04052nam 2200685 a 450 991045582980332120210618221800.01-280-82841-2978185359751197866108284181-85359-751-110.21832/9781853597510(CKB)111090529262792(EBL)214055(OCoLC)475919746(SSID)ssj0000111072(PQKBManifestationID)11132924(PQKBTitleCode)TC0000111072(PQKBWorkID)10075010(PQKB)10023782(MiAaPQ)EBC214055(DE-B1597)514058(DE-B1597)9781853597510(Au-PeEL)EBL214055(CaPaEBR)ebr10096123(CaONFJC)MIL82841(EXLCZ)9911109052926279220031105d2004 uy 0engurnn#---|u||utxtccrBeyond the beginnings[electronic resource] literacy interventions for upper elementary English language learners /Angela Carrasquillo, Stephen B. Kucer, and Ruth AbramsClevedon, UK ;Buffalo [N.Y.] Multicultural Mattersc20041 online resource (171 p.)Bilingual education and bilingualism ;46Description based upon print version of record.1-85359-749-X 1-85359-750-3 Includes bibliographical references (p. 150-155) and index.Front matter --Contents --Acknowledgments --Introduction --Organization of the Book --CHAPTER 1. English Language Learners in United States’ Schools --CHAPTER 2. English Literacy Development and English Language Learners: A Theoretical Overview --CHAPTER 3. Moving Beyond the Transition: Struggling English Literacy Learners in the Regular/Mainstream Classroom --CHAPTER 4. Instructional Writing Strategies for Struggling English Language Learners --CHAPTER 5. Instructional Practices to Promote Reading Development in English Language Learners --CHAPTER 6. English Literacy Across The Curriculum --CHAPTER 7. A Framework for Assessing English Literacy Among Struggling ELLs --CHAPTER 8. Developing Collaborative Literacy Relationships with Parents --Resources for Teachers of ELL Students --References --IndexThe book addresses upper elementary English language learners who have a fairly good knowledge of spoken and written English, have demonstrated knowledge of phonemic awareness, phonics, decoding and word recognition, yet are struggling with academic English literacy. Throughout the book, the authors continuously argue that planning and delivering instruction to these students must be based on the ELL’s existing competencies, prior knowledge and experiences. Classroom curriculum and instruction must provide opportunities for helping ELL learners to build and extend skills, knowledge and processes. And, the highly complex process of language learning and literacy development calls for multifaceted instructional approaches. The book is divided into eight chapters providing specific information on the diversity of ELLs and providing examples, models and strategies to move them beyond the transition in English reading and writing.Bilingual education and bilingualism ;46.English languageStudy and teaching (Elementary)Foreign speakersLanguage arts (Elementary)Electronic books.English languageStudy and teaching (Elementary)Foreign speakers.Language arts (Elementary)808/.0428/071Carrasquillo Angela1055627Abrams Ruth1945-1055628Kucer Stephen B.1950-943757MiAaPQMiAaPQMiAaPQBOOK9910455829803321Beyond the beginnings2489191UNINA