Allyn & Bacon / Merrill
Education
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ISBN-10: 0205593240
ISBN-13: 9780205593248
Publisher: Allyn & Bacon
Copyright: 2009
Format: Paper; 480 pp
Published: 02/04/2008
This item has been replaced by Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 English Learners (with MyEducationLab), 5/E .
Praised for its strong research base, engaging style, and inclusion of specific ideas, the 5th Edition comprehensively examines oral language, vocabulary, writing, reading, and writing content-based instruction in English for grades K-12 students.
This Fifth Edition of Peregoy & Boyle's text continues the strengths of the Fourth Edition with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English Language Learners (K-12). Unlike many texts in this field, Reading, Writing and Learning in ESL takes a unique approach by exploring contemporary language acquisition theory (as it relates to instruction) and providing suggestions and methods for motivating ELLs’ English language, literacy and content area learning. The book highlights content-based instruction and features differentiated instruction for English language learners.
- Emphasis on reading and writing achievement from emergent literacy level through advanced content learning-from-text.
- Chapter openings introduce students to real classrooms with real activities, allowing them to get a sense of actual classroom situations and possible problem-solving ideas.
- Suggested activities at the end of each chapter provide students opportunities to extend their understanding of chapter content through classroom observations, teacher interviews, lesson planning, and evaluation of English learner's oral language, reading and writing.
- Examples of speech and writing produced by K-12 students are highlighted in boxes throughout the text.
- Case studies and vignettes are used throughout the text to help bring the subject alive with examples of real students in real classrooms.
- Detailed description of how to use Informal Reading Inventory with English Language Learners.
- Ability to address English learners at three developmental levels—beginning, intermediate and advanced—and offers over 160 activities with detailed examples of how to differentiate instruction for varied student needs and abilities.
- Completely new chapter on vocabulary development--a key area of second language learning missing from most textbooks in the field.
- Completely revised Chapter 3 shows how the new 2007 TESOL English language proficiency standards inform content-based, differentiated instruction for ELLs. A new model for effective ELL instruction is provided along with discussion of the SIOP model.
- Discussion of differentiated instruction along with a differentiated lesson example is presented in chapters on oral language, vocabulary, emergent literacy, writing, reading/literature, and content area reading/writing. Each lesson example is a content-based.
- Detailed discussion of sustained silent reading and individualized reading including using graded books and electronic books.
- Boxes illustrate guidelines and resources for selecting literature for students to read, including guidelines for selecting appropriate multicultural literature.
- New key ideas for working with the errors of beginning and intermediate writers including a chart that guides teachers and students in correcting their own papers.
- New and expanded internet sites and activities added to each chapter and new and revised suggested readings presented for each chapter in the text.
- New discussion of “world Englishes” in Chapter 1.
- New and updated INSTRUCTOR’S MANUAL AND TEST BANK containing chapter outlines, chapter objectives, key vocabulary, multiple-choice questions (over 100), and essay questions. REVIEWERS HAVE REQUESTED THIS SUPPLEMENT.
- MyEducationLab video component for every chapter. Students can go online and view videos illustrating strategies discussed throughout the book.
Preface xiii
1 English Language Learners in School
Who Are English Language Learners?
How Can I Get to Know My English Language Learners?
Getting Basic Information When a New Student Arrives
Classroom Activities That Let You Get to Know Your Students
How Do Cultural Differences Affect Teaching and Learning?
Culture in the Classroom Context
Definitions of Culture
Becoming an Effective Participant-Observer in Your Own Classroom
Sociolinguistic Interactions in the Classroom
Culturally Related Responses to Classroom Organization
Literacy Traditions from Home and Community
Who Am I in the Lives of My Students?
How Can I Ease Newcomers into the Routines of My
Classroom When They Know Little or No English?
First Things First: Safety and Security
Creating a Sense of Belonging
Current Policy Trends Affecting the Education of English Learners
Academic Standards and Assessment
High-Stakes Testing
Education Policy Specific to English Learners
What Kinds of Programs Exist to Meet the Needs of English
Language Learners?
Bilingual Education Programs
English Language Instructional Programs
English Language Learners in the “General Education” Classroom
Quality Indicators to Look for in Programs Serving English Learners
Using Research and Expert Views to Inform Practice
Summary
Suggestions for Further Reading
Activities
2 Second Language Acquisition
What Do You Know When You Know a Language? Defining
Language Proficiency as Communicative Competence
Classroom Example of Language Use in Social Context
Literal and Figurative Language
Language, Power, Social Standing, and Identity
Language as an Instrument and Symbol of Power
Language or Dialect?
Personal Identity and Ways of Speaking: The Case of Ebonics
Language Acquisition Theories
First Language Acquisition Theories
Second Language Acquisition Theories
Beyond Social Interaction in Second Language Acquisition Theory
Learning a Second Language in School: Processes and Factors
Second Language Acquisition Contexts: Formal Study versus
immersion in a Country Where the Language Is Spoken
Effects of Age on Social Opportunities for Language Development
Age and the Interplay of Sociocultural, Personality,
and Cognitive Factors
Effects of Age on Cognitive-Academic Functioning: Differences
in School Expectations of Younger and Older Learners
Teacher Expectations for English Learner Achievement
Language Used for Social Interaction versus Language Used
for Academic Learning
Learning to Use English in Socially and Culturally Appropriate Ways
Comprehensible Input and Social Interaction
What about Language Learning Errors?
Summary
Suggestions for Further Reading
Activities
3 Classroom Practices for English Learner Instruction
Standards-Based Instruction and Assessment
Differentiated Instruction (DI)
Content-Based Instruction (CBI)
Sheltered Instruction or Specially Designed Academic Instruction
in English (SDAIE)
Sheltered Instruction or SDAIE: A Science Example with Fourth Graders
Sheltered Instruction or SDAIE: A Literature Example with Kindergartners
Sheltered Instruction or SDAIE: A Secondary Social Science Example
with High School Students
Planning for Differentiated, Sheltered Instruction or SDAIE
Group Work
Organizing Group Work
Cooperative Learning Methods
Phases of Cooperative Group Development
Jigsaw
Thematic Instruction
Organizing Thematic Instruction
Functional Language and Literacy Uses in Thematic Instruction
Creating Variety in Language and Literacy Uses
Scaffolding
Scaffolding: A KEEP Example
Scaffolds for First and Second Language Reading and Writing
Assessment of English Learners
English Learner Assessment: Definition and Purposes
Identification and Placement of Students Needing Language
Education Support Services
Limitations of Standardized Language Proficiency Tests
Redesignation to FEP
Program Evaluation
Classroom-Based Assessment of Student Learning and Progress
Summary
Suggestions for Further Reading
Activities
4 Oral Language Development in Second Language Acquisition
Oral Language in Perspective
Integration of Listening, Speaking, Reading, and Writing
Relationships among Listening, Speaking, Reading, and Writing
Form, Function, and Social Context in Oral Language Use
Describing Oral Language Performance of Beginning and
Intermediate English Learners
Second Language Oral Proficiency of Beginning English Learners
Second Language Oral Proficiency of Intermediate English Learners
Promoting Oral Language Development in the Classroom
Using Games in Second Language Classrooms
Songs
Drama
Dramatizing Poetry
Show and Tell
One Looks, One Doesn’t
Tape-Recording Children’s Re-Creations of Wordless Book Stories
Taping and Dubbing a Television Show
Choral Reading
Riddles and Jokes
Oral Language Development through Content-Area Instruction
Oral English Development and Use in Mathematics
Oral English Development and Use in Science
Oral English Development and Use in Social Studies
Classroom Assessment of English Learners’ Oral Language
Development
The Student Oral Language Observation Matrix (SOLOM)
Checklists and Anecdotal Observations
Differentiating Instruction for Oral Language Development
Summary
Suggestions for Further Reading
Activities
5 Emergent Literacy: English Learners Beginning
to Write and Read
What Does Research Tell Us about the Early Literacy
Development of English Learners?
Contrasting the Emergent Literacy and Reading
Readiness Perspectives
Reading Readiness Perspective
Emergent Literacy Perspective
Differences between Oral and Written Language Development
Highlighting Literacy Functions in Your Classroom
Exploring the Visual Form of Written Language
Development of Alphabetic Writing: Connecting Symbols
and Sounds
Print Concepts That Emerge in Emergent Literacy
Invented or Temporary Spelling: Children Working Out
Sound/Symbol Correspondences
Emergent Literacy in English as a Non-native Language
Home and School Environments That Nurture Emergent Literacy
How Do Home Environments Promote Early Literacy?
Family Literacy Programs
Promoting Parent Involvement in English Learners’ Schooling
Classroom Strategies to Promote Early Literacy
Early Literacy Goals
Creating a Literacy-Rich Classroom Environment
Books, Books, Books
Using Daily Routines to Highlight the Forms and Functions of Print
Reading Aloud to Students
Shared Writing and Reading through the Language
Experience Approach
Dialogue Journals
Alphabet Books
Helping Children Recognize and Spell Words Independently
Using Big Books to Teach Sight Words and Phonics
Increasing Students’ Sight Word Vocabulary
Phonics
Word Families
Invented or Temporary Spelling and Word Recognition
Developmental Levels in Student Spelling
Summary of Early Literacy Instructional Strategies
Assessing Emergent Literacy Development
Differentiating Instruction for Emergent Literacy Development
Summary
Suggestions for Further Reading
Activities
6 Words and Meaning: English Learners' Vocabulary Development
What Does Research Tell Us About Vocabulary Development in a Second Language?
What Words Do Students Need to Know?
How Do Students Learn New Words?
How Do We Differentiate Vocabulary Assessment and Instruction?
English Language Proficiency Considerations
Primary Language Proficiency Considerations
Vocabulary Assessment for Planning Instruction
A Word About Dictionaries
Beginning Level Vocabulary Learners: Characteristics and Strategies
Total Physical Response
Read Alouds
Word Cards
Word Wall Dictionary
Picture Dictionaries
Working with Idioms
Intermediate Level Vocabulary Learners: Characteristics and Strategies
Vocabulary Self-Collection Strategy
Word Wheel
Word Wizard
Contextual Redefinition
Vocabulary Journals
Dictionary Use
Teaching Prefixes and Suffixes
Word Learning Strategies Identified as Useful by Older Learners
Assessing Second Language Learners Vocabulary Progress
Differentiating Vocabulary Instruction
Summary
Suggestions for Further Reading
7 English Learners and Process Writing
Research on Second Language Writing
What Is Process Writing?
Experiencing Process Writing: “I Remember”
Students’ Responses to “I Remember”
How Process Writing Helps English Learners
Collaborative Contexts for Process Writing
Response Groups
Peer Editing Groups
Publishing Student Writing
Developmental Phases in Second Language Writing
Description of Beginning Writers
Strategies to Assist Beginning Writers
Oral Discussion
Partner Stories Using Pictures and Wordless Books
Concept Books: Creating a Teaching Library
Peek-A-Boo Books for Younger Students and Riddle Books for
Older Students
Pattern Poems
From Personal Journals to Dialogue Journals to Buddy Journals
Improvisational Sign Language
Life Murals
Clustering
Freewriting
Description of Intermediate Writers
Strategies for Intermediate Writers
Show and Not Tell
Sentence Combining
Sentence Shortening
Sentence Models
Mapping
Assessing English Learners’ Writing Progress
Portfolio Assessment
Holistic Scoring
Working with Errors in Student Writing
Balancing Goals: Fluency, Form, Correctness
Balancing Instruction: Scaffolds, Models, and Direct Instruction
Differentiating Instruction for Writing Development
Summary
Suggestions for Further Reading
Activities
8 Reading and Literature Instruction for English
Language Learners
What Does Research Tell Us about Reading in a
Second Language?
Second Language Readers
English Language Learners and Background Knowledge
Reading Processes of Proficient Readers
Elements of Reading Comprehension and Metacognition:
A Cartoon Example
Background Knowledge and Inferences
Decoding and Vocabulary
Metacognition: “Thinking about Thinking”
Text Structure
Working in Literature Response Groups
Steps That Prepare Students to Work in Response Groups
How Response to Literature Assists English Language Learners
The Many Benefits of Independent Reading
Independent, Instructional, and Frustration Levels of Reading
Five-Finger Exercise
Graded Books
Electronic Books (E-Books)
Developmental Phases in Second Language Reading
Beginning Readers: Characteristics and Strategies
Language-Experience Approach
Providing Quality Literature for Beginners
Pattern Books
Illustrating Stories and Poems
Shared Reading with Big Books
Guided Reading
Directed Listening-Thinking Activity (DL-TA)
Readers’ Theater
Story Mapping
Intermediate Readers: Characteristics and Strategies
Cognitive Mapping
Directed Reading-Thinking Activity (DR-TA)
Literature Response Journals
Developing Scripts for Readers’ Theater
Adapting Stories into Plays and Scripts for Film and Videotape
Using Computers and CD-ROMs to Enhance Learning
Assessing Second Language Readers’ Progress
Assessing with Materials Students Bring to Class
Informal Assessment
Miscue Analysis
Informal Reading Inventories
Running Records
Student Self-Assessment
Differentiating Reading and Literature Instruction
Summary
Suggestions for Further Reading
Activities
9 Content Reading and Writing: Prereading
and During Reading
What Does Research Tell Us about Reading and Writing across
the Curriculum for English Language Learners?
Background Information on Students’ Interactions with Texts
Aesthetic and Efferent Interactions with Texts
Effects of Text Structure on Comprehension and Memory
Literary Structure
Metacognition and Learning from Text
Matching Students and Texts
Evaluating Students’ Interaction with Text Using the Group
Reading Inventory (GRI)
Strategies to Promote Reading Comprehension
Prereading Strategies: Developing Motivation, Purpose, and
Background Knowledge
Teacher Talk: Making Purposes Clear
Field Trips and Films
Simulation Games
Experiments
Developing Vocabulary before Students Read a Text
Structured Overviews
Preview Guides
Anticipation Guides
During-Reading Strategies: Monitoring Comprehension
Using Headings and Subheadings
Directed Reading-Thinking Activity (DR-TA)
Vocabulary Strategies during Reading
Using Clustering to Develop Vocabulary in Context
Jigsaw Procedure
Learning Logs
Differentiating Instruction for Content Area Reading
Summary
Suggestions for Further Reading
Activities
10 Content Reading and Writing: Postreading
Strategies for Organizing and Remembering
Postreading Strategies for Students
Semantic Feature Analysis for Vocabulary Development
after Reading
Rehearsing to Organize and Remember Information
Venn Diagrams 3
Mapping 3
Writing as a Learning Tool across the Curriculum
Journals and Learning Logs
Developing Topics and Student Self-Selection of Topics in
Content Areas
Photo Essays: Combining Direct Experience, the Visual Mode,
and Writing
Written and Oral Collaborative Research Projects
K-W-L, a Strategy that Fosters Thinking before, during, and
after Reading
Theme Studies: Providing a Meaningful Learning Context
Introducing the Topic and Choosing Study Questions
Organizing Instruction
Instructional Modifications for English Learners
Assessment
Portfolio Assessment
Using Multiple Measures for Assessment
Differentiating Instruction for Content Area Learning
Summary
Suggestions for Further Reading
Activities
11 Reading Assessment and Instruction
Theoretical Approach to Literacy Assessment
Language Proficiency: Listening, Speaking, Reading, and Writing
Looking Closely at the Reading Process in English
Resources That Non-Native English Speakers Bring to English Reading
Assessing Reading Using an Informal Reading Inventory
Using IRIs to Systematically Assess Students’ Status and Progress
Reading Levels Can Be Established Using Informal Reading Inventories
Procedures for Determining Independent, Instructional, and
Frustration Levels
Sample Informal Reading Inventory
A List of Commercial Informal Reading Inventories
Other Procedures for Evaluating and Helping Readers
Linking Assessment and Instruction
Echo Reading
Guided Reading
ReQuest Procedure
Read Alouds
Summary
Suggestions for Further Reading
Activities
References 412
Author Index 433
Subject Index 439
Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers, 4/E
Peregoy & Boyle
© 2005 | Allyn & Bacon | Paper; 464 pages | Out of Stock
ISBN-10: 0205410340 | ISBN-13: 9780205410347
Brief Description
Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers, MyLabSchool Edition, 4/E
Peregoy & Boyle
© 2005 | Allyn & Bacon | Paper Bound with PIN; 464 pages | Instock
ISBN-10: 0205449239 | ISBN-13: 9780205449231
Brief Description | Buy from myPearsonStore
Praised for its strong research base, engaging style, and inclusion of specific teaching ideas, the Fourth Edition comprehensively examines oral language, reading, and writing development in English for K-12 students.
This Fourth Edition of Peregoy & Boyle's text continues the strengths of the third with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English language learners (K-12). Unlike many texts in this field, Reading, Writing and Learning in ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving English language learners.
Praised for its strong research base, engaging style, and inclusion of specific teaching ideas, the Fourth Edition comprehensively examines oral language, reading, and writing development in English for K-12 students.
This Fourth Edition of Peregoy & Boyle's text continues the strengths of the third with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English language learners (K-12). Unlike many texts in this field, Reading, Writing and Learning in ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving English language learners.
Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 English Learners (with MyEducationLab), 5/E
Peregoy & Boyle
© 2009 | Allyn & Bacon | Kit/Package/ShrinkWrap; 480 pages | Instock
ISBN-10: 020562684X | ISBN-13: 9780205626847
Brief Description | Buy from myPearsonStore
Praised for its strong research base, engaging style, and inclusion of specific ideas, the 5th Edition comprehensively examines oral language, vocabulary, writing, reading, and writing content-based instruction in English for grades K-12 students.
This Fifth Edition of Peregoy & Boyle's text continues the strengths of the Fourth Edition with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English Language Learners (K-12). Unlike many texts in this field, Reading, Writing and Learning in ESL takes a unique approach by exploring contemporary language acquisition theory (as it relates to instruction) and providing suggestions and methods for motivating ELLs’ English language, literacy and content area learning. The book highlights content-based instruction and features differentiated instruction for English language learners.
Reading, Writing, and Learning in ESL Gets Better and Better:
Tailored for the needs of all English language learners, the fifth edition of Reading, Writing, and Learning in ESL combines the strengths of the fourth edition with new teaching ideas for differentiated instruction and assessment, vocabulary development, and standards-based curriculum development.
This new edition continues to balance comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy for English learners in the ESL, bilingual, and general education classrooms. The authors weave authentic vignettes and real-life scenarios into each chapter to illustrate concepts, enhance readability, and make the text user-friendly. Reading, Writing, and Learning in ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction, and by providing tips and guidelines designed to help teachers motivate and inspire their students.
Reviewers Praise the New Edition
“The chapter introductions and summaries are clear, concise, and well-written. They are crafted in a way that facilitates comprehension and review of key concepts. The scenarios from teaching situations are outstanding and help to bring a strong applied component to the text.”
-Deanna Nisbet, Regent University, Virginia
“I do not feel that there are any other texts that compare to this text. There are several others that minimally cover the topics, however, no others provide the coverage and variety of the Peregoy and Boyle.”
-Dorothy Craig, Middle Tennessee State University
“The summary (with a vignette), suggestions for further reading (annotative bibliography), and activities at the end of each chapter are very appropriate. The practical activities, in particular, raise questions and require students to consider issues outside their immediate classroom.”
-John Battenburg, California Polytechnic State University
What’s New in the Fifth Edition?
- A fully updated and revised chapter on effective English learner instruction, including discussion of the 2006 TESOL standards, content-based instruction, and differentiated instruction and assessment (Ch. 3).
- Classroom examples showing how to implement differentiated instruction and assessment for oral language, emergent literacy, process writing, reading and literature, and content area literacy(Ch. 4-10).
- A brand-new chapter on vocabulary teaching and learning (Ch. 6), presenting current research and strategies such as vocabulary journals, word cards, and word wheels, with an emphasis on helping students understand and use new words for reading, writing, and subject matter learning.
- New material on varieties of English spoken around the world as they relate to issues of power and prestige (Ch. 2).
- Revised sections on teacher, student, and school cultures in the classroom as they impact teaching and learning (Ch.1).
- New suggestions for further reading, updated in-class activities, and extension activities for use with the book’s companion website (www.ablongman.com/peregoy5e).
| Sample Chapters |
| Click on the link below to view it in PDF. You will need to have Acrobat Reader to view the sample chapters. If you don't have the Reader, download it here. |
» Chapter 1: English Learners in School (.pdf | 492 KB) |
» Chapter 2: Second Language Acquisition (.pdf | 912 KB) |
» Chapter 3: Classroom Practices for English Learner Instruction (.pdf | 1.1 MB) |
» Chapter 4: Oral Language Development in Second Language Acquisition (.pdf | 816 KB) |
- MyEducationLab for English Language Learners (access code required)
Pearson
© 2009 | Allyn & Bacon | Website | Instock
ISBN-10: 0137147570 | ISBN-13: 9780137147571
URL: http://www.myeducationlab.com
- MyEducationLab for English Language Learners (access code required)
Pearson
© 2009 | Allyn & Bacon | Website | Instock
ISBN-10: 0137147570 | ISBN-13: 9780137147571
URL: http://www.myeducationlab.com
- CourseCompass (5.0) Instructor Quick Start Guide
Allyn & Bacon & Longman
© 2007 | Allyn & Bacon | Paper | Instock
ISBN-10: 0205531709 | ISBN-13: 9780205531707 - Allyn & Bacon Digital Media Archive CD-ROM for Education, 2001 Edition
Allyn & Bacon
© 2001 | Merrill | CD-ROM Only | Instock
ISBN-10: 0205319602 | ISBN-13: 9780205319602
URL: http://www.ablongman.com/dma - Allyn & Bacon Digital Media Archive CD-ROM for Literacy, 2002
Allyn & Bacon
© 2003 | Allyn & Bacon | CD-ROM Only | Instock
ISBN-10: 0205370365 | ISBN-13: 9780205370368
URL: http://www.ablongman.com/dma - CourseCompass (5.0) Instructor Quick Start Guide
Allyn & Bacon & Longman
© 2007 | Allyn & Bacon | Paper | Instock
ISBN-10: 0205531709 | ISBN-13: 9780205531707
- MyEducationLab for English Language Learners (access code required)
Pearson
© 2009 | Allyn & Bacon | Website | Instock
ISBN-10: 0137147570 | ISBN-13: 9780137147571
URL: http://www.myeducationlab.com
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ISBN-10: 0137157711 | ISBN-13: 9780137157716
Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 Learners, CourseSmart eTextbook, 5/E
Peregoy & Boyle
© 2009 | Allyn & Bacon | Electronic Book; 480 pages | Instock
ISBN-10: 0132074419 | ISBN-13: 9780132074414
URL: http://www.coursesmart.com
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Characteristics of and Strategies for Teaching Students with Mild Disabilities, 6/E
Henley, Algozzine & Ramsey
© 2009 | Merrill | Paper; 456 pages | Instock
ISBN-10: 0205608388 | ISBN-13: 9780205608386
Brief Description | Buy from myPearsonStore
Classroom Management for Elementary Teachers (Book alone), 8/E
Evertson & Emmer
© 2009 | Merrill | Paper; 288 pages | Instock
ISBN-10: 0205578624 | ISBN-13: 9780205578627
Brief Description
Classroom Management for Elementary Teachers (with MyEducationLab), 8/E
Evertson & Emmer
© 2009 | Merrill | Kit/Package/ShrinkWrap; 288 pages | Instock
ISBN-10: 0205616119 | ISBN-13: 9780205616114
Brief Description | Buy from myPearsonStore
Classroom Management for Middle and High School Teachers (Book alone), 8/E
Emmer & Evertson
© 2009 | Merrill | Paper; 256 pages | Instock
ISBN-10: 0205578608 | ISBN-13: 9780205578603
Brief Description
Classroom Management for Middle and High School Teachers (with MyEducationLab), 8/E
Emmer & Evertson
© 2009 | Merrill | Kit/Package/ShrinkWrap; 256 pages | Instock
ISBN-10: 0205643175 | ISBN-13: 9780205643172
Brief Description | Buy from myPearsonStore
Differentiating Literacies: Contextualizing Reading and Writing (Book alone)
Herrera, Perez & Escamilla
© 2010 | Allyn & Bacon | Paper; 312 pages | Estimated Availability: 01/02/2009
ISBN-10: 0205492177 | ISBN-13: 9780205492176
Brief Description
Early Childhood Education Today (with MyEducationLab), 11/E
Morrison
© 2009 | Merrill | Kit/Package/ShrinkWrap | Instock
ISBN-10: 0135035325 | ISBN-13: 9780135035320
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Early Literacy Instruction: Teaching Reading and Writing in Today's Primary Grades (with MyEducationLab), 2/E
Smith & Read
© 2009 | Allyn & Bacon | Kit/Package/ShrinkWrap; 384 pages | Instock
ISBN-10: 0135035287 | ISBN-13: 9780135035283
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Educational Psychology: Theory and Practice (Book alone), 9/E
Slavin
© 2009 | Merrill | Paper; 608 pages | Instock
ISBN-10: 0205592007 | ISBN-13: 9780205592005
Brief Description
Educational Psychology: Theory and Practice (with MyEducationLab), 9/E
Slavin
© 2009 | Merrill | Kit/Package/ShrinkWrap | Instock
ISBN-10: 0205616127 | ISBN-13: 9780205616121
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Describes the characteristics of students with mild disabilities, and clearly explains the best teaching practices for inclusive education, behavior management, social skill instruction, and modifying classroom instruction for students with mild disabilities, including learning disabilities, mild intellectual disabilities and emotional disturbance.
This new edition includes an elaboration of Response to Intervention (RTI), which since the last edition has become a focal point of research and literature among general and special educators. This is a dynamic progression of cooperation between general and special education - primarily due to changes in the federal law regarding how students with learning disabilities are identified.
Classroom Management for Elementary Teachers, Eighth Edition, gives teachers the information and skills they need to establish management systems in today's rich, multicultural classroom, based on the authors' 30 years of research and experience in more than 500 classrooms.
This best-selling text helps teachers plan, implement, and develop the most basic classroom management tasks to build a smoothly running classroom that encourages learning. Written for the prospective or new elementary-level teacher, the text's content is ready to be applied in a classroom setting. The text addresses the planning decisions teachers must make, including arranging the physical space; creating a positive climate; establishing expectations, rules, and procedures; planning and conducting instruction; encouraging appropriate behavior; addressing problem behavior; and using good communication skills, with particular attention paid to the growth of diverse and inclusive classrooms. All examples, checklists, case studies, and group activities are designed for the elementary level.
Classroom Management for Elementary Teachers, Eighth Edition, gives teachers the information and skills they need to establish management systems in today's rich, multicultural classroom, based on the authors' 30 years of research and experience in more than 500 classrooms.
This best-selling text helps teachers plan, implement, and develop the most basic classroom management tasks to build a smoothly running classroom that encourages learning. Written for the prospective or new elementary-level teacher, the text's content is ready to be applied in a classroom setting. The text addresses the planning decisions teachers must make, including arranging the physical space; creating a positive climate; establishing expectations, rules, and procedures; planning and conducting instruction; encouraging appropriate behavior; addressing problem behavior; and using good communication skills, with particular attention paid to the growth of diverse and inclusive classrooms. All examples, checklists, case studies, and group activities are designed for the elementary level.
Classroom Management for Middle and High School Teachers, Eighth Edition, gives teachers the information and skills they need to establish management systems in today's rich, multicultural classroom, based on the authors' many years of research and experience in more than 500 classrooms.
This best-selling text helps teachers plan, implement and develop the most basic classroom management tasks to develop a smoothly running classroom that encourages learning. Written for the prospective or new middle and high school-level teacher, the text's content is ready to be applied in a classroom setting. The authors address the planning decisions teachers must make, including arranging the physical space, creating a positive climate, establishing expectations, rules and procedures, planning and conducting instruction, encouraging appropriate behavior, addressing problem behavior, and using good communication skills, with particular attention paid to the growth of diverse and inclusive classrooms. All examples, checklists, case studies, and group activities are designed for the secondary level.
Classroom Management for Middle and High School Teachers, Eighth Edition, gives teachers the information and skills they need to establish management systems in today's rich, multicultural classroom, based on the authors' many years of research and experience in more than 500 classrooms.
This best-selling text helps teachers plan, implement and develop the most basic classroom management tasks to develop a smoothly running classroom that encourages learning. Written for the prospective or new middle and high school-level teacher, the text's content is ready to be applied in a classroom setting. The authors address the planning decisions teachers must make, including arranging the physical space, creating a positive climate, establishing expectations, rules and procedures, planning and conducting instruction, encouraging appropriate behavior, addressing problem behavior, and using good communication skills, with particular attention paid to the growth of diverse and inclusive classrooms. All examples, checklists, case studies, and group activities are designed for the secondary level.
This is a practical, research-based text designed to guide teachers in the development and implementation of programs for second language learners. This text blends theory and practice to provide grade-level and ESL teachers with the tools they need to differentiate literacy instruction for ELL students.
Organized around the major findings from the National Reading Report, Teaching Reading to ELL Students addresses a critical national need for teachers to have new and better information on how to address the literacy needs of English Language Learners. Good teachers know that all children do not learn in the same way and at the same pace, and they are well aware that children who do not speak English need different methods to help them learn English and be successful readers and writers. The authors address the need to move the field beyond the current ‘one size fits all’ paradigm toward a broader view of how to create meaningful and relevant literacy programs for English Language Learners.
For reading and writing instruction to be effective for Culturally Linguistically Diverse (CLD) students, meaning must be at the core of instruction. This book stresses meaning and relevance as the basis for all instructional activities and strategies. If meaning is at the center, it is not necessary to delay literacy instruction in English while students are learning to understand and speak English. The chapters in the book address in a concrete and specific way how literacy instruction needs to be modified for ELLs. Modification does not mean doing the same thing only slower, more frequently, after school or on Saturdays. Modification means doing something differently!
The Ninth Edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms with a further inquiry into the concept of intentionality and a thorough integration of standards. This edition highlights current issues and emerging trends in the field of educational psychology.
This edition continues to have in-depth, practical coverage with a focus on the intentional teacher by presenting up-to-the-minute research that a reflective, intentional teacher can apply. An “intentional teacher,” according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become “intentional teachers,” the author offers a set of questions to guide them and models best practices through classroom examples.
Firmly rooted in research, up-to-date theory, and classroom-tested applications, Educational Psychology prepares teachers as no other text does. It teaches them to think about how students develop and learn, to make decisions before and during instruction, and to consider what constitutes evidence that their students are learning and succeeding.
Slavin's Ed Psych takes a serious look at pertinent research and focuses on what works and how a reflective, intentional teacher can apply it in the classroom. Reflective questions, vignettes, self-checks and other pedagogy challenge students to think about and make decisions that drive successful instruction. The new edition builds on these established features and adds an emphasis on media effects on Learning, NCLB and the Achievement Gap, Neuroscience, and more interactive and engaged learning opportunities for students.
This edition includes a new focus on reflection, new cases, sections on brain research, programs for language minority students, technology, No Child Left Behind, and after school and summer school programs. It contains new critiques of assessment and accountability strategies and a substantially updated treatment of programming for students with special needs.
The Ninth Edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms with a further inquiry into the concept of intentionality and a thorough integration of standards. This edition highlights current issues and emerging trends in the field of educational psychology.
This edition continues to have in-depth, practical coverage with a focus on the intentional teacher by presenting up-to-the-minute research that a reflective, intentional teacher can apply. An “intentional teacher,” according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students. To help readers become “intentional teachers,” the author offers a set of questions to guide them and models best practices through classroom examples.
Firmly rooted in research, up-to-date theory, and classroom-tested applications, Educational Psychology prepares teachers as no other text does. It teaches them to think about how students develop and learn, to make decisions before and during instruction, and to consider what constitutes evidence that their students are learning and succeeding.
Slavin's Ed Psych takes a serious look at pertinent research and focuses on what works and how a reflective, intentional teacher can apply it in the classroom. Reflective questions, vignettes, self-checks and other pedagogy challenge students to think about and make decisions that drive successful instruction. The new edition builds on these established features and adds an emphasis on media effects on Learning, NCLB and the Achievement Gap, Neuroscience, and more interactive and engaged learning opportunities for students.
This edition includes a new focus on reflection, new cases, sections on brain research, programs for language minority students, technology, No Child Left Behind, and after school and summer school programs. It contains new critiques of assessment and accountability strategies and a substantially updated treatment of programming for students with special needs.
Educational Research: Competencies for Analysis and Applications, ninth edition, is a practical text focused on the skills needed by competent consumers and producers of educational research. The ninth edition includes: