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Cultivating Knowledge, Building Language: Literacy Instruction for English Learners in Elementary School

Cultivating Knowledge, Building Language: Literacy Instruction for English Learners in Elementary School


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"What is the very best instruction for English learners? How do we capitalize on and further develop the linguistic knowledge and skill of this segment of society? Nonie Lesaux and Julie Harris are exceedingly well qualified to address these questions. On the cutting edge of EL instruction, their combination of research knowledge and practical experience makes for guidance that can be trusted, and implemented, in classrooms throughout the country." —Nell Duke, Series Editor, University of Michigan

In today's linguistically diverse elementary classrooms, research suggests that a universal approach to building academic vocabulary and conceptual knowledge holds huge promise for closing the opportunity gaps among English learners. In Cultivating Knowledge, Building Language, Nonie Lesaux and Julie Harris present a knowledge-based approach to literacy instruction that supports young English learners' development of academic content and vocabulary knowledge and sets them up for reading success

Product Details

ISBN-13: 9780325062501
Publisher: Heinemann
Publication date: 05/28/2015
Pages: 168
Sales rank: 507,329
Product dimensions: 7.30(w) x 9.20(h) x 0.50(d)
Age Range: 5 - 10 Years

About the Author

Nonie K. Lesaux, PhD, is the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. Lesaux leads a research program guided by the goal of increasing opportunities to learn for students from diverse linguistic, cultural, and economic backgrounds. Her research on reading development and instruction, and her work focused on using data to prevent reading difficulties, informs setting-level interventions, as well as public policy at the national and state level. The practical applications of this work are featured in numerous publications, including, Making Assessment Matter, a guide for instructional leaders, and a widely circulated state literacy report, Turning the Page: Refocusing Massachusetts for Reading Success, that forms the basis for a Third Grade Reading Proficiency bill passed in Massachusetts. Dr. Lesaux is a recipient of the William T. Grant Scholars Award and of the Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government to young professionals beginning their independent research careers. Check out Nonie's "A Matter of Talk" presentation at Harvard School of Education's "8 for 8" event. 8 Harvard faculty members had 8 minutes each to present their bold ideas for impact.

Nell K. Duke, Ed.D., is a professor of language, literacy, and culture and faculty associate in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor's degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke's work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She currently serves as Co-Principal Investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, and the Spencer Foundation. Duke is the recipient of the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award. Nell is author and co-author of numerous journal articles and book chapters as well as the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5; and her most recent book, Reading and Writing Genre with Purpose in K - 8 Classrooms. She is also editor of The Research-Informed Classroom book series, co-editor with Ellin Keene of the Not This But That book series, and co-editor of the book Literacy Research Methodologies. Duke teaches preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. She has served as author and consultant on a number of educational programs, including Buzz About IT, iOpeners, National Geographic Science K-2 and the DLM Express. Duke also has a strong interest in improving the quality of educational research training in the U.S. Nell is currently overseeing IRA's Literacy Research Panel blog, which you can follow here:

Julie Russ Harris, EdM, is the manager of the Language Diversity and Literacy Development Research Group at the Harvard Graduate School of Education. A former elementary school teacher and reading specialist in urban public schools, Harris's work continues to be guided by the goal of increasing the quality of culturally diverse children's learning environments. Most recently, projects in her portfolio include the development of literacy curricula and interventions and the design and implementation of innovative professional development programs and materials. With her colleagues, Harris has authored several publications, including book chapters, journal articles, policy briefs, and the widely circulated state literacy report, Turning the Page: Refocusing Massachusetts for Reading Success, that forms the basis for a Third Grade Reading Proficiency bill passed in Massachusetts.

Table of Contents

Message from Nell K. Duke ix

Acknowledgments xi

Chapter 1 What We Know About Reading Development Among English Learners 1

English Learners in Today's Schools 1

Defining English Learner 4

Reading Development Among English Learners 5

Closing Opportunity Gaps 13

Chapter 2 Understanding Oral Language for Literacy and the Special case of Academic Languge 14

What Is Oral Language? 15

The JPEODL Case of Academic Language 19

Implications for the Design of Literacy Instruction 27

Chapter 3 The Knowledge-Building Classroom 28

Instructional Principles for the Knowledge-Building Classroom 28

Knowledge-Building Literacy instruction: Making It Happen 40

Bringing It All Together 44

Protocols for Planning and Reflection 46

Chapter 4 Provide Consistency by Organizing Lessons Within a Cycle 47

How Does an Instructional Cycle Support Deeper Learning? 48

How Do I Design a Knowledge-Building Cycle? 51

Protocols for Planning and Reflection 65

Chapter 5 Develop Academic Content Knowledge by Studying Big Ideas 67

Why Study Big Ideas? 68

What Makes a Big Idea Big? 69

How Do I Choose Touchstone Texts? 73

Studying Big Ideas and Big Words to Cultivate Knowledge in the Linguistically Diverse Classroom 80

Protocols for Planning and Reflection 82

Chapter 6 Develop Academic Vocabulary Knowledge by Studying a Small Set of Words Deeply 84

Why Study a Small Set of Words Deeply? 86

How Do I Choose Words for Study? 89

Deep Word Study: One More Piece 104

Protocols for Planning and Reflection 106

Chapter 7 Unlock Language by Developing Word-Learning Strategies 107

Our Focus in This Knowledge-Building Approach: Morphology (with a Little Context) 109

How Do I Develop English Learners' Word-Learning Strategies? 110

Things to Keep in Mind 120

Unlocking Language: From Comprehension to Communication 120

Protocols for Planning and Reflection 121

Chapter 8 Extend Learning with Language Production Projects 123

What Do We Mean by Language Production Projects? 123

How Do Language Production Projects Extend Learning? 125

How Do I Design Language Production Projects That Extend Learning? 126

Instructional Tools That Help English Learners Produce Academic Language 131

Extending Learning Today Prepares English Learners for Opportunities Tomorrow 135

Protocols for Planning and Reflection 136

References 137

Index 151

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