The Reading Turn-Around with Emergent Bilinguals: A Five-Part Framework for Powerful Teaching and Learning (Grades K-6)

ISBN-13: 9780807763360 / Angielski / Twarda / 2019

Amanda Claudia Wager; Lane W. Clarke; Grace Enriquez

Spis treści

• 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