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Differentiated Early Literacy for English Language Learners: Practical Strategies
Paul S. Boyd-Batstone, California State University, Long Beach

ISBN-10: 0205418066
ISBN-13: 9780205418060

Publisher: Allyn & Bacon
Copyright: 2006
Format: Paper; 144 pp
Published: 10/28/2005

Suggested retail price: $40.99
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This brief and highly practical text offers pre-service and in-service teachers strategies and activities for differentiating early literacy instruction for English language learners.

 

Paul Boyd-Batstone draws on a wealth of classroom experience working with teachers and students to create a book that gives readers the critical information they need to teach English language learners in an accessible format. This book is packed with strategies and activities that are directly applicable to the classroom and that focus on meeting the early literacy demands of No Child Left Behind. Early literacy strategies for English language learners are differentiated according to five levels of language proficiency. 

  • Offers a clear overview of how the book meets the demands of No Child Left Behind in a standards-based environment.
  • Includes a wealth of tips for parent involvement offering ways parents, who may not be literate in English, can help their child develop literacy skills. 
  • Assessment tools for differentiating levels of English proficiency are included throughout the text to help pre-service and in-service teachers assess levels of English proficiency in order to differentiate instruction.  Chapter 2 includes an excellent tool for quick assessment of proficiency levels in English.
  • Differentiated listening/speaking strategies across levels of English proficiency address how to accommodate all students to increase listening and speaking. For example, Chapter 3 shows how to adapt total physical response and questioning techniques.
  • Process writing strategies include assessment rubrics matched to genre and level of English proficiency to help pre-service and in-service apply rubric assessment to the appropriate level of English proficiency. Chapter 6 outlines writing strategies and rubrics.
  • Vocabulary development that fits the needs of the students are included in Chapter 4 so that pre-servive and in-service teachers use concrete and representational ways to teach vocabulary.
  • Use of computer technology to increase student engagement and understanding throughout the book offers practical ways to use presentation software and semantic mapping software to create digital book walks and character study activities. Chapter 5 describes how to use software.

1: Differentiated Early literacy for English Language Learners.

Introduction.

English Language Learners and Standards.

Tips for increasing parental involvement.

Strategies and activities that fit.

How to use this book.

Appendix A: TESOL Goals & Standards.

2: Identifying Proficiency Levels.

Matching Instructional Strategies and Student Activities.

Quick Assessment of ELD Levels of Proficiency.

Detailing each level of proficiency.

ELD behavioral indicators across Reading/Language Arts Domains.

Reference Guide for Teacher Strategies and Student Activities.

TESOL Summative Assessment Tool.

Sample English Learner Profile.

3: Strategies to develop listening and speaking.

TESOL goals and standards.

Teacher Talk.

Total Physical Response: Instructional techniques and management strategies.

Grouping students according to language level.

Using Humor and Word Play to Facilitate Social Interaction.

Matching questions and responses to levels of proficiency.

4: Teaching the Mechanics of Handwriting, Grammar and Spelling.

TESOL goals and standards.

Language mechanics across levels of proficiency.

Handwriting.

Letters sorted by shape and case.

Use of total physical response with handwriting.

Grammar.

The world's shortest sentences.

Color code parts of speech.

Teaching prepositional phrases.

Spelling.

Stages of developmental spelling and English language development.

Activities to address spelling.

5: Vocabulary Development.

TESOL goals and standards.

Understanding Vocabulary Development from an English Language Learner's Perspective.

A Range of Strategies for Making Vocabulary and Concepts Comprehensible.

Strategies for Vocabulary Development across Levels of proficiency.

How can a real object or experience be used to teach the word?

How can a visual, or model, be used to teach the word?

Is the word conceptual or abstract? Use unpacking strategies.

Spanish Cognates.

Primary language support.

Use similes and metaphorical thinking with word study charts.

Developing Fluency.

Interactive Games to Develop Fluency with New Vocabulary.

Developing Descriptive Vocabulary.

Appendix: Getting started with Inspiration software.

6: Supporting Reading Instruction.

TESOL goals and standards.

Reading in the long run.

Warming up.

Responding to reading.

Strength training/word power.

Web-based resources.

Speed and Pacing/Fluency.

Visualizing/imagining.

Shared read aloud activities.

Developing a love for the task.

Reading Interest Inventory.

Rating quality books.

Training logs.

Charting classroom reading.

Appendix: Getting started with PowerPoint.

7: Teaching Writing Across Proficiency Levels.

TESOL goals and standards.

All children are writers.

The Writing Process.

Writing Activities Across Levels of Proficiency.

Interactive Writing Activities for Beginners.

Managing Journal Writing.

Individual Writing Activities for Beginners.

Collaborative Writing Activities for Early Intermediate and Intermediate Levels.

Interactive Writing Activities for Early Intermediate and Intermediate Levels.

Individual Writing Activities for Early Intermediate and Intermediate Levels.

Collaborative Writing Activities for Early Advanced and Advanced Levels.

Interactive Writing Activities for Early Advanced and Advanced Levels.

Individual Writing Activities for Early Advanced and Advanced Levels.

Writing Assessment Across Levels of Proficiency.

Writing Assessment Tools Appropriate for Beginning English Learners.

Writing Assessment Tools Appropriate for Early Intermediate & Intermediate English Learners.

Writing Assessment Tools Appropriate for Early Advanced & Advanced English Learners.

Paul Boyd-Batstone, Ph.D. is an Associate Professor of Language and Literacy at California State University, Long Beach in the Department of Teacher Education. He taught for over 15 years as a Spanish/English bilingual teacher in elementary settings and initiated one of the first Cambodian, Khmer-speaking bilingual programs in the country. He has published numerous articles and texts.

A must-have resource for any classroom teacher with English learners in the class!


This brief and highly practical resource offers strategies and activities for differentiating early literacy instruction for English language learners.

Paul Boyd-Batstone draws on a wealth of classroom experience working with teachers and students to create a book that gives readers the critical information they need to teach English language learners in an accessible format. This book is packed with strategies and activities that are directly applicable to the classroom and that focus on meeting the early literacy demands of No Child Left Behind. Early literacy strategies for English language learners are differentiated according to five levels of language proficiency.


Praise from Reviewers:

“I like the use of peers in the writing process because it has the potential to serve so many good purposes…I appreciate the level of detail for collaborative, interactive, and individual writing activities within each fluency level.” –Molly F. Collins, The Erikson Institute

“There are many, many unique features of this text, for example, the combination of practical lesson steps and visual illustrations, coupled with frequent “Tips for Parent Involvement.” The most impressive point I’d like to make here is that the author’s experience in the field is very evident and shows in the quality and thoroughness of the material generally.” –Sally Gearhart, Santa Rosa Junior College


Unique Features:

• Includes a wealth of tips for parent involvement offering ways parents, who may not be literate in English, can help their child develop literacy skills. 

• Assessment tools for differentiating levels of English proficiency are included throughout the text.

• Differentiated listening/speaking strategies across levels of English proficiency.

• Process writing strategies with assessment rubrics matched to genre and level of English proficiency help pre-service and in-service apply rubric assessment to the appropriate level of English proficiency.

• Vocabulary development that fits the needs of the students is included in Chapter 4 so that pre-service and in-service teachers use concrete and representational ways to teach vocabulary.

• Suggestions of practical ways to use computer technology in the classroom.


About the Author:
Paul Boyd-Batstone, Ph.D. is an Associate Professor of Language & Literacy at California State University, Long Beach in the Department of Teacher Education. He taught for over 15 years as a Spanish/English bilingual teacher in elementary settings and initiated one of the first Cambodian, Khmer-speaking bilingual programs in the country. He has published numerous articles and texts.

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