Full Description
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.
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
