Teaching reading to children in a language that is not their own
is a daunting task. Combining the best classroom practices and
research on teaching reading and language acquisition, Mary
Cappellini integrates effective reading instruction with effective
language instruction. Through the framework of a balanced reading
program, she emphasizes the importance of constantly listening for
and assessing children's language and reading strategies during
read aloud, shared reading, guided reading, and independent
reading, including literature circles.
Mary plans and demonstrates whole-class, small-group, and
individual reading instruction using a model of "reading to, with,
and by children" with fiction and nonfiction texts. She works in
the primary and upper grades with children at all stages of English
language development and at all developmental reading levels. With
on-going assessments based on those interactions, she shows how to
plan for more effective instruction. Mary constantly questions and
discusses whether the child needs more support in language
development or in developing reading strategies, breaking down
assumptions that equate a low level of English proficiency with a
lack of reading strategies, or English language fluency with
accomplished reading skills.
Through the use of wonderful literature, and by maintaining a
focus on the children's strengths, needs, prior knowledge, and
interests, Mary constantly challenges students as they develop
their fluency in English while becoming fluent readers.
Included in this text are: how to set up an environment that
will allow all English language learners to succeed;the stages of
English language proficiency and stages of reading development--how
they compare and how to use them to assess and plan for individual
children;A focus on tapping into children's prior knowledge in
their primary language while teaching reading in English and using
Spanish/English cognates to help develop academic language;a
collection of in-depth lessons and mini-lessons based on children's
language proficiency and reading strategy needs with ongoing
assessment, teacher reflection, and with an emphasis on choosing
the right books to match their reading and language level;how to
manage numerous guided reading groups with children of all stages
of reading and language proficiency;thematic planning, with sample
units for primary and upper grades, to support academic language
and meet content standards;ideas for literacy evenings, school
tours, and other events to involve parents with the learning
community;extensive resources: numerous forms and
checklists--observation sheets, planning sheets, literature
response sheets, focus sheets for shared and guided reading, and
more. Also included are lists of books for read alouds, shared
reading, and thematic units, and lists of recommended guided
reading series appropriate for English language learners.
"Balancing Reading and Language Learning" provides the
strategies proven to be effective in a balanced reading program,
while at the same time valuing the native culture and
first-language skills of the English language learner. Regardless
of how many or how few ELL students a teacher has, this invaluable
resource helps them meet the challenges and reap the rewards of
teaching children to read as they learn the language.
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