Scott Foresman ESL

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International Reading Association, 1981. Auerbach, Elsa. ... TESOL Journal, 8 (2) , 1999. ... California Association for Bilingual Education, 1996. Cummins, Jim ...
Scott Foresman ESL and Reading First

Scott Foresman ESL is an English Language Learner’s Program. Its theory and instructional practices are consistent with scientific research on English as a Second Language instruction (see attached bibliography) and are in alignment with the stringent standards outlined by Reading First (see correlation).

|Reading First |Scott Foresman ESL | |Areas of Instruction | | |Phonemic Awareness |Scott Foresman ESL program offers explicit instruction in | | |phonological skills through in-class instruction. | | | | | |A sequence of phonemic awareness activities instructs students | | |to hear, identify, and manipulate individual phonemes in spoken| | |words. | |Phonics |Scott Foresman ESL engages students in phonics-based activities| | |while ensuring that children will learn and retain these | | |essential phonics skills. | | | | | |Within the context of the stories and content text in Scott | | |Foresman ESL, students develop phonics concepts through a | | |four-step process: Identify, Hear, See and Say and Write. It | | |is by listening and responding to the voice of the teacher that| | |the students learn the variations of the English sound system, | | |develop phonological awareness, practice pronunciation, and | | |build background in the language. Word By Word Phonics Picture | | |Dictionary (which is referenced in Scott Foresman ESL on each | | |Resources page for every unit) offers step-by-step, in-depth | | |phonics instruction. | |Vocabulary |Vocabulary is woven throughout each unit and instructional | | |support to provide rich language development through literature| | |and expository text encourages independent reading. | | | | | |Specific word instruction and word learning strategies are | | |taught. The unique curriculum of Scott Foresman ESL allows for | | |the development of speaking, listening, reading, and writing | | |vocabulary in virtually every lesson. | |Fluency |Students are engaged by rich language and print experiences at | | |every level of the program. Children are exposed to decodable | | |and expository text in manageable chunks. | |Comprehension |Comprehension strategy instruction is combined with extensive | | |modeling, a rich literature and expository text base to help | | |children develop into thoughtful, expert readers. | | | | | |Children learn to use research based comprehension strategies | | |before, during, and after their reading, enabling them to | | |anticipate, analyze, and apply the meaning of what is read to | | |their own lives. |

This K-8 series, developed by Anna Uhl Chamot, Jim Cummins, Lily Wong Fillmore and Michael O’Malley, integrates content, literature, language development and learning strategies through aligned materials to encourage explicit and systematic instruction in the five essential components of reading instructions.


Anderson, R.C., & Freebody. “Vocabulary Knowledge” in J.T. Guthrie, ed. Comprehension and Teaching: Research Reviews. International Reading Association, 1981.

Auerbach, Elsa. Making Meaning, Making Change. Prentice Hall, 1992.

Bartlett, F. Remembering: A Study in Experimental and Social Psychology. Cambridge University Press, 1995.

Berg, E. C. “Preparing ESL Students for Peer Response.” TESOL Journal, 8 (2), 1999.

Celce-Murcia, M., D. Brinton, & J. Goodwin. Teaching Pronunciation. Cambridge University Press, 1996.

Chamot, A.U., & J.M. O’Malley. The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Addison-Wesley, 1994.

Clemmons, J., et al. Portfolios in the Classroom: A Teachers Sourcebook. Scholastic Professional Books, 1993.

Cummins, Jim. Negotiating Identities: Education for Empowerment in a Diverse Society. California Association for Bilingual Education, 1996.

Cummins, Jim, & Dennis Sayers. Brave New Schools: Challenging Cultural Illiteracy Through Global Learning Networks. St. Martin’s Press, 1995.

Cummins, Jim. “Linguistic Interdependence and the Educational Development of Bilingual Children.” Review of Educational Research, 49 (2), 1979.

Enright, D. Scott, & Mary Lou McCloskey. Integrating English: Developing English Language and Literacy in the Multilingual Classroom. Addison- Wesley, 1988.

Fathman, A.K., M.E. Quinn, & C. Kessler. Teaching Science to English Learners, Grades 4-8. National Clearinghouse for Bilingual Education, 1992.

Freeman, Yvonne, & David Freeman. Between Worlds: Access to Second Language Acquisition. Heinemann, 1994.

Genesee, Fred, ed. Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community. Cambridge University Press, 1994.

Glazer, S.M., & C.S. Brown. Portfolios and Beyond: Collaborative Assessment in Reading and Writing. Christopher-Gordon, 1993.

Gonzalez, V., et al. Assessment and Instruction of Culturally and Linguistically Diverse Students with or At-Risk of Learning Problems. Allyn & Bacon, 1997.

Hayes, C.W., R. Bahruth, & C. Kessler. Literacy con cariño: A Story of Migrant Children’s Success. Heinemann, 1991

Hudelson, Sarah. Write On: Children’s Writing in ESL. Prentice Hall Regents, 1989.

Kessler, Carolyn, ed. Cooperative Language Learning: A Teacher’s Resource Book. Prentice Hall Regents, 1992.

Larsen-Freeman, Diane, & Michael H. Long. An Introduction to Second Language Acquisition Research. Longman, 1991.

Lightbown, Patsy, & Nina Spada. How Languages Are Learned. Oxford University Press, 1993.

McCaleb, Sudia P. Building Communities of Learners: Collaboration Among Teachers, Students, Families, and Community. St. Martin’s Press, 1994.

Miller, G. “How School Children Learn Words” in F. Marshall, ed. Proceedings of the Third Eastern States Conference on Linguistics. The Ohio State University, 1986.

Ogle, D. “K-W-L Group Instruction Strategy” in A.S. Palincsar, et al., eds. Teaching Reading as Thinking. Association for Supervision and Curriculum Development, 1986.

O’Malley, J.M., & A.U. Chamot. Learning Strategies in Second Language Acquisition. Cambridge University Press, 1990.

O’Malley, J.M., & L. Valdez Pierce. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Addison-Wesley, 1996.

Pressley, M., & V. Woloshyn. Cognitive Strategy Instruction That Really Improves Children’s Academic Performance, 2nd ed. Brookline Books, 1995.

Reid, J.M., ed. Learning Styles in the ESL/EFL Classroom. Heinle & Heinle, 1995.

Richard-Amato, Patricia A., & Marguerite Ann Snow, eds. The Multicultural Classroom: Readings for Content-Area Teachers. Longman, 1992

Rigg, Pat, & Virginia G. Allen, eds. When They Don’t All Speak English: Integrating the ESL Student into the Regular Classroom. National Council of Teachers of English, 1989.

Rong, X.L., & J. Preissle. Educating Immigrant Students: What We Need to Know to Meet the Challenges. Corwin Press, Inc., 1998.

Rumelhart, D.E. “Schemata: The Building Blocks of Cognition” in Spiro, R.J., B.C. Bruce, & W.F. Brewer, eds. Theoretical Issues in Reading Comprehension: Perspectives from Cognitive Psychology, Linguistics, Artificial Intelligence, and Education. Erlbaum, 1980.

Scarella, Robin. Teaching Language Minority Students in the Multicultural Classroom. Prentice Hall Regents, 1990.

Short, D.J. “Assessing Integrated Language and Content Instruction.” TESOL Quarterly, 27 (4), 1993.

Snow, M.A., & D. Brinton. The Content-Based Classroom: Perspectives on Integrating Language and Content. Longman, 1997.

Spangenberg-Urbschat, Karen, & Robert Pritchard, eds. Kids Come in All Languages: Reading Instruction for ESL Students. International Reading Association, 1994.

Sternberg, R.J., & J.S. Powell. “Comprehending Verbal Comprehension.” American Psychologist, 38 (8), 1983.

Warschauer, Mark. E-Mail for English Teachers: Bringing the Internet and Computer Learning Networks into the Language Classroom. TESOL, 1995.

Professional Associations National Association for Bilingual Education 1030 15th Street NW Suite 470 Washington, DC 20005

National Center for Research on Cultural Diversity and Second Language Learning Center for Applied Linguistics 4646 40th Street NW Washington, DC 20016-1859

Teachers of English to Speakers of Other Languages, Inc. 700 South Washington St. Suite 200 Alexandria, VA 22314-4287