LEADER 01111nam2-2200397---450- 001 990002834110203316 005 20061109150858.0 010 $a88-7686-041-X 035 $a000283411 035 $aUSA01000283411 035 $a(ALEPH)000283411USA01 035 $a000283411 100 $a20061109d1985----km-y0itay50------ba 101 $aita 102 $aIT 105 $aa---||||001yy 200 1 $a<<1.>> : <> villa nel suo insieme$fa cura di Andrea Carandini$gredazione di M. Rossella Filippi ... [et al.] 210 $aModena$cPanini$d[1985] 215 $a206 p.$cill.$d32 cm 300 $aIn custodia 410 0$12001 454 1$12001 461 1$1001000283410$12001 606 0 $aVille romane$yToscana 676 $a937.5 702 1$aCARANDINI,$bAndrea 702 1$aFILIPPI,$bM. Rossella 801 0$aIT$bsalbc$gISBD 912 $a990002834110203316 951 $aI T SET 1/1$b1001 DBC$cI T 959 $aBK 969 $aDBC 979 $aDBC$b90$c20061109$lUSA01$h1507 979 $aDBC$b90$c20061109$lUSA01$h1508 996 $aVilla nel suo insieme$993567 997 $aUNISA LEADER 00842nam a2200217 i 4500 001 991001514579707536 005 20020502195453.0 008 970603s1990 it ||| | ita 035 $ab11523967-39ule_inst 035 $aPRUMB62597$9ExL 040 $aDip. SSSC$bita 100 1 $aDi Luciano, Letizia$0528050 245 10$aScuola dell'infanzia e scuola elementare :$bproblematiche metodologiche didattiche attuali /$cLetizia Di Luciano 260 $aCatania :$bEdizioni Greco,$c1990 300 $a102 p. ;$c21 cm. 907 $a.b11523967$b21-09-06$c01-07-02 912 $a991001514579707536 945 $aLE021 DI4BISB50$g1$i2021000000515$lle021$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i11720001$z01-07-02 996 $aScuola dell'infanzia e scuola elementare$9814823 997 $aUNISALENTO 998 $ale021$b01-01-97$cm$da $e-$fita$git $h0$i1 LEADER 04018nam 2200673 a 450 001 9910780317103321 005 20230617024557.0 010 $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 $aLanguage arts (Elementary) 615 0$aEnglish language$xStudy and teaching (Elementary)$xForeign speakers. 615 0$aLanguage arts (Elementary) 676 $a808/.0428/071 700 $aCarrasquillo$b Angela$01534293 701 $aAbrams$b Ruth$f1945-$01574710 701 $aKucer$b Stephen B.$f1950-$0943757 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910780317103321 996 $aBeyond the beginnings$93851124 997 $aUNINA