This bibliography includes many different imperative and critical points in teaching English for young children, and most ESL teachers in Saudi Arabia should consider these resources in their teaching practice. The resources refer to the importance of knowing how to introduce, teach, and develop English language learning in Saudi children.
Note:
These resources has been evaluated according to the Common Core State Standards (CCSS): English Language Arts Standards.
Note:
These resources has been evaluated according to the Common Core State Standards (CCSS): English Language Arts Standards.
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diversitykit-_learning_a_second_language.pdf | |
File Size: | 405 kb |
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Diversity Kit: Learning A Second Language
This e-book introduces many important aspects of learning English as a second language (ESL). It provides information about L2 acquisition theories, developmental stages of sequence of language acquisition, and much information related to bilingual education.
Standard:
Speaking and Listening - Comprehension and Collaboration – 1. Participate in collaborative conversations with diverse partners about grade topics and texts with peers and adults in small and larger groups.
Speaking and Listening - Presentation of Knowledge and Ideas – 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
This e-book introduces many important aspects of learning English as a second language (ESL). It provides information about L2 acquisition theories, developmental stages of sequence of language acquisition, and much information related to bilingual education.
Standard:
Speaking and Listening - Comprehension and Collaboration – 1. Participate in collaborative conversations with diverse partners about grade topics and texts with peers and adults in small and larger groups.
Speaking and Listening - Presentation of Knowledge and Ideas – 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Child Development
This book provides many theories that are related to the cognitive, social/emotional, and physical development of a child, which is imperative for all early childhood educators to be familiar with.
Standard:
Speaking and Listening - Comprehension and Collaboration – 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Reading: Informational Text - Key Ideas and Details – 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
This book provides many theories that are related to the cognitive, social/emotional, and physical development of a child, which is imperative for all early childhood educators to be familiar with.
Standard:
Speaking and Listening - Comprehension and Collaboration – 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Reading: Informational Text - Key Ideas and Details – 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
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vovabulary_visits.pdf | |
File Size: | 4765 kb |
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Vocabulary visits: Virtual field trips for content vocabulary development
This resource demonstrates the importance of vocabulary development in children. It also presents strategies on how to improve student’s vocabulary in order to make them successful readers and writers.
Standard:
Reading: Foundational Skills - Phonological Awareness – 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Reading: Foundational Skills - Phonics and Word Recognition – 3. Know and apply grade-level phonics and word analysis skills in decoding words.
This resource demonstrates the importance of vocabulary development in children. It also presents strategies on how to improve student’s vocabulary in order to make them successful readers and writers.
Standard:
Reading: Foundational Skills - Phonological Awareness – 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Reading: Foundational Skills - Phonics and Word Recognition – 3. Know and apply grade-level phonics and word analysis skills in decoding words.
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supporting_children_learning_english_as_a_second_language_.pdf | |
File Size: | 315 kb |
File Type: |
Supporting Children Learning English As A Second Language
This great e-book can be used as a resource to understand how to introduce, teach, and develop English language with English language learners.
Standard:
Language - Conventions of Standard English – 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Speaking & Listening - Presentation of Knowledge and Ideas – 6. Produce complete sentences when appropriate to task and situation.
This great e-book can be used as a resource to understand how to introduce, teach, and develop English language with English language learners.
Standard:
Language - Conventions of Standard English – 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Speaking & Listening - Presentation of Knowledge and Ideas – 6. Produce complete sentences when appropriate to task and situation.
Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3RD ed.).
This book describes developmentally appropriate practice for children from birth to eight. The resource focuses on how to give the child the opportunity to develop cognitively, socially/emotionally, and physically.
Standard:
Reading: Literature - Key Ideas and Details – 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Reading: Literature - Range of Reading and Level of Text Complexity -10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
This book describes developmentally appropriate practice for children from birth to eight. The resource focuses on how to give the child the opportunity to develop cognitively, socially/emotionally, and physically.
Standard:
Reading: Literature - Key Ideas and Details – 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Reading: Literature - Range of Reading and Level of Text Complexity -10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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a_brief_description_of_second_language_acquisition.pdf | |
File Size: | 98 kb |
File Type: |
A Brief Description of Second Language Acquasition
This source briefly describes L2 acquisition theories, and provides practical strategies English language teachers can implement in their classrooms.
Standard:
Language - Knowledge of Language – 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
This source briefly describes L2 acquisition theories, and provides practical strategies English language teachers can implement in their classrooms.
Standard:
Language - Knowledge of Language – 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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the_effect_of_age_by_gawi.pdf | |
File Size: | 787 kb |
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The effects of age factor on learning English: A case study of learning English in Saudi schools, Saudi Arabia
This article discusses the importance of teaching ESL from an early age in Saudi Arabia. It also describes the effect of age on learning English.
Standard:
Speaking & Listening - Presentation of Knowledge and Ideas – 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Speaking & Listening - Presentation of Knowledge and Ideas – 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
This article discusses the importance of teaching ESL from an early age in Saudi Arabia. It also describes the effect of age on learning English.
Standard:
Speaking & Listening - Presentation of Knowledge and Ideas – 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Speaking & Listening - Presentation of Knowledge and Ideas – 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
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teaching_writing_skills_based_on_a_genre_approach_to_l2_primary_school_students.pdf | |
File Size: | 11697 kb |
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Teaching writing skills based on a genre approach to L2 primary school students: An action research
This academic journal provides a strategy for developing writing skills in learning ESL. The genre approach has been presented in this resource in order to develop writing competency in English language learners. Additionally, it provides a theoretical perspective and applications.
Standard:
Writing - Text Types and Purposes – 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Writing - Production and Distribution of Writing – 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
This academic journal provides a strategy for developing writing skills in learning ESL. The genre approach has been presented in this resource in order to develop writing competency in English language learners. Additionally, it provides a theoretical perspective and applications.
Standard:
Writing - Text Types and Purposes – 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Writing - Production and Distribution of Writing – 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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esl_learning_through_talking.pdf | |
File Size: | 2567 kb |
File Type: |
ESL students: Learning through talking
This article discusses the importance of incorporating activities/projects based on children’s interests in order to develop their speaking, reading, and writing skills in English.
Standard:
Speaking & Listening - Comprehension and Collaboration -1a. Build on others’ talk in conversations by linking their comments to the remarks of others.
Speaking & Listening - Presentation of Knowledge and Ideas – 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
This article discusses the importance of incorporating activities/projects based on children’s interests in order to develop their speaking, reading, and writing skills in English.
Standard:
Speaking & Listening - Comprehension and Collaboration -1a. Build on others’ talk in conversations by linking their comments to the remarks of others.
Speaking & Listening - Presentation of Knowledge and Ideas – 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
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monolingualism_in_saudi_arabia.pdf | |
File Size: | 54 kb |
File Type: |
Monolingualism: an uncongenial policy for Saudi Arabia's low-level learners
This article provides a practical strategy for ESL teachers to use in teaching English to children in Saudi Arabia. The author recommends ESL professionals incorporate a learner’s first language (L1) while teaching the second language (L2). The article lists the disadvantages of using monolingualism in an ESL classroom.
Standard:
Language - Conventions of Standard English – 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Language - Knowledge of Language – 5. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
This article provides a practical strategy for ESL teachers to use in teaching English to children in Saudi Arabia. The author recommends ESL professionals incorporate a learner’s first language (L1) while teaching the second language (L2). The article lists the disadvantages of using monolingualism in an ESL classroom.
Standard:
Language - Conventions of Standard English – 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Language - Knowledge of Language – 5. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
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helping_students_become_accurate_expressive_readers_fluency_instruction_for_small_groups.pdf | |
File Size: | 5420 kb |
File Type: |
Helping students become accurate, expressive readers: Fluency instruction for small groups
This study demonstrates reading instruction and strategies that promote child literacy such as reading aloud, shared reading, guided reading, and independent reading.
Standard:
Reading: Foundational Skills - Print Concepts – 1. Demonstrate understanding of the organization and basic features of print.
Reading - Phonics and Word Recognition- 3. Know and apply grade-level phonics and word analysis skills in decoding words.
This study demonstrates reading instruction and strategies that promote child literacy such as reading aloud, shared reading, guided reading, and independent reading.
Standard:
Reading: Foundational Skills - Print Concepts – 1. Demonstrate understanding of the organization and basic features of print.
Reading - Phonics and Word Recognition- 3. Know and apply grade-level phonics and word analysis skills in decoding words.
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the_developmental_of_reading_in_children_who_speak_english_as_a_second_languge_copy.pdf | |
File Size: | 96 kb |
File Type: |
The development of reading in children who speak English as a second language
This article provides information for English language teachers in developing reading acquisition in ESL learners. The article focuses on phonological awareness, syntactic awareness, and working memory.
Standard:
Reading - Phonological Awareness – 2. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Reading - Phonics and Word Recognition – 3. Know and apply grade-level phonics and word analysis skills in decoding words.
This article provides information for English language teachers in developing reading acquisition in ESL learners. The article focuses on phonological awareness, syntactic awareness, and working memory.
Standard:
Reading - Phonological Awareness – 2. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Reading - Phonics and Word Recognition – 3. Know and apply grade-level phonics and word analysis skills in decoding words.
Child development: An active learning approach
This resource provides aspects of language and language development. It also discusses L1 and L2 acquisition theories. Additionally, it refers to bilingualism and bilingual education.
Standard:
Speaking & Listening - Presentation of Knowledge and Ideas – K. 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Speaking and Listening - Presentation of Knowledge and Ideas – 2. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
This resource provides aspects of language and language development. It also discusses L1 and L2 acquisition theories. Additionally, it refers to bilingualism and bilingual education.
Standard:
Speaking & Listening - Presentation of Knowledge and Ideas – K. 4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Speaking and Listening - Presentation of Knowledge and Ideas – 2. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
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the_development_of_reading_comprehension_skills_in_children_copy.pdf | |
File Size: | 287 kb |
File Type: |
The development of reading comprehension skills in children learning English as a second language
This academic journal provides research studies to help ESL teachers develop and promote reading comprehension skills in ESL learners.
Standard:
Reading Informational Text- integration of Knowledge and Ideas- 8. Describe how reasons support specific points the author makes in a text.
Reading Informational Text- integration of Knowledge and Ideas - 9. Compare and contrast the most important points presented by two texts on the same topic.
Reading Informational Text - Craft and Structure – 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
This academic journal provides research studies to help ESL teachers develop and promote reading comprehension skills in ESL learners.
Standard:
Reading Informational Text- integration of Knowledge and Ideas- 8. Describe how reasons support specific points the author makes in a text.
Reading Informational Text- integration of Knowledge and Ideas - 9. Compare and contrast the most important points presented by two texts on the same topic.
Reading Informational Text - Craft and Structure – 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
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an_academic_journal_that_provides_research_studies_that_help_esl_teachers.pdf | |
File Size: | 270 kb |
File Type: |
Motivation for reading and writing in kindergarten children
This resource explains how to engage children in literacy and demonstrates literacy motivation characteristics. It also represents strategies to engage children in literacy by providing reading and writing experiences that involve enjoyment and are of value to the students. Moreover, the study emphasizes understanding the cognitive, motivational, and social dimensions of reading and writing instruction.
Standard:
Reading: Literature - Craft and Structure – K. 4. Ask and answer questions about unknown words in a text.
Reading: Literature - Craft and Structure –5. Recognize common types of texts (e.g., storybooks, poems).
Writing - Text Types and Purposes – 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
This resource explains how to engage children in literacy and demonstrates literacy motivation characteristics. It also represents strategies to engage children in literacy by providing reading and writing experiences that involve enjoyment and are of value to the students. Moreover, the study emphasizes understanding the cognitive, motivational, and social dimensions of reading and writing instruction.
Standard:
Reading: Literature - Craft and Structure – K. 4. Ask and answer questions about unknown words in a text.
Reading: Literature - Craft and Structure –5. Recognize common types of texts (e.g., storybooks, poems).
Writing - Text Types and Purposes – 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Literacy development in early years: Helping children read and write (7th ed.)
This book discusses integrating practical literacy approaches that develop and promote language arts. This resource also demonstrates valuable information and strategies for teachers to support their teaching practice.
Standard:
Speaking and Listening - Presentation of Knowledge and Ideas – 2. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Language- Conventions of Standard English- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
This book discusses integrating practical literacy approaches that develop and promote language arts. This resource also demonstrates valuable information and strategies for teachers to support their teaching practice.
Standard:
Speaking and Listening - Presentation of Knowledge and Ideas – 2. 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Language- Conventions of Standard English- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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using_music_to_support_the_literacy_development_of_young_english_language_learners.pdf | |
File Size: | 134 kb |
File Type: |
Using music to support the literacy development of young English language learners
This academic journal emphasizes incorporating musical experiences into lessons to develop language skills such as reading, writing, listening, and speaking. Furthermore, it provides a website that can be used as a resource by teachers to boost children’s language development and promote grammar.
Standard:
Speaking & Listening - Comprehension and Collaboration – 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Speaking & Listening - Presentation of Knowledge and Ideas – 5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
This academic journal emphasizes incorporating musical experiences into lessons to develop language skills such as reading, writing, listening, and speaking. Furthermore, it provides a website that can be used as a resource by teachers to boost children’s language development and promote grammar.
Standard:
Speaking & Listening - Comprehension and Collaboration – 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Speaking & Listening - Presentation of Knowledge and Ideas – 5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
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motivating_children_to_read_and_write.pdf | |
File Size: | 76 kb |
File Type: |
Motivating children to read and write: Using informal learning environments
This study focuses on how to motivate children to read and write based on their interests, by implementing literacy strategies in an informal learning environment.
Standard:
Reading - Phonics and Word Recognition - Know and apply grade-level phonics and word analysis skills in decoding words.
Reading – Fluency - Read emergent-reader texts with purpose and understanding.
This study focuses on how to motivate children to read and write based on their interests, by implementing literacy strategies in an informal learning environment.
Standard:
Reading - Phonics and Word Recognition - Know and apply grade-level phonics and word analysis skills in decoding words.
Reading – Fluency - Read emergent-reader texts with purpose and understanding.
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instructional_practices_in_teaching_literature.pdf | |
File Size: | 209 kb |
File Type: |
Instructional practices in teaching literature: Observations of ESL classrooms in Malaysia
This journal article discuss the importance of using children's literature in ESL class to improve English language learners' reading and writing skills and help them become independent readers.
Standard:
Reading: Literature - Key Ideas and Details – 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Reading: Literature - Integration of Knowledge and Ideas – 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
This journal article discuss the importance of using children's literature in ESL class to improve English language learners' reading and writing skills and help them become independent readers.
Standard:
Reading: Literature - Key Ideas and Details – 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Reading: Literature - Integration of Knowledge and Ideas – 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
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functions_and_genres_of_esl_childrens_english_writing_at_home_and_at_school._.pdf | |
File Size: | 4050 kb |
File Type: |
Functions and genres of ESL children’s English writing at home and at school
This academic journal provides strategies that support literacy development. This study recommended ESL teachers to incorporate writing opportunities in their lesson plans, and also create experiences that boost children writing skills.
Standard:
Writing - Production and Distribution of Writing - 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Writing - Research to Build and Present Knowledge - 8. Recall information from experiences or gather information from provided sources to answer a question.
This academic journal provides strategies that support literacy development. This study recommended ESL teachers to incorporate writing opportunities in their lesson plans, and also create experiences that boost children writing skills.
Standard:
Writing - Production and Distribution of Writing - 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Writing - Research to Build and Present Knowledge - 8. Recall information from experiences or gather information from provided sources to answer a question.