LEADER 05642oam 2200709I 450 001 9910826982903321 005 20240501065318.0 010 $a1-135-16409-6 010 $a1-135-16410-X 010 $a1-282-37670-5 010 $a9786612376702 010 $a0-203-85957-X 024 7 $a10.4324/9780203859575 035 $a(CKB)1000000000804138 035 $a(EBL)460257 035 $a(OCoLC)499453718 035 $a(SSID)ssj0000333861 035 $a(PQKBManifestationID)11263529 035 $a(PQKBTitleCode)TC0000333861 035 $a(PQKBWorkID)10378172 035 $a(PQKB)10507628 035 $a(Au-PeEL)EBL460257 035 $a(CaPaEBR)ebr10349650 035 $a(CaONFJC)MIL237670 035 $a(MiAaPQ)EBC460257 035 $a(EXLCZ)991000000000804138 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAcademic language/literacy strategies for adolescents $ea "how to" manual for educators /$fDebra L. Cook Hirai. [et al.] ; with Deborrah Wakelee, Vicki Murray, grammar specialists 205 $a1st ed. 210 1$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (295 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-6391-5 311 $a0-415-99965-0 320 $aIncludes bibliographical references (p. 271-277) and index. 327 $aFront 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 Practice 327 $aSummary: 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; Summary 327 $aChapter 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 Acquisition 327 $aHow 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; Glossary 327 $aAppendix 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 Prompts 327 $aSample Lesson Plan 3.1: Unit Analysis (Math and Science) 330 $aFast-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 pr 606 $aLanguage arts (Secondary)$vHandbooks, manuals, etc 606 $aContent area reading$xStudy and teaching (Secondary)$vHandbooks, manuals, etc 615 0$aLanguage arts (Secondary) 615 0$aContent area reading$xStudy and teaching (Secondary) 676 $a428.0071/2 701 $aHirai$b Debra L. Cook$g(Debra Lee Cook)$01691877 701 $aMurray$b Vicki$01691878 701 $aWakelee$b Deborrah$01691879 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910826982903321 996 $aAcademic language$94068579 997 $aUNINA