000			05432cam a22004094i 4500
001			ocn230801956
003			OCoLC
005			20240726100356.0
008			080522s2009 maua b 001 0 eng
010			_a2008022082
020			_a9780205410590
035			_a(OCoLC)230801956
040			_aDLC _beng _erda _cDLC _dYDX _dBAKER _dBTCTA _dCDX _dYDXCP _dSINIE _dGK8 _dDEBBG _dOCLCQ _dGZT _dSBI
049			_aSBIO
050	0	4	_aPE1128.M478.T433 2009
050	0	4	_aPE1128
100	1		_aLevine, Linda New, _e1
245	1	0	_aTeaching learners of English in mainstream classrooms (K-8) : _bone class, many paths / _cLinda New Levine, Mary Lou McCloskey. _hPR
260			_aBoston : _bPearson Education, _c(c)2009.
300			_axvi, 368 pages : _billustrations ; _c28 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a2
505	0	0	_apart 1. Language acquisition and language learning in the classroom -- _tWhat do we know about first language acquisition? -- _tWhat is the nature of the first language environment? -- _tHow is learning a second language in the classroom different from acquiring a first language? -- _tWhat are factors affecting acquisition? -- _tWhat strategies do ELLs use to acquire languages? -- _tWhat can ELLs tell us about positive classroom environments and learning experiences? -- _tpart 2. Principles of integrated language teaching and learning -- _tActivity-based language teaching and learning -- _tCommunicative teaching and learning -- _tpart 3. Reaching out to home and community -- _tTeachers as cultural mediators -- _tHow do teachers connect to the homes and families of their students? -- _tHow can the school community support the education of English language learners? -- _tHow can the community outside the school support the education of ELLs? -- _tpart 4. Classroom management for integrated language learning -- _tFirst things first: feeling ready to learn -- _tOrganizing the physical environment to promote language learning -- _tOrganizing the classroom social environment to promote language learning -- _tOrganizing instruction to promote language learning -- _tpart 5. Strategies for oral language development -- _tConditions for oral language learning -- _tAcademic language learning -- _tOral language development -- _tStages of oral language development -- _tTeacher tools for oral language development -- _tAssessing oral language development -- _tpart 6. Oral language development in the content classroom -- _tContent learning and oral language development -- _tOral language development every which way -- _tListening in while not tuning out -- _tAssessing listening and speaking skills in the content classroom -- _tpart 7. Developing literacy with English learners: focus on reading -- _tWhat is literacy? -- _tWhat is unique about English language learners who are developing literacy? -- _tThe language/literacy matrix -- _tWhat tools and strategies can we provide to help ELLs develop literacy? -- _tIssues in literacy development with older English learners -- _tAssessing ELL literacy development -- _tpart 8. Developing literacy with English learners: focus on writing -- _tWhy teach writing with English learners? -- _tHow does writing develop with Ells? -- _tConnecting writing to active, communicative language teaching and learning -- _tChallenges of teaching writing to English learners -- _tDeveloping a writing environment -- _tGetting started: interactive writing -- _tScaffolding learners through the writing process -- _tAssessing writing -- _tpart 9. Structuring and planning content-language integrated lessons -- _tLesson characteristics that support learning -- _tA lesson format for integrated learning -- _tInto the lesson: defining objectives, activating, and preparing for learning -- _tThrough the lesson: input for active understanding, vocabulary development, and practical purpose -- _tBeyond the lesson: providing reasons for further communication -- _tpart 10. Assessment tools for the integrated classroom -- _tWhat is assessment? -- _tWhat are the fundamental principles of classroom-based assessment for ELLs? -- _tWhat are the critical factors affecting the assessment of ELLs -- _tWhat are examples of authentic, performance-based classroom assessment? -- _tHow do standards affect classroom assessment? -- _tpart 11. Putting it all together thematically: developing content-based thematic units -- _tWhat is thematic instruction? -- _tWhy teach thematically? -- _tHow are thematic units structured? -- _tWhat about standards in a thematic unit? -- _tOrganizing content curriculum in a thematic unit -- _tOrganizing language curriculum in a thematic unit -- _tHow can learning strategies be incorporated into a thematic unit? -- _tA last word.
530			_a2
650		0	_aEnglish language _xStudy and teaching (Elementary) _xForeign speakers.
650		0	_aEnglish language _xStudy and teaching (Middle school) _xForeign speakers.
650		0	_aSecond language acquisition.
700	1		_aMcCloskey, Mary Lou.
856	4	1	_3Table of contents only _uhttp://catdir.loc.gov/catdir/toc/ecip0819/2008022082.html
907			_a.b16984961 _b08-08-13 _c05-10-13
942			_cBK _hPE _m2009 _e _i2018-07-15 _k0.00
998			_acim _b08-08-13 _cm _da _e- _feng _gmau _h0
994			_aC0 _bSBI
945			_g1 _i31923001852009 _j2 _lcimc _o- _p0.00 _q- _r- _s- -- _t61 _u1 _v1 _w1 _x0 _y.i20011738 _z05-10-13
999			_c18075 _d18075
902			_a1 _bCynthia Snell _c1 _dCynthia Snell