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Reading in Secondary Content Areas: A Language-Based Pedagogy (Michigan Teacher Training)

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Reading in Secondary Content Areas: A Language-Based Pedagogy (Michigan Teacher Training) Cover

 

Synopses & Reviews

Publisher Comments:

What does it mean to teach reading in the context of the middle and high school classroom? Donand#8217;t students already know how to read by the time they get to secondary school? And how can a busy teacher take time away from the packed curriculum of science, history, mathematics, or language arts to teach reading?

and#160;

This book presents a linguistic approach to teaching reading in different subjects; an approach that focuses on language itself. Central to this approach is a view that knowledge is constructed in and through language and that language changes with changes in knowledge. As students move from elementary to secondary schools, they encounter specialized knowledge and engage in new contexts of learning in all subjects. This means that the language of secondary school learning is quite different from the language of the elementary years. While in the elementary years the subject matter of reading materials is often close to studentsand#8217; everyday life experiences, the curriculum of secondary school deals with knowledge that is removed from studentsand#8217; personal lives and everyday contexts. The language that constructs this more specialized knowledge thus tends to be more abstract, technical, information-laden, and hierarchically organized than the more familiar and and#147;friendlyand#8221; language that students typically encounter during the elementary years. Students need to develop specialized literacies (literacy relevant to each content area) as well as a critical literacy they can use across subject areas to engage with, reflect on, and assess specialized and advanced knowledge.

and#160;

This functional language analysis approach is shown using actual secondary social studies, science, and math textbooks and using a literary text.

Synopsis:

Assessing English Language Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ELL assessment outcomes, particularly in the areas of math, science and social studies. The first two chapters of the book establish the background for the discussion of content-area assessment for ELLs, examining several important characteristics of this rapidly growing student population (as well as critical legislation affecting ELLs) and providing a description of various forms of assessment, including how ELL assessment is different from the assessment of English-proficient students.and#160; Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided.

and#160;Other chapters review ELL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment; it discusses three popular alternative assessment instruments (performance assessment, curriculum-based measurement, and portfolios) and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their ELL progress.

Synopsis:

In the Michigan Classics Edition of Content-Based Second Language Instruction, the authors provide updates on the field of CBI in second language acquisition since 1989.

While the core of the book remains the same, new features discuss important CBI-related research and modifications to the pedagogy in the past many years.

Content-Based Second Language Instruction, Michigan Classics Edition, now includes:

a new preface

a glossary of key terms

an updated bibliography

an epilogue highlighting the major developments in the field since 1989.

Product Details

ISBN:
9780472032792
Author:
Fang, Zhihui
Publisher:
University of Michigan Press
Contribution by:
Lukin, Annabelle
Contribution:
Lukin, Annabelle
Author:
Snow, Ann
Author:
Wesche, Marjorie
Author:
Flaitz, Jeffra JoAnn
Author:
Mihai, Florin
Author:
Schleppegrell, Mary J.
Author:
Brinton, Donna
Subject:
Secondary
Subject:
Reading Skills
Subject:
Teaching Methods & Materials - Reading
Subject:
Teaching Methods & Materials - Reading & Phonics
Subject:
Reading (Secondary)
Subject:
Content area reading
Subject:
Education-Teaching Reading and Writing
Subject:
Multicultural Education
Subject:
English as a Second Language
Subject:
Testing & Measurement
Edition Description:
Paperback
Series:
Michigan Teacher Training
Publication Date:
20090131
Binding:
TRADE PAPER
Language:
English
Illustrations:
20 maps
Pages:
144
Dimensions:
9 x 6 in

Related Subjects

Business » Investing
Education » General
Education » Teaching » Reading
Education » Teaching » Reading and Writing
Health and Self-Help » Health and Medicine » Medical Specialties
History and Social Science » Linguistics » Specific Languages and Groups
Reference » Readers Reference
Reference » Reading
Reference » Words Phrases and Language
Science and Mathematics » Chemistry » Chemical Engineering

Reading in Secondary Content Areas: A Language-Based Pedagogy (Michigan Teacher Training) New Trade Paper
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$35.95 Backorder
Product details 144 pages University of Michigan Press - English 9780472032792 Reviews:
"Synopsis" by ,

Assessing English Language Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ELL assessment outcomes, particularly in the areas of math, science and social studies. The first two chapters of the book establish the background for the discussion of content-area assessment for ELLs, examining several important characteristics of this rapidly growing student population (as well as critical legislation affecting ELLs) and providing a description of various forms of assessment, including how ELL assessment is different from the assessment of English-proficient students.and#160; Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided.

and#160;Other chapters review ELL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment; it discusses three popular alternative assessment instruments (performance assessment, curriculum-based measurement, and portfolios) and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their ELL progress.

"Synopsis" by ,
In the Michigan Classics Edition of Content-Based Second Language Instruction, the authors provide updates on the field of CBI in second language acquisition since 1989.

While the core of the book remains the same, new features discuss important CBI-related research and modifications to the pedagogy in the past many years.

Content-Based Second Language Instruction, Michigan Classics Edition, now includes:

a new preface

a glossary of key terms

an updated bibliography

an epilogue highlighting the major developments in the field since 1989.

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