05623oam 2200697I 450 991045493180332120200520144314.01-135-16410-X1-282-37670-597866123767020-203-85957-X10.4324/9780203859575 (CKB)1000000000804138(EBL)460257(OCoLC)499453718(SSID)ssj0000333861(PQKBManifestationID)11263529(PQKBTitleCode)TC0000333861(PQKBWorkID)10378172(PQKB)10507628(MiAaPQ)EBC460257(Au-PeEL)EBL460257(CaPaEBR)ebr10349650(CaONFJC)MIL237670(EXLCZ)99100000000080413820180706d2010 uy 0engur|n|---|||||txtccrAcademic language/literacy strategies for adolescents a "how to" manual for educators /Debra L. Cook Hirai. [et al.] ; with Deborrah Wakelee, Vicki Murray, grammar specialistsNew York :Routledge,2010.1 online resource (295 p.)Description based upon print version of record.0-8058-6391-5 0-415-99965-0 Includes bibliographical references (p. 271-277) and index.Front Cover; Academic Language/Literacy Strategies for Adolescents; Contents; Foreword by Sheryl L. Santos; Preface; Acknowledgments; Chapter 1.Background; A Short History of the Term Academic Language; Instruction from an Academic Language Perspective; Why Should We Teach Academic Language?; How This Book Can Help; Chapter 2.Motivation; The Importance of Motivation; Research on Student Motivation; Students' Perception of What Motivates Them; Setting a Purpose for Learning: The Anticipatory Set; Active Learning and Hands-On Activities; Modeling and Guided PracticeSummary: What Motivates Students?Chapter 3.Attributes of Academic Language; Receptive and Expressive Language; Application of Receptive and Expressive Strategies; Professional Input and Feedback for Academic Language Literacy Instruction; Summary; Chapter 4. Vocabulary: Theory and Practice; Developing Vocabulary; Learning and Acquisition: The Importance of Multiple Exposures; Cognates, Root Words, and Affixes; Contextualizing Vocabulary; Personalizing and Operationalizing Vocabulary; Strategies for Teaching Vocabulary; Specific Activities/Techniques; A Sample Lesson; SummaryChapter 5.Reading Skills DevelopmentImportance of Reading in the Content Areas; Research on Reading and Reading Comprehension; Literacy and Reading; Content Literacy; Expository vs. Narrative Text; The Phases of Reading: Reading Into, Through, and Beyond; Strategies for Getting Students "Into" Reading; "Into" Activities; Strategies for Getting Students "Through" Reading; "Through" Activities; Strategies for Getting Students "Beyond" Reading; Integrated Activities; Sample Lesson: Geometry Proofs; Summary; Chapter 6.Grammar and Writing; The Importance of Grammar to Language AcquisitionHow Should Grammar Be Taught?How Are Writing Skills and Grammar Related?; Brick and Mortar Words; Why Should Content-Area Teachers Teach Grammar?; Writing and Academic Language Literacy; The Relationship between Verbal and Written Language; Student Writing Skills; Building the Academic Register for Writing; Assessing Writing in Order to Develop Writing Skills; Writing: "Into, Through, and Beyond"; Activities that Develop Writing Skills; Sample Lesson: Three Search Papers on the Holocaust; Summary; Chapter 7.Summing Up; GlossaryAppendix 1:Expressive and Receptive Language Strategies and Model Lesson Plan FormatAppendix 2:Sample Lesson Plans Including Expressive and Receptive Language Prompts; Sample Lesson Plan 2.1: Sentence Analysis and Rephrasing (Earth Science); Sample Lesson Plan 2.2: Using the Text (Algebra); Sample Lesson Plan 2.3: Classifying the Elements (Chemistry); Sample Lesson Plan 2.4: Using a Science Notebook (General Science); Sample Lesson Plan 2.5: Stem-and-Leaf Plots (Graphing); Appendix 3:Sample Lesson Plans without Expressive and Receptive Language PromptsSample Lesson Plan 3.1: Unit Analysis (Math and Science)Fast-paced, practical, and innovative, this text for pre-service and in-service teachers features clear, easily accessible lessons and professional development activities to improve the delivery of academic language/literacy education across the content areas in junior/middle school and high school classrooms. Numerous hands-on tools and techniques demonstrate the effectiveness of content-area instruction for students in a wide variety of school settings, particularly English language learners, struggling readers, and other special populations of students. Based on a strong prLanguage arts (Secondary)Handbooks, manuals, etcContent area readingStudy and teaching (Secondary)Handbooks, manuals, etcElectronic books.Language arts (Secondary)Content area readingStudy and teaching (Secondary)428.0071/2Hirai Debra L. Cook(Debra Lee Cook)925809Murray Vicki925810Wakelee Deborrah925811MiAaPQMiAaPQMiAaPQBOOK9910454931803321Academic language2078741UNINA