Preface vi Chapter 1 Language, Literacy, And The CLD Students 1 Interactive Literacy: Defining Literacy For CLD Students 6 Literacy Is Biographical 7 Literacy Is Fundamental 9 Literacy Is Research-Based 10 Essential Elements Of Literacy Development 10 The Theoretical Foundations of Reading 13 Reading the Symbols and Sounds of English: The Bottom-Up Reading Process Model 13 Literacy Instruction via the Bottom-Up Reading Process Model 14 Schematic Connections to Text: The Top-Down Reading Process Model 16 Literacy Instruction via the Top-Down Reading Process Model 17 Reading As a Circular Process: The Interactive Reading Process Model 18 Literacy Instruction via the Interactive Reading Process Model 19 Conclusion 20 Chapter 2 Contextualizing Literacy Development For The CLD Student In The Grade-Level Classroom 27 The CLD Student Biography 29 The Sociocultural Dimension 31 Historical Background Of The Family 32 Literacy Resources 34 Perceptions 36 The Language Dimension 38 Transfer Theory 38 Stages Of Second Language Acquisition And CLD Student Literacy Development 39 The Academic Dimension 40 Prior Schooling 41 Academic Policy 43 The Cognitive Dimension 44 Cognition, Language, And Literacy Development 45 Culturally Relevant Texts: Making The Sociocultural Connection 46 Conclusion 47 Chapter 3 Rethinking Phonemic Awareness: A Cross-Linguistic Transfer Perspective 58 Phonological Awareness And Cross-Language Transfer 61 Phonemic Awareness And Cross-Language Transfer 63 Contextualizing Phonemic Awareness Instruction 67 Phonemic Awareness Tasks: Identifying The Subtleties Of The English Language 68 Phoneme Isolation 69 Phoneme Identity 72 Phoneme Categorization 73 Phoneme Blending 75 Phonemic Segmentation 77 Phoneme Deletion 79 Phoneme Addition 80 Phoneme Substitution 81 Instructional Guidelines for Phonemic Awareness 82 Conclusion 83 Chapter 4 Phonics: More Than The A, B, Cs of Reading 99 What Comes First: The Letters Or The Words 102 Phonics And Cross-Language Transfer 103 Contextualizing Phonics Instruction 107 Writing Your Own Script: Creating An Integrated Approach To Phonics Instruction 111 Principle 1: Phonics Knowledge Is Developmental 113 Principle 2: Phonics Instruction Is Integrated Into Beginning Reading And Writing Instruction 113 Principle 3: Phonics Knowledge Is Important Not For Itself But In Its Application 114 Principle 4: Strategic Knowledge Is Required To Use Phonics Concepts And Skills 114 Principle 5: Phonics Instruction Involves Teacher Decision-Making 114 Principle 6: Peers Teach Each Other Phonics As They Read And Write Side-By-Side 115 Integrated Phonics In A Second-Grade Classroom 115 Integrated Phonics In A Fourth-Grade Classroom 117 Conclusion 119 Chapter 5 Vocabulary Development: A Framework For Differentiated And Explicit Instruction 149 Implications Of Approaches To Vocabulary Development 153 Current Approaches To Vocabulary Instruction 153 Reader-Based Instruction 154 Interactive Language Learning 155 Direct Instruction 156 Teaching Vocabulary Within A Linguistic And Cultural Context 157 The Cultural Biography Of The CLD Student: From The Known To The Unknown 158 Sociocultural Dimension 160 Linguistic Dimension 161 Preproduction 162 Early Production 162 Speech Emergence 163 Intermediate Fluency 163 Advanced Fluency 164 Academic Dimension 165 Bridging And Connecting Through Cognates 166 Cognitive Dimension 167 Situating Instruction Based On The CLD Student Biography 168 Vocabulary Selection 169 Before-The-Lesson Strategies: Tapping Into Prior And Background Knowledge To Bridge And Connect 171 Practicing And Applying Academic Vocabulary 174 Creating Interactive Learning Environments 176 Assessing CLD Students’ Acquisition Of English Academic Vocabulary 178 Conclusion 179 Chapter 6 Strategies-Based Comprehension Instruction: Linking The Known To The Unknown 195 Comprehension: Constructing Meaning From Text 199 Building From The Known To The Unknown 200 Schematic Connections In Practice 201 Putting Reading Comprehension Strategies Into Practice 203 Metacognitive Strategies - “Thinking About Our Thinking” 204 In My Head 206 True Or False? 206 Sticking To The Main Idea 207 Question Bookmark 208 Cognitive Strategies To Promote Reading Comprehension 208 SEA Box 209 Visualize-Interact-Predict (VIP) 209 1, 2, 3 Imagery 212 Signature Lines 212 Story Retelling 213 Social/Affective Comprehension Strategies 215 Critical Questions 215 Through My Eyes 216 Conclusion 217 Chapter 7 Fluency In Practice: More Than “Reading” The Text 247 Deep Constructs Of Fluency Development 250 The Multiple Dimensions Of Phonemic Awareness And Phonics 250 Decoding Through Cross-Language Transfer 250 Articulation Of Orthographic Cues 252 Prosidic Elements Of The English Language In Practice 254 Stressing The Important Sounds In Words 254 High Tones And Low Tones Of The English Language 255 Phrasing And Reading Fluency 256 The Role Of Vocabulary Knowledge 257 Automaticity Through Repeated Reading 258 Comprehension As The Key 261 Learning Strategies In Practice 262 Supporting Fluency Development Through Collaboration 263 Acting On Fluency: Readers’ Theater For CLD Students 264 Choral Reading 266 Repeated Reading 268 Sustained Partner Reading 269 Conclusion 270 Chapter 8 Implications Of Culture And Language In Writing 283 Differences Between Oral And Written Language Development 288 Teaching Writing In A Second Language 289 Discourse Patterns 293 Interactive + Direct Approaches To Teaching Writing To CLD Students 294 Getting Started: Beginning Writing 295 Interactive Spelling For CLD Students: From Individual To Cooperative Team 299 Assessing The Writing Of Second Language Learners: Looking For Strengths 301 Conclusion 305 Chapter 9 Outside The Lines: Assessment Beyond The Politics Of High Stakes Tests 324 Overtested Without A Foundation 327 Authentic Assessment Defined 328 Authentic Reading Assessment (ARA) Within A CLD Context 329 Socioculturally Speaking 330 Language As A Cultural Response 330 Academic Considerations 332 Cognitive Pathways 332 Point Of Departure: Preinstructional ARA 333 Thinking, Learning, And Formative Assessment 334 Feedback In Formative Assessment 334 Questions As Tools In Reading Assessment 336 Putting The Pieces Together: Student Case Studies 338 Yamin: Where Am I? 338 So Yeong: Between Two Worlds 342 Conclusion 347 Chapter 10 Inclusive Literacy Instruction for CLD Students 361 Setting The Goal: Standards-Driven Literacy Instruction 365 The Standards For English Language Arts 365 ESL Standards For Pre-K - 12 369 Fidelity And The CLD Learner 371 Embedding Strategies In Your Existing Curriculum 372 Standards - Reading Programs - CLD Student Biography 373 Sociocultural Knowledge 373 Linguistic Knowledge 374 Academic Knowledge 375 Cognitive Knowledge 376 Conclusion 377 Glossary 382 References 387