Description
Book SynopsisThis 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.
Trade Review“Emergent bilinguals are the fastest growing population in our schools, and this important resource equips literacy educators with tools for providing equitable literacy experiences for emergent bilingual students. The authors have done an exceptional job of presenting their turn-around framework in a way that not only puts forth a vision for effective language and literacy development, but also presents a practical approach for applying the framework in today’s multilingual, multicultural classrooms.”- Jana Echevarria, professor emerita, California Statute University, Long Beach
Table of Contents
- Contents
- Foreword Ofelia Garc xi
- Acknowledgments xiii
- Introduction 1
- Part I: Framework for Thinking about Emergent Bilingual Readers
- 1. A Five-Resource Framework 7
- Omar: Tuning Him In 7
- What Does It Mean to Engage in Turn-Around Pedagogies? 8
- Getting to Know Students Well: Connecting with Students and Families 10
- Five-Resource Framework Explained 11
- Four-Resource Framework Becomes Five 13
- Using the Framework in the Classroom 15
- Powerful Reading Plan (PRP) 16
- 2. Identity Matters 19
- Ada: Opening Windows to Her Identity 19
- What Is a Reading Identity? 20
- Mina: Feeling Discomfort as a Reader 22
- Getting to Know Students Well: Nurturing a Reciprocal Relationship 23
- What Teachers Can Do: Turn-Around Strategies to Support Positive Identities 24
- How the Turn-Around Impacted Mina 26
- Part II: Code-breaking
- 3. Oracy Practices 31
- Vu: Searching for His Voice 31
- How Is Oracy a Code-Breaking Practice with Emergent Bilingual Learners? 32
- Thinking Critically about Classroom Practice: How Can You Strengthen Your Students’ Academic Language through Oracy? 32
- What are the Features of Oracy? 33
- How Can Teachers Promote Oracy as a
- Foundation for Literacy Development? 35
- Getting to Know Students Well: Assessing Student’s Oracy Practices 35
- What Teachers Can Do: Turn-Around Strategies to Support Oracy Practices 36
- How the Turn-Around Impacted Vu 40
- 4. Code-Breaking Practices 42
- Natalia, Isabel, and Ana: Being Stuck on the Words 42
- What is Code-Breaking with Emergent Bilingual Learners? 42
- Thinking Critically about Classroom Practice: What Is Your Approach to Code-Breaking with EBs? 43
- Getting to Know Students Well: Studying Their Code-Breaking Practices 44
- What Teachers Can Do: Turn-Around Strategies to Support Code-Breaking Practices 46
- How the Turn-Around Impacted Natalia, Ana, and Isabel 50
- Part III: meaning-making
- 5. Vocabulary 55
- Aziz: Struggling to Find the Right Word 55
- How is Vocabulary Tied to Language Learning and Meaning-Making? 56
- Thinking Critically About Classroom Practice:
- What Words Should You Teach? 58
- Getting to Know Students Well:
- Illuminating What Aziz Brings to the Table 59
- What Teachers Can Do:
- Turn-Around Strategies to Promote Vocabulary Knowledge 63
- How the Turn-Around Impacted Aziz 67
- 6. Making Dis/Connections 69
- Adama: Becoming Engaged through Connections 69
- How Does Making Connections and Disconnections
- Support Meaning-Making? 69
- Thinking Critically about Classroom Practice: How Can You Help Students
- Make Meaningful Connections and Disconnections? 72
- Getting to Know Students Well: Tapping into Students’ Experiences
- to Make Connections and Disconnections 73
- What Teachers Can Do: Turn-Around Strategies to Engage Connections and Disconnections to Texts 76
- How the Turn-Around Impacted Adama: Meaning-Making as Part of Growing Literacy Identity 77
- Part IV: Text-using
- 7. Exploring and Utilizing Genre 83
- Consuelo: Questioning What She’s Reading 83
- Why is it Important to Know Genres? 84
- Thinking Critically about Classroom Practice:
- How Do You Support Genre Study? 86
- Getting to Know Students Well:
- Learning What They Already Do With Genres 87
- What Teachers Can Do:
- Turn-Around Strategies to Promote Genre Exploration and Use 90
- How the Turn-Around Impacted Consuelo 96
- 8. Multimodal Tools 99
- Sébastien: Finding Poetry in Nature 99
- How Do We Support Text-Using in a Multimodal World? 99
- Thinking Critically about Classroom Practice:
- What Is Your Approach to Multimodal Texts? 101
- Getting to Know Students Well:
- Grasping How They Use Multimodal Texts 101
- What Teachers Can Do:
- Turn-Around Strategies to Enhance Multimodal Text-Use 102
- How the Turn-Around Impacted Sébastien 106
- Part V: Text-Analyzing
- 9. Deconstructing and Reconstructing Text 111
- Dalmiro: Accepting Representations 111
- What Is Text-Deconstruction? 112
- Thinking Critically about Classroom Practice:
- What Is Text Reconstruction? 115
- What Teachers Can Do: Turn-Around Strategies to Promote Text Analysis 116
- How the Turn-Around Impacted Mr. Dimas’s Class 120
- 10. Reading for Social Justice 123
- Miguel: Responding with Hurt and Anger 123
- Why Read for Social Justice? 124
- Thinking Critically about Your Own Classroom:
- What Role Does Social Justice Play in Your Reading Instruction? 125
- Getting to Know Students Well: Supporting Issues That Matter to Them 129
- What Teachers Can Do:
- Turn-Around Strategies to Develop Reading for Social Justice 131
- How the Turn-Around Impacted Mr. Lara’s Students 133
- Appendix A: Children’s Literature Resources 136
- Appendix B: Blank Powerful Reading Plan (PRP) 138
- Children’s Literature References 139
- References 141
- Index 149
- About the Authors 161
