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The reading turn-around with emergent bilinguals : a five-part framework for powerful teaching & learning (grades K-6) / Amanda Claudia Wager, Lane W. Clarke, and Grace Enriquez ; with Camille M. Garcia, Gilberto P. Lara, and Rebecca Reynolds.
- Format:
- Book
- Author/Creator:
- Wager, Amanda Claudia, author.
- Clarke, Lane W., author.
- Enriquez, Grace, author.
- Series:
- Language and literacy series (New York, N.Y.)
- Language and literacy series
- Language:
- English
- Subjects (All):
- Education, Bilingual.
- Linguistic minorities--Education (Elementary).
- Linguistic minorities.
- Physical Description:
- xiv, 162 pages ; 23 cm.
- Place of Publication:
- New York, NY : Teachers College Press, [2019]
- Summary:
- "This practical resource will help K-6 practitioners grow their literacy practices while also meeting the needs of emergent bilingual learners. Building on the success of The Reading Turn-Around, this book adapts the five-part framework for reading instruction to the specific needs of emergent bilinguals. Designed for teachers who have not specialized in bilingual instruction, the authors provide an accessible introduction to differentiating instruction that focuses on utilizing students' strengths, identities, and cultural backgrounds to foster effective literacy instruction. Chapters include classroom vignettes, teacher exercises, illustrations of powerful reading plans for the student and teacher, resources for culturally and linguistically diverse children's literature, and tools to engage with students' families and communities"-- Provided by publisher.
- Contents:
- Part I Framework for Thinking about Emergent Bilingual Readers
- 1 A Five-Resource Framework p. 7
- Omar: Tuning Him In p. 7
- What Does It Mean to Engage in Turn-Around Pedagogies? p. 8
- Getting to Know Students Well: Connecting with Students and Families p. 10
- Five-Resource Framework Explained p. 11
- Four-Resource Framework Becomes Five p. 13
- Using the Framework in the Classroom p. 15
- Powerful Reading Plan (PRP) p. 16
- 2 Identity Matters p. 19
- Ada: Opening Windows to Her Identity p. 19
- What Is a Reading Identity? p. 20
- Mina: Feeling Discomfort as a Reader p. 22
- Getting to Know Students Well: Nurturing a Reciprocal Relationship p. 23
- What Teachers Can Do: Turn-Around Strategies to Support Positive Identities p. 24
- How the Turn-Around Impacted Mina p. 26
- Part II Code-Breaking
- 3 Oracy Practices p. 31
- Vu: Searching for His Voice p. 31
- How Is Oracy a Code-Breaking Practice with Emergent Bilingual Learners? p. 32
- Thinking Critically about Classroom Practice: How Can You Strengthen Your Students' Academic Language through Oracy? p. 32
- What are the Features of Oracy? p. 33
- How Can Teachers Promote Oracy as a Foundation for Literacy Development? p. 35
- Getting to Know Students Well: Assessing Student's Oracy Practices p. 35
- What Teachers Can Do: Turn-Around Strategies to Support Oracy Practices p. 36
- How the Turn-Around Impacted Vu p. 40
- 4 Code-Breaking Practices p. 42
- Natalia, Isabel, and Ana: Being Stuck on the Words p. 42
- What is Code-Breaking with Emergent Bilingual Learners? p. 42
- Thinking Critically about Classroom Practice: What Is Your Approach to Code-Breaking with EBs? p. 43
- Getting to Know Students Well: Studying Their Code-Breaking Practices p. 44
- What Teachers Can Do: Turn-Around Strategies to Support Code-Breaking Practices p. 46
- How the Turn-Around Impacted Natalia, Ana, and Isabel p. 50
- Part III Meaning-Making
- Aziz: Struggling to Find the Right Word p. 55
- How is Vocabulary Tied to Language Learning and Meaning-Making? p. 56
- Thinking Critically About Classroom Practice: What Words Should You Teach? p. 58
- Getting to Know Students Well: Illuminating What Aziz Brings to the Table p. 59
- What Teachers Can Do: Turn-Around Strategies to Promote Vocabulary Knowledge p. 63
- How the Turn-Around Impacted Aziz p. 67
- 6 Making Dis/Connections p. 69
- Adama: Becoming Engaged through Connections p. 69
- How Does Making Connections and Disconnections Support Meaning-Making? p. 69
- Thinking Critically about Classroom Practice; How Can You Help Students Make Meaningful Connections and Disconnections? p. 72
- Getting to Know Students Well: Tapping into Students' Experiences to Make Connections and Disconnections p. 73
- What Teachers Can Do: Turn-Around Strategies to Engage Connections and Disconnections to Texts p. 76
- How the Turn-Around Impacted Adama: Meaning-Making as Part of Growing Literacy Identity p. 77
- Part IV Text-Using
- 7 Exploring and Utilizing Genre p. 83
- Consuelo: Questioning What She's Reading p. 83
- Why is it Important to Know Genres? p. 84
- Thinking Critically about Classroom Practice: How Do You Support Genre Study? p. 86
- Getting to Know Students Well: Learning What They Already Do With Genres p. 87
- What Teachers Can Do: Turn-Around Strategies to Promote Genre Exploration and Use p. 90
- How the Turn-Around Impacted Consuelo p. 96
- 8 Multimodal Tools p. 99
- Sébasticn: Finding Poetry in Nature p. 99
- How Do We Support Text-Using in a Multimodal World? p. 99
- Thinking Critically about Classroom Practice: What Is Your Approach to Multimodal Texts? p. 101
- Getting to Know Students Well: Grasping How They Use Multimodal Texts p. 101
- What Teachers Can Do: Turn Around Strategies to Enhance Multimodal Text-Use p. 102
- How the Turn-Around Impacted Sébastien p. 106
- Part V Text-Analyzing
- 9 Deconstructing and Reconstructing Text p. 111
- Dalmiro: Accepting Representations p. 111
- What Is Text-Deconstruction? p. 112
- Thinking Critically about Classroom Practice: What Is Text Reconstruction? p. 115
- What Teachers Can Do: Turn-Around Strategies to Promote Text Analysis p. 116
- How the Turn-Around Impacted Mr. Dimas's Class p. 120
- 10 Reading for Social Justice p. 123
- Miguel: Responding with Hurt and Anger p. 123
- Why Read for Social Justice? p. 124
- Thinking Critically about Your Own Classroom: What Role Does Social Justice Play in Your Reading Instruction? p. 125
- Getting to Know Students Well: Supporting Issues That Matter to Them p. 129
- What Teachers Can Do: Turn-Around Strategies to Develop Reading for Social Justice p. 131
- How the Turn-Around Impacted Mr. Lara's Students p. 133.
- Notes:
- Includes bibliographical references and index.
- Local Notes:
- Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.
- ISBN:
- 9780807763353
- 0807763357
- 9780807763360
- 0807763365
- OCLC:
- 1119741554
- Publisher Number:
- 99983027520
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