LEADER 04052nam 2200685 a 450 001 9910455829803321 005 20210618221800.0 010 $a1-280-82841-2 010 $a9781853597511 010 $a9786610828418 010 $a1-85359-751-1 024 7 $a10.21832/9781853597510 035 $a(CKB)111090529262792 035 $a(EBL)214055 035 $a(OCoLC)475919746 035 $a(SSID)ssj0000111072 035 $a(PQKBManifestationID)11132924 035 $a(PQKBTitleCode)TC0000111072 035 $a(PQKBWorkID)10075010 035 $a(PQKB)10023782 035 $a(MiAaPQ)EBC214055 035 $a(DE-B1597)514058 035 $a(DE-B1597)9781853597510 035 $a(Au-PeEL)EBL214055 035 $a(CaPaEBR)ebr10096123 035 $a(CaONFJC)MIL82841 035 $a(EXLCZ)99111090529262792 100 $a20031105d2004 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aBeyond the beginnings$b[electronic resource] $eliteracy interventions for upper elementary English language learners /$fAngela Carrasquillo, Stephen B. Kucer, and Ruth Abrams 210 $aClevedon, UK ;$aBuffalo [N.Y.] $cMulticultural Matters$dc2004 215 $a1 online resource (171 p.) 225 1 $aBilingual education and bilingualism ;$v46 300 $aDescription based upon print version of record. 311 0 $a1-85359-749-X 311 0 $a1-85359-750-3 320 $aIncludes bibliographical references (p. 150-155) and index. 327 $tFront matter --$tContents --$tAcknowledgments --$tIntroduction --$tOrganization of the Book --$tCHAPTER 1. English Language Learners in United States? Schools --$tCHAPTER 2. English Literacy Development and English Language Learners: A Theoretical Overview --$tCHAPTER 3. Moving Beyond the Transition: Struggling English Literacy Learners in the Regular/Mainstream Classroom --$tCHAPTER 4. Instructional Writing Strategies for Struggling English Language Learners --$tCHAPTER 5. Instructional Practices to Promote Reading Development in English Language Learners --$tCHAPTER 6. English Literacy Across The Curriculum --$tCHAPTER 7. A Framework for Assessing English Literacy Among Struggling ELLs --$tCHAPTER 8. Developing Collaborative Literacy Relationships with Parents --$tResources for Teachers of ELL Students --$tReferences --$tIndex 330 $aThe book addresses upper elementary English language learners who have a fairly good knowledge of spoken and written English, have demonstrated knowledge of phonemic awareness, phonics, decoding and word recognition, yet are struggling with academic English literacy. Throughout the book, the authors continuously argue that planning and delivering instruction to these students must be based on the ELL?s existing competencies, prior knowledge and experiences. Classroom curriculum and instruction must provide opportunities for helping ELL learners to build and extend skills, knowledge and processes. And, the highly complex process of language learning and literacy development calls for multifaceted instructional approaches. The book is divided into eight chapters providing specific information on the diversity of ELLs and providing examples, models and strategies to move them beyond the transition in English reading and writing. 410 0$aBilingual education and bilingualism ;$v46. 606 $aEnglish language$xStudy and teaching (Elementary)$xForeign speakers 606 $aLanguage arts (Elementary) 608 $aElectronic books. 615 0$aEnglish language$xStudy and teaching (Elementary)$xForeign speakers. 615 0$aLanguage arts (Elementary) 676 $a808/.0428/071 700 $aCarrasquillo$b Angela$01055627 701 $aAbrams$b Ruth$f1945-$01055628 701 $aKucer$b Stephen B.$f1950-$0943757 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455829803321 996 $aBeyond the beginnings$92489191 997 $aUNINA