| Description |
1 online resource |
| Series |
Teaching English language learners across the curriculum |
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Teaching English language learners across the curriculum.
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| Contents |
Part 1. -- Your English Language Learner -- Part 2. -- Principles of English / Language Arts Teaching and Learning -- Part 3. -- Teaching English / Language Arts -- Part 4. -- Resources |
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Introduction -- Part 1. -- Your English Language Learner -- 1.1. -- Orientation -- Demographic Information about English Learners -- 1.2. -- English Learners and Academic Achievement -- 1.3. -- Principles of Instruction for Second Language Acquisition -- Principle 1: Ensure that Learners Develop both a Rich Repertoire of Formulaic Expressions and Rule-Based Competence -- Principle 2: Ensure that ELLs Focus Predominantly on Meaning -- Principle 3: Ensure that Learners also Focus on Form -- Principle 4: Develop Implicit Knowledge of the Second Language without Neglecting Explicit Knowledge -- Principle 5: Take into Account the Learner's Built-In Syllabus -- Principle 6: Utilize Extensive Second Language Input -- Principle 7: Provide Opportunities for Output -- Principle 8: Provide Opportunity to Interact in the Second Language -- Principle 9: Take Account of Individual Differences in Learners -- Principle 10: Examine Free as well as Controlled Production when Assessing Learners' Second Language Proficiency -- 1.4. -- Practice Culturally Responsive Teaching -- 1.5. -- Set High Standards for all Students -- 1.6. -- ESOL Program Models -- English as a Second Language instruction (ESL) -- Sheltered English Instruction (SEI) -- Newcomer Programs -- Transitional Bilingual Education (TBE) -- Developmental Bilingual Education Programs (DBE) -- Dual Language Programs -- Bilingual Immersion Programs -- Heritage Language Programs -- 1.7. -- Fostering Parent Involvement -- Title III Requirements for Parental Involvement -- Barriers to and Suggested Solutions for Parental Involvement |
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Part 2. -- Principles of English / Language Arts Teaching and Learning -- 2.1. -- English / Language Arts-Focused ESOL Research -- Students'Native Language -- Talk and Interaction -- Emphasis on Students' Experiences -- Text Selection -- Instructional Conversations -- Literature Study Groups -- Cognitive Strategies -- Teaching Strategies -- Writing Instruction -- Assessment -- Conclusion -- 2.2. -- English Language Learners and the Common Core State Standards -- Overview of the Standards -- English Language Proficiency and the Standards -- Recommendations for Teaching ELLs and the Standards -- Assessment -- Conclusion and Implications -- Part 3. -- Teaching English / Language Arts -- 3.1. -- Introduction -- 3.2. -- Reading Strategies -- Steps to Introduce Reading Strategies -- Reading Surveys (Levels 1-4) -- Understanding the Organizational Structure of a Text (Levels 3 and 4) -- Using Graphic Organizers (Levels 1-4) -- Text Features (Levels 2-4) -- Anticipation Guides (Levels 1-4) -- Concept Maps (Levels 1-4) -- Author's Promise (Levels 1-4) -- Predicting and Confirming Activity (Levels 1-4) -- Talking to the Text (Levels 2-4) -- Double Entry Journals (Levels 2-4) -- Literature Circles (Levels 2-4) -- Directed Reading Sequence: Summarizing, Identifying Main Ideas and Details (Levels 2-4) -- Story Map (Levels 1-4) -- Character Maps and Charts (Levels 1-4) -- Dramatic Tableaux (Levels 1-4) -- Children's Information Picture Books (Levels 1-4) -- CRITICS: Distinguishing Between Fact and Opinion -- PIE and Point of View Comic Strips -- Discussion Questions for Reading Strategies |
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3.3. -- Reading Literature -- Making Classic Works of Literature More Accessible (Levels 1-4) -- Updating the Classics (Levels 1-4) -- Using Adolescent Literature as a Bridge to the Classics (Levels 3 and 4) -- Using Adolescent Literature to Make Textual Connections (Levels 3 and 4) -- Using Adolescent Literature to Introduce the Language of Literature (Levels 2-4) -- Paideia Seminar (Levels 1-4) -- Close Readings (Levels 1-4) -- Creating Timelines as a During-reading Activity (Levels 1-4) -- Discussion Questions -- 3.4. -- Writing -- Writing with Magnetic Poetry (Levels 1-4) -- Word Choice + Audience = Voice (Levels 2-4) -- Integrating Textual Support (Levels 2-4) -- Organizing Academic Writing (Levels 2-4) -- Composing with Computers (Levels 1-4) -- Contrastive Rhetoric (Levels 2-4) -- Read-Around-Groups or RAGs (Levels 2-4) -- Discussion Questions -- 3.5. -- Grammar -- Grammar from Nursery Rhymes to Hip Hop (Levels 1-4) -- Studying Parts of Speech with Artwork (Levels 1-4) -- Sentence Combining (Levels 2-4) -- Grammar in LEGO LAND (Levels 1-4) -- Imitating our Favorites (Levels 3 and 4) -- Preparing Students to Write Research Reports (Levels 1-4) -- Examining One Sentence Closely (Levels 2-4) -- Discussion Questions -- 3.6. -- Vocabulary Development -- Types of Vocabulary -- Word Knowledge Check (Levels 1-4) -- Fostering Word Consciousness (Levels 1-4) -- Helping Webster Become Bilingual -- Word Walls (Levels 1-4) -- Cognates (Levels 1-4) -- Draw the Word: Visual Representations (Levels 1-4) -- Semantic Maps (Levels 1-4) -- Vocabulary Squares (Levels 1-4) -- Words in Context (Levels 1-4) -- Vocabulary Bookmarks (Levels 3 and 4) -- Vocabulary Charades (Levels 1-4) -- Vocabulary Bingo (Levels 1-4) -- Wide Reading and Reading Aloud (Levels 1-4) -- Dictionaries (Levels 1-4) -- Discussion Questions -- 3.7. -- Speaking and Listening -- Introduction -- Creating Language-Teaching Opportunities (Levels 1-4) -- Jazz Chants (Levels 1-4) -- Using Music in ELA (Levels 1-4) -- Teaching Conditionals and Promises with Napoleon Dynamite (Levels 1-4) -- Role Play with TV Commercials (Levels 1-4) -- Connecting Story Telling and Literature (Levels 1-4) -- What's in the Bag? (Levels 1-4) -- Watch, Role play, Improvise (Levels 1-4) |
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Fumble Rules (Levels 1-4) -- Multiple-Choice Questions (Levels 1-4) -- Puns: Explain, Complete, Construct (Levels 3 and 4) -- Oral Presentation of a Poem (Levels 1-4) -- Showing Films (Levels 1-4) -- Class Discussions Using Small Groups (Levels 1-4) -- Total Physical Response (TPR) (Levels 1-4) -- Readers' Theatre (Levels 1-4) -- Discussion Questions -- 3.8. -- Technology in the English Language Arts Classroom -- Introduction -- Using Blogs in ELA Classrooms (Levels 1-4) -- Using Social Networking Sites in ELA Classrooms (Levels 1-4) -- Using Wikis in ELA Classrooms (Levels 1-4) -- Using an Electronic Text Corpus (Levels 1-4) -- Using Video-Sharing Sites (Levels 1-4) -- E-Portfolios in ELA Classrooms (Levels 1-4) -- Podcasting for ELLs (Levels 1-4) -- Conclusion -- Discussion Questions -- 3.9. -- Developing a Unit of Study for a Complete Work -- Thematic Units -- The Unit Rationale -- Unit Goals -- Assessment -- Lessons and Activities -- Concluding Remarks -- Discussion Questions -- Part 4. -- Resources -- 4.1. Internet Resources for Teachers -- Professional Organizations and Journals -- Research Centers and Institutes -- Classroom Teaching Resources -- Culturally Responsive Teaching -- Clipart and Images -- 4.2. Literature for Teachers -- Best Practice in ELL Instruction -- Cultural Information -- Teachers'Manuals and Guides -- Apps -- 4.3. Internet Resources for ELLs -- Online Dictionaries -- Dictionaries -- Online Translation Services -- Internet Sites: English Language Support -- Audio-Visual Materials |
| Summary |
"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"--EBL |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
English language -- Study and teaching -- United States -- Foreign speakers
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Language arts -- United States
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Second language acquisition.
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LANGUAGE ARTS & DISCIPLINES -- General.
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English language -- Study and teaching -- Foreign speakers
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Language arts
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Second language acquisition
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United States
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| Genre/Form |
dissertations.
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Academic theses
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Academic theses.
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Thèses et écrits académiques.
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| Form |
Electronic book
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| Author |
Hansen, Angela L.
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Smith, Philip C., 1957-
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| ISBN |
9781136176319 |
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1136176314 |
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9780203081907 |
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0203081900 |
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9781136176265 |
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1136176268 |
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9781136176302 |
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1136176306 |
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9781299319752 |
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1299319750 |
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