Table of Contents
Acknowledgments ix
Contributors x
Introduction 1
Section I Supporting English Learners
Chapter 1 Changing Classrooms: Transforming Instruction Nancy L. Hadaway Terrell A. Young 6
Language Diversity and Education: A Brief History 7
Understanding English Learners 9
Supporting English Learners 13
Instructional Planning and Language Demands 18
Conclusion 18
Section II Curriculum and Planning
Chapter 2 Differentiating Instruction for English Learners: The Four-by-Four Model Jill Kerper Mora 24
The Four-by-Four Model 26
Theoretical Foundation of the Four-by-Four Model 28
Guiding Principles of the Four-by-Four Model 33
Structure of the Four-by-Four Model 34
Conclusion 39
Chapter 3 Supporting English Learners: Developing Academic Language in the Content Area Classroom Janice Pilgreen 41
Goals for English Learners 42
Explicit Development of Academic Language 43
A Confession 44
How to Start: Introducing Academic Language 44
Keys to Comprehension 48
Conclusion 59
Chapter 4 Teaching Language Through Content Themes: Viewing Our World as a Global Village David E. Freeman Yvonne S. Freeman 61
Reasons to Teach Language Through Sustained Content 62
Reasons for Organizing Curriculum Around Themes 63
Connecting Thematic Content to Standards 64
Using Culturally Relevant Books 65
The Preview/View/Review Technique 65
Putting It Together: Francisco's Global Interdependence Theme 68
Conclusion 76
Section III Reading Instruction
Chapter 5 Essential Comprehension Strategies for English Learners Marsha L. Roit 80
Reading Comprehension Strategies: How to Make Sense of Text 82
Instructional Strategies for TeachingComprehension 84
Conclusion 94
Chapter 6 Promoting the Vocabulary Growth of English Learners Diane August Maria Carlo Teresa J. Lively Barry McLaughlin Catherine Snow 96
Research Foundation of the Vocabulary Improvement Program 97
Developing the Program 97
What the Program Teaches 98
Important Program Features 99
A Close Look at Four Types of Activities 100
Conclusion 104
Appendix A Description of Measures 106
Appendix B Example of Vocabulary Improvement Program Curriculum, Grades 3-5 107
Chapter 7 Using Guided Reading With English Learners Mary Cappellini 113
Why Guided Reading is Important for English Learners 114
Using All Three Cueing Systems: Developing Strategies and Language 114
Assessing Miscues to Understand Reading and Language Ability 116
Emergent and Early Guided Reading Lesson: Emphasis on Talk 116
Early Fluent Guided Reading Lesson: Sustaining and Expanding Meaning 121
Fluent Guided Reading Lesson: Focus on Higher Level Comprehension Strategies 124
Choosing Books for Guided Reading With English Learners 127
Enriching Vocabulary and Selecting Texts 128
Utilizing Sentence Structures: Matching Language Level 129
Conclusion 130
Chapter 8 Teaching English Learners About Expository Text Structures Barbara Moss 132
Why Teach About Exposition? 133
What Are the Challenges of Expository Texts? 135
How Does Exposition Differ From Narrative? 136
What Are the Most Common Expository Text Structures? 138
Teaching Common Text Structures 138
Conclusion 146
Section IV Oral and Written Language
Chapter 9 Negotiating Meaning Through Writing Nancy L. Hadaway Terrell A. Young 150
Writing In a New Language 151
Finding a Starting Point for Writing in English 152
Writing in a Supportive Environment 153
Reflecting on the Interactive Writing Project: Some Recommendations 159
Taking It Further: Letter and Journal Writing Across the Curriculum 163
Conclusion 165
Chapter 10 Language Play, Language Work: Using Poetry to Develop Oral Language Nancy L. Hadaway Sylvia M. Vardell Terrell A. Young 168
Supporting Oral-Language Development 168
Reading Poetry With English Learners 170
Strategies for Sharing Poetry 172
Responding to Poetry 178
Creating a Classroom Collection of Poetry 180
Conclusion 182
Chapter 11 Using Puppets With English Learners to Develop Language Vida Zuljevic 185
A Personal Journey With Puppets 186
A Professional Journey With Puppets 187
The Potential of Puppetry: Two Examples 187
Puppetry Beyond the Classroom 189
Student Reactions to Puppetry 190
Teacher Reactions to Puppetry 190
Suggestions for Using Puppets in the Classroom 192
Conclusion 193
Chapter 12 Let's Read, Write, and Talk About It: Literature Circles for English Learners Deanna Peterschick Gilmore Deanna Day 194
What Are Literature Circles? 195
Scaffolding English Learners 195
Using Literature Circles With English Learners 196
Strategies That Work Well With English Learners 199
Monitoring Students in Literature Circles 204
Making Connections to Real Life Through Literature Circles 204
Asking Questions in Literature Circles 206
Celebrating Literature Circles 207
Conclusion 208
Author Index 211
Children's Literature Author Index 216
Subject Index 219
