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Adrienne L Herrell
|Obsahy:||ABOUT THE AUTHORS PREFACE STRATEGIES ON VIDEO SECTION I THEORETICAL OVERVIEW SECTION II STRATEGIES FOR SUPPORTING ACTIVE INVOLVEMENT 1 Predictable Routines and Signals: Reducing Anxiety 2 Preview/Review: Building Vocabulary and Concepts to Support Understanding 3 Visual Scaffolding: Providing Language Support Through Visual Images 4 Small Groups and Partners: Interactions to Enhance Instruction 5 Learning Centers: Extending Learning Through Hands-on Practice 6 Cooperative Learning: Group Interactions to Accomplish Goals 7" Scripting: Practicing Verbal Interactions 8" Multiple Intelligences Strategies: Teaching and Testing to Student-Preferred Learning Modes 9" Culture Studies: Learning Research Skills and Valuing Home Culture in One Project 10" Manipulatives Strategies: Using Objects to Connect Concepts 11" KWL and Data Charts:Researching and Organizing Information SECTION III STRATEGIES for LANGUAGE DEVELOPMENT 12 " Total Physical Response: Integrating Movement into Language Acquisition 13" Realia Strategies: Connecting Language Acquisition to the Real World. 14" Modeled Talk: Showing While You Talk 15" Vocabulary Role-Play: Building Vocabulary Through Dramatization 16" Leveled Questions: Adjusting Questioning Strategies to the Language Levels of Students 17" Collecting and Processing Words: Making Vocabulary Your Own 18" Reporting Back: Verbal Practice in Curriculum Connections 19" Story Reenactment: Making Stories Come to Life! 20" Language Focus Lessons: Planning Lessons to Support the Acquisition of English Vocabulary and Structures 21" Language Framework Planning: Creating Lessons that Support Academic Language & Content Acquisition 22" Syntax Surgery: 'Visually Manipulating English Grammar 23" Communication Games: Creating Opportunities for Verbal Interaction SECTION IV STRATEGIES FOR LITERACY DEVELOPMENT 24" Moving into Reading: Using interactive read-aloud& shared reading to foster comprehension 25" Sorting Activities: Organizing Information into Categories 26" Read Aloud Plus: Using Strategies to Support Comprehension 27" Guided Reading: Providing Individual Support within a Group Setting 28" Scaffolding English Writing: Matching Instruction to Language Development 29' Imaging: Creating Visual Pictures to Support Understanding 30' Cohesion Links: Understanding the Glue that Holds Paragraphs Together 31' Bilingual Books and Labels: Supporting Biliteracy Awareness 32' Read, Pair, Share: Working with a Partner to Negotiate Meaning 33 Repetition and Innovation: Getting to Deep Comprehension Through " Multiple Interactions with a Book 34" Cloze: Using Context to Create meaning 35' Free Voluntary Reading: Nothing Helps reading Like Reading 36' Repeated Readings: Using Script Writing and Reader's Theatre to Develop Comprehension and Fluency SECTION V STRATEGIES FOR CONTENT INSTRUCTION 37" Advance Organizers: Getting the Mind in Gear for Instruction 38" Learning Strategy Instruction: Acquiring Self-Help Skills 39" Integrated Curriculum Projects: Using Authentic Projects to Bring Knowledge Together 40" Attribute Charting: Organizing Information to Support Understanding 41" Dictoglos: Improving Listening & Communication Skills 42" GIST: Exploring Tough Text 43" Tutorials: Closing the Achievement Gap 44" Graphic Organizers: Visually Representing Ideas, Text, & Connections 45" Microselection: Finding Key Words & Main Ideas 46" Collaborative Reading: What to do When They Can't Read the Textbook' SECTION VI 'TECHNOLOGY STRATEGIES 47" Multimedia Presentations: Oral Reports for the New Millennium 48" Interactive Comprehension Building: Using Technology to Build Background Knowledge 49" Wiki Building: 'Using Websites to Support Reading, Writing, and Vocabulary Development 50" Handheld Computer and Smartphones: Applications In and Out of the Classroom Teacher Resources " A" An Informal Multiple Intelligences Survey " B" English Language Development Profiles " C" English Language Development A TESOL Standard Correlation Chart|
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"My students LOVE this text and it is one fo the few that they don't sell back at the end of the term. I have worked with teachers who still have this book on their shelf five years after graduating