{"id":250,"date":"2009-04-28T08:36:00","date_gmt":"2009-04-28T05:36:00","guid":{"rendered":"http:\/\/eltweekly.com\/more\/?p=250"},"modified":"2009-04-28T08:36:00","modified_gmt":"2009-04-28T05:36:00","slug":"eltweekly-issue18-book-of-the-week-teaching-reading-to-english-language-learners-differentiated-literacies","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=250","title":{"rendered":"ELTWeekly Issue#18, Book of the week: Teaching Reading to English Language Learners: Differentiated Literacies"},"content":{"rendered":"

Teaching Reading to English Language Learners: Differentiated Literacies<\/strong><\/p>\n

By\u00a0Socorro Herrera<\/strong><\/p>\n

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Book Description<\/strong><\/p>\n

This is a practical, research-based text designed to guide teachers in the development and implementation of programs for second language learners.\u00a0 \u00a0 This text blends theory and practice to provide grade-level and ESL teachers with the tools they need to differentiate literacy instruction for ELL students.\u00a0 \u00a0 pre-service teachers.<\/p>\n

From the Back Cover<\/strong><\/p>\n

Finally!\u00a0 A new and different guide to creating successful literacy programs for English language learners!\u00a0<\/p>\n

Teaching Reading to English Language Learners: Differentiated Literacies<\/em><\/strong>\u00a0is a unique text that stresses\u00a0meaning<\/em>\u00a0and\u00a0relevance<\/em>\u00a0as the basis for all instructional activities and strategies for reading and writing instruction to be effective for culturally and linguistically diverse (CLD) students.\u00a0 Respected authors Herrera, Perez and Escamilla argue that if meaning is at the center, it is not necessary to delay literacy instruction in English while students are learning to understand and speak the language.\u00a0<\/p>\n

Practical and research-based,\u00a0Teaching Reading to English Language Learners: Differentiated Literacies\u00a0<\/em><\/strong>is organized around the major findings from the\u00a0National Reading Panel Report<\/em>\u00a0and addresses a critical national need for teachers to have new and better information on addressing the literacy needs of ELLs.\u00a0Eloquently, the authors tackle the need to move the field beyond the current \u2018one size fits all\u2019 paradigm and toward a broader view of how to create meaningful, relevant, and effective literacy programs for CLD students.
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Features of the book<\/strong>:<\/p>\n

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