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E-raamat: Teaching Language Arts to English Language Learners

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Philip C. Smith (University of South Florida, USA), Angela L. Hansen (Northern Arizona University, USA), Anete Vįsquez (Kennesaw State University, USA)

Formaat: 216 pages
Sari: Teaching English Language Learners across the Curriculum
Ilmumisaeg: 12-Mar-2013
Kirjastus: Routledge
Keel: eng
ISBN-13: 9781136176319

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Formaat: 216 pages
Sari: Teaching English Language Learners across the Curriculum
Ilmumisaeg: 12-Mar-2013
Kirjastus: Routledge
Keel: eng
ISBN-13: 9781136176319

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This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study with meaningful accommodations for ELLs. An annotated list of web and print resources completes the volume, making this a valuable reference for language arts teachers to meet the challenges of including all learners in effective instruction.

New features to this edition include:

An updated and streamlined Part 1, which provides an essential overview of ELL theory in a language arts specific context.

Additional practical examples of language arts exercises, all of which are closely aligned with the Common Core State Standards.

New pedagogical elements in Part 3, including tips on harnessing new technologies, discussion questions and reflection points.

Updates to the web and print resources in Part 4

List of Figures

xii

List of Tables

xiii

Series Introduction

xiv

Acknowledgments

xvi

Introduction

(4)

Part 1 Your English Language Learner

(32)

1.1 Orientation

(2)

Demographic Information about English Learners

(2)

1.2 English Learners and Academic Achievement

(1)

1.3 Principles of Instruction for Second Language Acquisition

(11)

Principle 1 Ensure that Learners Develop both a Rich Repertoire of Formulaic Expressions and Rule-Based Competence

(1)

Principle 2 Ensure that ELLs Focus Predominantly on Meaning

(1)

Principle 3 Ensure that Learners also Focus on Form

(1)

Principle 4 Develop Implicit Knowledge of the Second Language without Neglecting Explicit Knowledge

(1)

Principle 5 Take into Account the Learner's Built-In Syllabus

(2)

Principle 6 Utilize Extensive Second Language Input

(1)

Principle 7 Provide Opportunities for Output

(1)

Principle 8 Provide Opportunity to Interact in the Second Language

(1)

Principle 9 Take Account of Individual Differences in Learners

(2)

Principle 10 Examine Free as well as Controlled Production when Assessing Learners' Second Language Proficiency

(1)

1.4 Practice Culturally Responsive Teaching

(3)

1.5 Set High Standards for all Students

(2)

1.6 ESOL Program Models

(5)

English as a Second Language instruction (ESL)

(1)

Sheltered English Instruction (SEI)

(1)

Newcomer Programs

(1)

Transitional Bilingual Education (TBE)

(1)

Developmental Bilingual Education Programs (DBE)

(1)

Dual Language Programs

(1)

Bilingual Immersion Programs

(1)

Heritage Language Programs

(1)

1.7 Fostering Parent Involvement

(6)

Title III Requirements for Parental Involvement

(1)

Barriers to and Suggested Solutions for Parental Involvement

(4)

Part 2 Principles of English / Language Arts Teaching and Learning

(24)

2.1 English / Language Arts-Focused ESOL Research

(10)

Students' Native Language

(1)

Talk and Interaction

(1)

Emphasis on Students' Experiences

(1)

Text Selection

(1)

Instructional Conversations

(1)

Literature Study Groups

(1)

Cognitive Strategies

(1)

Teaching Strategies

(1)

Writing Instruction

(1)

Assessment

(1)

Conclusion

(1)

2.2 English Language Learners and the Common Core State Standards

(12)

Overview of the Standards

(3)

English Language Proficiency and the Standards

(1)

Recommendations for Teaching ELLs and the Standards

(3)

Assessment

(1)

Conclusion and Implications

(5)

Part 3 Teaching English / Language Arts

(132)

3.1 Introduction

(4)

3.2 Reading Strategies

(29)

Steps to Introduce Reading Strategies

(2)

Reading Surveys (Levels 1-4)

(2)

Understanding the Organizational Structure of a Text (Levels 3 and 4)

(2)

Using Graphic Organizers (Levels 1-4)

(1)

Text Features (Levels 2-4)

(1)

Anticipation Guides (Levels 1-4)

(2)

Concept Maps (Levels 1-4)

(2)

Author's Promise (Levels 1-4)

(1)

Predicting and Confirming Activity (Levels 1-4)

(2)

Talking to the Text (Levels 2-4)

(2)

Double Entry Journals (Levels 2-4)

(1)

Literature Circles (Levels 2-4)

(3)

Directed Reading Sequence: Summarizing, Identifying Main Ideas and Details (Levels 2-4)

(2)

Story Map (Levels 1-4)

(1)

Character Maps and Charts (Levels 1-4)

(1)

Dramatic Tableaux (Levels 1-4)

(1)

Children's Information Picture Books (Levels 1-4)

(1)

CRITICS: Distinguishing Between Fact and Opinion

(1)

PIE and Point of View Comic Strips

(1)

Discussion Questions for Reading Strategies

(1)

3.3 Reading Literature

(16)

Making Classic Works of Literature More Accessible (Levels 1-4)

(1)

Updating the Classics (Levels 1-4)

(1)

Using Adolescent Literature as a Bridge to the Classics (Levels 3 and 4)

100

(1)

Using Adolescent Literature to Make Textual Connections (Levels 3 and 4)

101

(2)

Using Adolescent Literature to Introduce the Language of Literature (Levels 2-4)

103

(2)

Paideia Seminar (Levels 1-4)

105

(2)

Close Readings (Levels 1-4)

107

(1)

Creating Timelines as a During-reading Activity (Levels 1-4)

108

(2)

Discussion Questions

110

(2)

3.4 Writing

112

(16)

Writing with Magnetic Poetry (Levels 1-4)

115

(1)

Word Choice + Audience = Voice (Levels 2-4)

116

(2)

Integrating Textual Support (Levels 2-4)

118

(2)

Organizing Academic Writing (Levels 2-4)

120

(2)

Composing with Computers (Levels 1-4)

122

(1)

Contrastive Rhetoric (Levels 2-4)

123

(2)

Read-Around-Groups or RAGs (Levels 2-4)

125

(2)

Discussion Questions

127

(1)

3.5 Grammar

128

(14)

Grammar from Nursery Rhymes to Hip Hop (Levels 1-4)

130

(2)

Studying Parts of Speech with Artwork (Levels 1-4)

132

(1)

Sentence Combining (Levels 2-4)

133

(2)

Grammar in LEGO LAND (Levels 1-4)

135

(1)

Imitating our Favorites (Levels 3 and 4)

136

(1)

Preparing Students to Write Research Reports (Levels 1-4)

137

(1)

Examining One Sentence Closely (Levels 2-4)

138

(3)

Discussion Questions

141

(1)

3.6 Vocabulary Development

142

(14)

Types of Vocabulary

144

(1)

Word Knowledge Check (Levels 1-4)

145

(2)

Fostering Word Consciousness (Levels 1-4)

147

(1)

Helping Webster Become Bilingual

147

(1)

Word Walls (Levels 1-4)

148

(1)

Cognates (Levels 1-4)

149

(1)

Draw the Word: Visual Representations (Levels 1-4)

149

(1)

Semantic Maps (Levels 1-4)

150

(1)

Vocabulary Squares (Levels 1-4)

150

(1)

Words in Context (Levels 1-4)

151

(1)

Vocabulary Bookmarks (Levels 3 and 4)

152

(1)

Vocabulary Charades (Levels 1-4)

153

(1)

Vocabulary Bingo (Levels 1-4)

153

(1)

Wide Reading and Reading Aloud (Levels 1-4)

154

(1)

Dictionaries (Levels 1-4)

155

(1)

Discussion Questions

155

(1)

3.7 Speaking and Listening

156

(17)

Introduction

156

(1)

Creating Language-Teaching Opportunities (Levels 1-4)

157

(2)

Jazz Chants (Levels 1-4)

159

(1)

Using Music in ELA (Levels 1-4)

160

(1)

Teaching Conditionals and Promises with Napoleon Dynamite (Levels 1-4)

161

(1)

Role Play with TV Commercials (Levels 1-4)

162

(1)

Connecting Story Telling and Literature (Levels 1-4)

162

(1)

What's in the Bag? (Levels 1-4)

163

(1)

Watch, Role play, Improvise (Levels 1-4)

164

(1)

Fumble Rules (Levels 1-4)

164

(1)

Multiple-Choice Questions (Levels 1-4)

165

(1)

Puns: Explain, Complete, Construct (Levels 3 and 4)

165

(3)

Oral Presentation of a Poem (Levels 1-4)

168

(1)

Showing Films (Levels 1-4)

169

(1)

Class Discussions Using Small Groups (Levels 1-4)

170

(1)

Total Physical Response (TPR) (Levels 1-4)

171

(1)

Readers' Theatre (Levels 1-4)

172

(1)

Discussion Questions

172

(1)

3.8 Technology in the English Language Arts Classroom

173

(9)

Introduction

173

(1)

Using Blogs in ELA Classrooms (Levels 1-4)

174

(1)

Using Social Networking Sites in ELA Classrooms (Levels 1-4)

175

(1)

Using Wikis in ELA Classrooms (Levels 1-4)

176

(1)

Using an Electronic Text Corpus (Levels 1-4)

177

(1)

Using Video-Sharing Sites (Levels 1-4)

177

(1)

E-Portfolios in ELA Classrooms (Levels 1-4)

178

(1)

Podcasting for ELLs (Levels 1-4)

179

(1)

Conclusion

180

(1)

Discussion Questions

180

(2)

3.9 Developing a Unit of Study for a Complete Work

182

(11)

Thematic Units

182

(2)

The Unit Rationale

184

(1)

Unit Goals

185

(1)

Assessment

186

(1)

Lessons and Activities

187

(3)

Concluding Remarks

190

(1)

Discussion Questions

190

(3)

Part 4 Resources

193

(20)

4.1 Internet Resources for Teachers

195

(6)

Professional Organizations and Journals

195

(1)

Research Centers and Institutes

196

(1)

Classroom Teaching Resources

197

(2)

Culturally Responsive Teaching

199

(1)

Clipart and Images

200

(1)

4.2 Literature for Teachers

201

(8)

Best Practice in ELL Instruction

201

(1)

Cultural Information

202

(1)

Teachers' Manuals and Guides

203

(4)

Apps

207

(2)

4.3 Internet Resources for ELLs

209

(4)

Online Dictionaries

209

(1)

Dictionaries

210

(1)

Online Translation Services

210

(1)

Internet Sites: English Language Support

210

(2)

Audio-Visual Materials

212

(1)

Glossary

213

(3)

References

216

(11)

Index

227

Anete Vįsquez is Assistant Professor in the Department of Secondary and Middle Grades Education at Kennesaw State University, USA.

Angela Hansen is Associate Professor in the English Department at Northern Arizona University, USA.

Philip C. Smith is the Foreign Language/ESOL Education Program Coordinator in the College of Education at the University of South Florida, USA.

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