print books. Shop those shelves — plus literally millions more books, DVDs, and gifts — here at Powells.com.