Grounded in research and practical expertise, this volume helps K–6 teachers skillfully support all of their English language learners (ELLs)—from a single student to an entire classroom. Ideas for teaching ELLs across different grade and proficiency levels include ways to link instruction to students’ lived experiences, use a variety of motivating print and electronic texts and materials, engage families, and conduct effective assessments. Chapters are packed with tools and activities for promoting ELLs’ development in oral language, phonics, fluency, vocabulary, comprehension, writing, and grammar. Handy reproducibles and “Voice from the Classroom” teacher vignettes enhance the utility of the book.
Table of Content
1. Guiding Principles of Teaching Literacy to English Language Learners2. Language Acquisition and Linguistic Interferences3. Instruction for Oral Language Development4. Instruction for Phonological and Orthographic Knowledge and Fluency Development5. Instruction for Vocabulary Development6. Instruction for Reading Comprehension Development7. Instruction for Writing Development8. Instruction for Grammar Appendix A. Reflection on Modifications of Instructional Strategies and Materials Appendix B. Similarities and Differences between English and L1Appendix C. Student Errors and Possible Explanations for the Errors Appendix D. Instructional Focus Based on Interferences Appendix E. Oral Language Assessment Chart (Say Something and Oral Retelling)Appendix F. Conversation Assessment Chart Appendix G. Anecdotal Record Form Appendix H. Factors to Consider in Selecting Books for Read-Aloud Appendix I. Fluency Assessment Chart Appendix J. Self-Assessment of Words Appendix K. A Lesson Plan for Morphemic Analysis, Spelling, and Grammatical Features Appendix L. Personal Vocabulary Journal Appendix M. Think-Aloud Guide Appendix N. Writing Strengths and Needs Appendix O. Peer-Revision and Editing Form Appendix P. A Summary of Components of English Grammar Appendix Q. Documenting Student’s Needs and Instructional Focus
About the author
Shelley Hong Xu, Ed D, is Professor of Teacher Education at California State University, Long Beach, where she teaches literacy courses in a graduate reading program and a teaching credential program and a research course in the educational leadership doctoral program. She previously taught English as a foreign language and as a second language. Her research interests include preparing teachers for teaching English language learners and integrating multimedia texts into the literacy curriculum. Dr. Xu’s work has appeared in literacy journals and edited books, as well as several coauthored books. She was formerly the Essay Book Review Editor for Reading Research Quarterly and Chair of the Publications Committee of the National Reading Conference.
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