Ch 11: Teaching Literacy
● L1 literacy similar to L2 literacy in basic ways; build on ELL’s L1 background to
help L2 literacy
● ELL’s need instruction in the 4 literary skills to focus on meaning and need that
instruction to be adapted to personal needs/levels
● ELL’s benefit from being exposed to wide variety of text genres and illustrating
language
Ch 12: Developing Engaged Readers
● Learning how to write leads to better reading/spelling
● Once students acquire mechanics for writing, begin writing for authentic
communication
● Writing enables learner to plan communication process
Ch 13: Teaching Reading for Academic Purposes
● Reading used for many purposes and involves many skills
● Skills discussed= word-recognition, vocab building, discourse awareness, main
idea comprehension, reading strategies/fluency, extensive reading, and student
motivation
● Nine curricular principles to guide reading instruction:
○ Integrate reading skill instruction with practice and exposure to print
○ Use interesting, varied, attractive, abundant, and accessible reading
resources
○ Give students choice in what they read
○ Introduce reading skills and give student chances to practice by drawing
first on course passages
○ Connect readings to student background knowledge
○ Structure lessons around pre/during/post reading tasks
○ Give student chance to experience comp. Success
○ Build expectations that reading occurs in every lesson
○ Plan instruction around curriculum to integrate goals for reading abilities
Ch 19: Teaching/Learning Vocab
● Know that some aspects of word learning are learned through direct instruction,
while others are learned through incidents
● Understand process of word learning includes vocab depth, vocab breadth,
receptive vocab, & productive vocab
● Comprehend that teachers shouldn’t expect to teach all words learners need,
but they can instead teach learners to understand word-learning process & use
word-learning strategies on their own