Power up writing instruction with short, differentiated lessons! The hard reality? By the time they reach middle school, many of our students still lack basic writing skills, and this is their last opportunity to get up to speed before they reach high school. This toolbox of 23 mini-lessons will help you intervene and develop confident, competent writers. You'll find: Proven lessons that develop four essential writing strategies: inventing, drafting, revising, and editing Adaptations for struggling writers, English Language Learners, and advanced writers, with visual tools A schematic linking lessons to Common Core grade-level goals
he Code Switching Editing strategy builds on students' existing knowledge and
their community dialect to add new knowledge in the form of Standard English.
As they explore the concepts of formal and informal language, students learn that
...
A guide for teaching all your students the skills they need to be successful writers The 25 mini-lessons provided in this book are designed to develop students’ self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER (Screen and assess, Confer, Assemble materials, Model, Practice, Execute, Reflect) mini-lesson model devised by the authors, the activities show teachers how to scaffold the writing strategies that students need in order to take control of their independent writing. Reveals helpful writing strategies, including making associations, planning, visualizing, accessing cues, using mnemonics, and more Offers ideas for helping students revise, check, and monitor their writing assignments Explains the author's proven SCAMPER model that is appropriate for students in grades K-3 Let Richards and Lassonde—two experts in the field of childhood education—guide you through these proven strategies for enhancing young children's writing skills.
... Discover the Details strategy with; Add Information strategy with;
AddingDialogue to Fiction and Nonfiction strategy for; ColorCoding Editing
strategy for; Comprehensive, StepbyStep Composing forNonfiction
Writingstrategyfor; description of; ...
This book presents teaching principles useful to general high school educators and special educators working with students demonstrating a variety of academic, behavioral, and social needs in secondary schools. Instructional Methods for Adolescents with Learning and Behavior Problems continues to fill a void in the textbook arena by presenting a comprehensive package of teaching techniques useful in helping secondary special educators develop and implement instruction that is appropriate for all students. The diversity of the needs of secondary students with disabilities and the challenge of providing appropriate educational services in general education settings places unique demands on students and their teachers, and this text provides much-needed information and support.
A teacher assists with performance and in the construction of knowledge rather
than explicitly providing students with knowledge ... Constructivists believe that
learning a set of isolated facts does not contribute to retention and
comprehension of important information. ... They do not merely sit and absorb
material and information from their teachers or their textbooks. ... are to become
successful readers, but authentic children's literature should serve as the context
for their development.
Presents information for disabled high-school students and their teachers, discussing academic and social issues, legal rights, the management of educational supports, learning strategies, and participation in extracurricular activities.
Feature Films: Public Perception of Disability Rhonda S. Black Schools play a
very important role in socializing the citizens of a nation. In the United States, they
are the primary social institution whereby students learn to be citizens of a ...
Research in Science Education (RISE) Volume 6, Research Based Undergraduate Science Teaching examines research, theory, and practice concerning issues of teaching science with undergraduates. This RISE volume addresses higher education faculty and all who teach entry level science. The focus is on helping undergraduates develop a basic science literacy leading to scientific expertise. RISE Volume 6 focuses on research-based reforms leading to best practices in teaching undergraduates in science and engineering. The goal of this volume is to provide a research foundation for the professional development of faculty teaching undergraduate science. Such science instruction should have short- and longterm impacts on student outcomes. The goal was carried out through a series of events over several years. The website at http://nseus.org documents materials from these events. The international call for manuscripts for this volume requested the inclusion of major priorities and critical research areas, methodological concerns, and results of implementation of faculty professional development programs and reform in teaching in undergraduate science classrooms. In developing research manuscripts to be reviewed for RISE, Volume 6, researchers were asked to consider the status and effectiveness of current and experimental practices for reforming undergraduate science courses involving all undergraduates, including groups of students who are not always well represented in STEM education. To influence practice, it is important to understand how researchbased practice is made and how it is implemented. The volume should be considered as a first step in thinking through what reform in undergraduate science teaching might look like and how we help faculty to implement such reform.
The goal of this volume is to provide a research foundation for the professional development of faculty teaching undergraduate science. Such science instruction should have short- and longterm impacts on student outcomes.
It was hypothesized that American Indian students committed to only their Tribal
culture would demonstrate less favorable perceptions toward counseling than
would those who were strongly committed to the Anglo culture, those who were ...
This book serves as a comprehensive reference resource for current and prospective English language teachers, students of TESOL, academics, and other professionals working within the field of Teaching English as a Second or Other Language (TESOL). As an essential single-volume resource, TESOL: A Guide explores TESOL in three dimensions: as a profession, as a field of study, and as an international association. In doing so, it offers a thorough summary of themes and issue relevant to TESOL's multiple dimensions, including a practical overview of the TESOL profession and a compendium of current TESOL research topics and methodologies. In commemoration of the 50th anniversary of TESOL International Association, a key section of the book highlights the development of this association and features the reflections of several previous TESOL International Association presidents. Readers will also appreciate the extensive glossary and appendix of TESOL resources, both of which are designed to comprise a valuable and manageable guide for newcomers to the field, as well as for developing practitioners and researchers.
2See our annotated sectionin Chapter 3foramore thorough treatment of English
asa Lingua Franca (ELF), English as an International Language (EIL),and World
Englishes (WE). For the sake ofbrevity, weonlyrefer toELFin thischapter. 3 TESOL
...
