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    120 content strategies for English language learners : teaching for academic success in secondary school / Jodi Reiss.

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    • Title:120 content strategies for English language learners : teaching for academic success in secondary school / Jodi Reiss.
    •    
    • Variant Title:One hundred twenty content strategies for English language learners
      One hundred and twenty content strategies for English language learners
    • Author/Creator:Reiss, Jodi.
    • Published/Created:Boston, MA : Pearson/Allyn and Bacon, ©2012.

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      • Location: c.1  Temporarily shelved at EDUCATION LIBRARY reserve collectionWhere is this?
        c.2  Temporarily shelved at EDUCATION LIBRARY reserve collection
        c.3  Temporarily shelved at EDUCATION LIBRARY reserve collection
      • Call Number: PE1128.A2 R4547 2012
      • Number of Items:3
      • Status:Available
       
    • Library of Congress Subjects:English language--Study and teaching (Secondary)--Foreign speakers.
      Content area reading.
      Education, Bilingual.
    • Edition:2nd ed.
    • Description:xviii, 195 pages : illustrations ; 28 cm
    • Summary:Provides 120 easy-to-follow strategies that examines different aspects of teaching ELL secondary students from building background knowledge to assessing learning. Explores methods of presenting basic information about types of tests, demonstrates test-taking skills, and discusses the use of accommodations. Each chapter contains a summary and discussion questions.
    • Notes:Includes bibliographical references.
    • ISBN:9780132479752 (alk. paper)
      0132479753 (alk. paper)
    • Contents:Machine generated contents note: pt. I PERSPECTIVES FOR CLASSROOM PRACTICE: THEORY AND CULTURE
      ch. 1 Theoretical Considerations
      Why Content Teachers Can Help
      How Content Teachers Can Help
      Theoretical Foundations
      Cummins: Differentiation of Social and Academic Language
      Krashen: The Affective Filter
      Krashen: The Comprehensible Input Hypothesis
      Vygotsky: Zone of Proximal Development
      Swain: Meaningful Output
      Brown: Principles of Language Teaching and Learning
      Bloom: Taxonomy
      Applying the Theories and Principles
      Theory to Application: 12 Guidelines for Practice
      Questions for Discussion
      References and Resources
      ch. 2 Culture and Content Instruction
      Culture and the Process of Content Instruction
      Class Work Patterns
      Instructional Patterns
      Questioning Patterns
      Expressing Opinions
      Response Time Patterns
      Attention Patterns
      ^ Note continued: Learning Strategies and Teaching Strategies: Same or Different?
      Learning Strategies and Learning Styles: Same or Different?
      Types of Learning Strategies
      Metacognitive Strategies
      Cognitive Strategies
      Social Strategies
      Compensation Strategies
      Working with Learning Strategies
      Objective: Combine Strategies and Strategy Types
      Objective: Actively Teach Learning Strategies
      In Summary: Working with Learning Strategies
      Questions for Discussion
      References and Resources
      ch. 5 Solid Start: Building and Activating Background Knowledge
      Motivation
      Preexisting Knowledge
      Need for Background Knowledge
      Working with Background Knowledge
      Objective: Use Varied Techniques to Activate and Build Background Knowledge
      In Summary: Working with Background Knowledge
      Questions for Discussion
      References and Resources
      ch. 6^ Presenting New Material: Teaching the Lesson
      Oral Academic Language
      Difficulties of Oral Academic Language
      Teacher Talk
      Objective: Pace Your Speech
      Objective: Simplify Your Speech
      Objective: Enhance Your Words
      Classroom Routine and Review
      Objective: Create Classroom Routines
      Objective: Get into the Routine of Review
      In Summary: Teaching the Lesson
      Questions for Discussion
      References and Resources
      ch. 7 Did They Get What I Taught? Checking Comprehension
      Questions, Answers, and Participation in the Classroom
      Objective: Formulate Questions in Ways That Encourage Participation
      Objective: Fine-Tune Your Awareness of Student Participation
      In Summary: Classroom Questions, Answers, and Participation
      Questions for Discussion
      References and Resources
      ch. 8 Extending Comprehension: Textbook Vocabulary Strategies
      New Vocabulary: Which Words to Teach?
      ^ Synonyms
      Idioms
      New Usage of Familiar Words Note continued: Just Plain New Words
      Teaching and Learning Vocabulary
      Objective: Use Meaningful Strategies for Teaching and Learning Vocabulary
      Objective: Integrate Vocabulary Development into Daily Instruction
      In Summary: Teaching and Learning Vocabulary
      Questions for Discussion
      References and Resources
      ch. 9 Extending Comprehension: Textbook Reading Strategies
      Working with Your Textbook
      Objective: Show Students How to Get the Most Out of Their Textbooks
      Objective: Help Students Become Competent Note Takers
      Objective: Use Alternative Resources for True ELL Beginners
      In Summary: Working with Your Textbook
      Questions for Discussion
      References and Resources
      ch. 10 Reinforcing Learning: Activities and Assignments
      Assignments to Promote Student Success
      Objective: Good Assignments Begin with Good Directions
      Objective: Modify Whole Class Assignments to Make Language Comprehensible
      Objective: Differentiate Instructional Activities and Assignments
      In Summary: Assignments That Promote Student Success
      Questions for Discussion
      References and Resources
      pt. III STRATEGIES FOR CLASSROOM PRACTICE: ASSESSMENT
      ch. 11 Classroom Assessments: Did They Learn What You Taught?
      Essay Questions, Multiple-Choice Questions, and Language Demand
      Pitfalls of Multiple-Choice Tests
      Separating Language from Content in Assessments
      Objective: Modify Testing Techniques
      Objective: Don't Test at All
      Objective: Grade English Language Learners to Promote Success
      In Summary: Separating Language from Content in Assessment
      Questions for Discussion
      References and Resources
      ch. 12 Big One: Preparing for High-Stakes Tests
      Maximizing Student Potential on Standardized Tests
      Objective: Familiarize Students with the Format and Process of Multiple-Choice Testing Note continued: Objective: Use All Reasonable, Allowable Accommodations for English Language Learners
      In Summary: Maximizing Student Potential on Standardized Tests
      Conclusion
      Questions for Discussion
      References and Resources.
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