This is a practice-oriented book that also contributes to the professional literature. It is written for teacher candidates and both new and experienced practicing teachers who want to design and deliver effective instructional paradigms across this country's diverse classrooms.
This is a practice-oriented book that also contributes to the professional literature. It is written for teacher candidates and both new and experienced practicing teachers who want to design and deliver effective instructional paradigms across this country's diverse classrooms.
Dr. Mayra C. Daniel, professor in the Department of Curriculum & Instruction at Northern Illinois University, is the Coordinator for the Bilingual/English as a Second Language Program for NIU's College of Education.
Inhaltsangabe
Acknowledgements Foreword-W. Ian O'Byrne Preface Introduction-Mayra C. Daniel Part 1: Processes in Reading and Selection of Authentic Literature Chapter 1: What Teachers of ELs Need to Consider Regarding Non-Verbal Processes in Reading Comprehension Fabiola P. Ehlers-Zavala Chapter 2: Culturally Relevant Literature for Multilingual Classrooms Melanie Koss, Mayra C. Daniel Part 2: Disciplinary Literacies Chapter 3: Empowering ELs through Purposeful Writing Instruction in Content Areas Guang-Lea Lee Chapter 4: Literacy Focused Science Instruction for Young English Learners Carolyn Riley, Rodney Fitzgerald Chapter 5: Supporting ELs in Learning to Write Scientifically: A Genre-Based Approach Zhihui Fang, Brittany Adams, Cuiying Li, Caitlin Gallingane, Soowon Jo, Maureen Fennessy, Suzanne Chapman Chapter 6: Student Centered Approaches for Teaching Social Studies to English Learners Mayra C. Daniel, Carolyn Riley, Teresa Kruger Part 3: Evaluation for Learning Chapter 7: Assessing English Learner Readers at Levels K-12 Kathrine Crane Rockwell, Rona F. Flippo References About the Editor About the Contributors
Acknowledgements Foreword-W. Ian O'Byrne Preface Introduction-Mayra C. Daniel Part 1: Processes in Reading and Selection of Authentic Literature Chapter 1: What Teachers of ELs Need to Consider Regarding Non-Verbal Processes in Reading Comprehension Fabiola P. Ehlers-Zavala Chapter 2: Culturally Relevant Literature for Multilingual Classrooms Melanie Koss, Mayra C. Daniel Part 2: Disciplinary Literacies Chapter 3: Empowering ELs through Purposeful Writing Instruction in Content Areas Guang-Lea Lee Chapter 4: Literacy Focused Science Instruction for Young English Learners Carolyn Riley, Rodney Fitzgerald Chapter 5: Supporting ELs in Learning to Write Scientifically: A Genre-Based Approach Zhihui Fang, Brittany Adams, Cuiying Li, Caitlin Gallingane, Soowon Jo, Maureen Fennessy, Suzanne Chapman Chapter 6: Student Centered Approaches for Teaching Social Studies to English Learners Mayra C. Daniel, Carolyn Riley, Teresa Kruger Part 3: Evaluation for Learning Chapter 7: Assessing English Learner Readers at Levels K-12 Kathrine Crane Rockwell, Rona F. Flippo References About the Editor About the Contributors
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