LEADER 03913nam 2200577 a 450 001 9910789246103321 005 20161219111715.0 010 $a1-4522-9459-3 010 $a1-4833-2970-4 010 $a1-4522-9779-7 035 $a(CKB)3710000000099040 035 $a(EBL)1651822 035 $a(SSID)ssj0001181109 035 $a(PQKBManifestationID)12502356 035 $a(PQKBTitleCode)TC0001181109 035 $a(PQKBWorkID)11143181 035 $a(PQKB)10744997 035 $a(MiAaPQ)EBC1651822 035 $a(OCoLC)875378299 035 $a(StDuBDS)EDZ0000158156 035 $a(EXLCZ)993710000000099040 100 $a20130912d2007 fy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$a40 ways to support struggling readers in content classrooms grades 6-12$b[electronic resource] /$fElaine K. McEwan 210 $aThousand Oaks, Calif. $cCorwin$d2007 215 $a1 online resource (xxvi, 169 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-5205-0 311 $a1-4129-5206-9 320 $aIncludes bibliographical references (pages 157-166) and index. 327 $aTeach the seven strategies of highly effective readers -- Engage in teacher and student think-alouds daily -- Teach students how to activate prior knowledge and make connections to new knowledge -- Teach students how to infer -- Teach students how to monitor their comprehension -- Teach students how to ask questions -- Teach students how to question the author -- Teach students how to search and select -- Teach students how to summarize -- Teach students how to graphically organize text and concepts by chunking -- Use and teach concept maps -- Teach students how to mark text as they read -- Provide advance organizers before lessons -- Use the I do it, we do it, you do it lesson plan -- Provide models, examples, and nonexamples -- Preview and preteach critical concepts and vocabulary -- Check frequently for understanding -- Assess for learning and for grading -- Use and teach content vocabulary daily -- Teach academic vocabulary -- Teach vocabulary using graphic organizers -- Reduce the cognitive load -- Teach the structure of your discipline -- Use easy nonfiction to build background knowledge -- Determine what's hard for students and teach it -- Provide easy-to-read short articles based on content standards -- Assign oral-assisted repeated reading of content text -- Use a variety of oral reading approaches -- Vary your models, moves, and activities -- Design interactive lessons -- Use the cooperative learning model -- Create content-based cooperative games and activities -- Vary your seating and grouping arrangements -- Give students reasons for reading -- Develop and use scoring rubrics -- Increase wait time -- Build in frequent processing breaks -- Use and teach mnemonic devices -- Schedule writing in response to reading on a regular basis -- Expect students to activate, connect, and summarize daily. 330 8 $aThis work is about scaffolding - the process by which expert teachers support novice learners. The book contains 40 research-based and classroom-tested methods that teachers can implement to help struggling readers be more successful. 517 3 $aForty ways to support struggling readers in content classrooms grades 6-12 606 $aReading (Secondary) 606 $aReading$xRemedial teaching 606 $aContent area reading 615 0$aReading (Secondary) 615 0$aReading$xRemedial teaching. 615 0$aContent area reading. 676 $a428.40712 700 $aMcEwan-Adkins$b Elaine K.$f1941-$01481803 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910789246103321 996 $a40 ways to support struggling readers in content classrooms grades 6-12$93699021 997 $aUNINA LEADER 02208nam 2200505 450 001 9910797962903321 005 20230807205838.0 010 $a1-4744-1608-X 010 $a0-7486-9645-8 024 7 $a10.1515/9780748696451 035 $a(CKB)3710000000561669 035 $a(EBL)4306150 035 $a(MiAaPQ)EBC4306150 035 $a(DE-B1597)615128 035 $a(DE-B1597)9780748696451 035 $a(OCoLC)1301548193 035 $a(EXLCZ)993710000000561669 100 $a20160120h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aSpelling Scots $ethe orthography of literary Scots, 1700-2000 /$fJennifer Bann and John Corbett 210 1$aEdinburgh, [Scotland] :$cEdinburgh University Press,$d2015. 210 4$dİ2015 215 $a1 online resource (170 p.) 300 $aDescription based upon print version of record. 311 $a1-4744-0839-7 311 $a0-7486-4305-2 320 $aIncludes bibliographical references and index. 327 $aTitle page; Copyright; Contents; Acknowledgements; The IPA Chart ; 1 Introduction ; 2 The Consonants of Older Scots ; 3 Older Scots Vowels ; 4 The Development of Modern Scots Orthography ; 5 From Orthoepy to Activism: Orthographic Interventions ; 6 Cluster Analysis and Scots Orthography ; 7 Applying Cluster Analysis to Scots Poetry ; 8 Applying Cluster Analysis to Scots Prose ; 9 Promoting Literacy in Scots ; Appendix: Wordlists Used in Cluster Analyses ; References; Index 330 $aThis book analyses the development of Modern Scots orthography and compares the spelling used in key works of literature, showing how canonical writers of poetry and fiction in Scots have blended convention and innovation in presenting Scots. 606 $aScots language$xOrthography and spelling 615 0$aScots language$xOrthography and spelling. 676 $a427.9411 700 $aBann$b Jennifer$01531544 702 $aCorbett$b John 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797962903321 996 $aSpelling Scots$93777302 997 $aUNINA