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005 | 20221101183850.0 | ||
008 | 021108s2004 njua b 000 0 eng d | ||
010 | _a 2002043114 | ||
011 | _aBIB MATCHES WORLDCAT | ||
020 | _a0130984620 | ||
020 | _a9780130984623 | ||
035 | _a(ATU)b10813652 | ||
035 | _a(DLC) 2002043114 | ||
035 | _a(OCoLC)51053752 | ||
040 |
_aDLC _beng _erda _dATU |
||
050 | 0 | 0 |
_aPE1128.A2 _bH467 2004 |
082 | 0 | 0 |
_a428.24 _221 |
100 | 1 |
_aHerrell, Adrienne L., _eauthor. _91046610 |
|
245 | 1 | 0 |
_aFifty strategies for teaching English language learners / _cAdrienne Herrell, Michael Jordan. |
246 | 3 | _a50 strategies for teaching English language learners | |
250 | _aSecond edition. | ||
264 | 1 |
_aUpper Saddle River, N.J. : _bPearson/Merrill Prentice Hall, _c[2004] |
|
264 | 4 | _c©2004 | |
300 |
_axi, 285 pages : _billustrations ; _c28 cm |
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336 |
_atext _btxt _2rdacontent |
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337 |
_aunmediated _bn _2rdamedia |
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338 |
_avolume _bnc _2rdacarrier |
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504 | _aIncludes bibliographical references. | ||
505 | 0 | 0 |
_gSect. I. _tTheoretical Overview -- _gSect. II. _tStrategies for Enhancing Instruction through Planning -- _g1. _tPredictable Routines and Signals: Reducing Anxiety -- _g2. _tVisual Scaffolding: Providing Language Support Through Visual Images -- _g3. _tRealia Strategies: Connecting Language Acquisition to the Real World -- _g4. _tInteractive Read-Aloud: Reading Designed to Support Understanding -- _g5. _tAdvance Organizers: Getting the Mind in Gear for Instruction -- _g6. _tPreview/Review: Building Vocabulary and Concepts to Support Understanding -- _g7. _tLanguage Focus Lessons: Planning Lessons to Support the Acquisition of English Vocabulary and Structures -- _g8. _tAcademic Language Scaffolding: Supporting Student Use of Language in Academic Settings -- _g9. _tLanguage Framework Planning: Creating a Framework for Language Success -- _g10. _tSkills Grouping: Planning for More Individualized Instruction -- _gSect. III. _tStrategies for Supporting Student Involvement -- _g11. _tTotal Physical Response: Integrating Movement into Language Acquisition -- _g12. _tShared Reading: Demonstrating How Reading Works -- _g13. _tLeveled Questions: Adjusting Questioning Strategies to the Language Levels of Students -- _g14. _tManipulative Strategies: Using Objects to Connect Concepts -- _g15. _tPartner Work: Praticing Verbal Interaction -- _g16. _tCommunication Games: Creating Opportunities for Verbal Interaction -- _g17. _tBilingual Books and Labels: Supporting Biliteracy Awareness -- _g18. _tCooperative Learning: Group Interactions to Accomplish Goals -- _g19. _tCulture Studies: Learning Research Skills and Valuing Home Cultures in One Project -- _g20. _tLearning Centers: Extending Learning Through Hands-On Practice -- _g21. _tImaging: Creating Visual Pictures to Support Understanding -- _g22. _tIntegrated Curriculum Projects: Using Authentic Projects to Bring Knowledge Together -- _g23. _tSorting Activities: Organizing Information into Categories -- _g24. _tCollaborative Reading: What to Do When They Can't Read the Textbook -- _g25. _tMultimedia Presentations: Oral Reports for the New Millennium -- _g26. _tReciprocal Teaching: Group Work with an Interactive Structure -- _gSect. IV. _tStrategies for Building Vocabulary and Fluency -- _g27. _tModeled Talk: Showing While You Talk -- _g28. _tReporting Back: Verbal Practice in Curricular Connections -- _g29. _tVocabulary Role Play: Building Vocabulary Through Dramatization -- _g30. _tVocabulary Processing: A Multistrategy Approach to Building and Using Vocabulary -- _g31. _tWord Walls: Displaying and Organizing Words for Easy Access -- _g32. _tStory Reenactment: Making Stories Come to Life! -- _g33. _tScripting: Practicing Verbal Interactions -- _g34. _tTalk Show: Practicing Verbal Communication to Build Confidence, Vocabulary, and Comprehension -- _g35. _tWriting Workshop: Supporting the Acquisition of English Writing Competence -- _gSect. V. _tStrategies for Building Comprehension -- _g36. _tRead-Aloud Plus: Using This to Support Understanding While Teaching Comprehension Strategies -- _g37. _tLanguage Experience Approach: Building on an Experience to Create a Written Account -- _g38. _tInteractive Writing: Developing Writing Skills Through Active Scaffolding -- _g39. _tGuided Reading: Providing Individual Support Within a Group Setting -- _g40. _tPeer Tutoring: Students Supporting Student Learning -- _g41. _tCloze: Using Context to Create Meaning -- _g42. _tAttribute Charting: Organizing Information to Support Understanding -- _g43. _tCohesion Links: Understanding the Glue That Holds Paragraphs Together -- _g44. _tLearning Strategy Instruction: Acquiring Self-Help Skills -- _g45. _tDictoglos: A Strategy for Improving Listening and Oral Communication Skills -- _g46. _tFree Vocabulary Reading: Nothing Helps Reading Like Reading -- _g47. _tRepetition and Innovation: Getting to Deep Comprehension Through Multiple Interactions with a Book -- _g48. _tGIST: Exploring Tough Text -- _g49. _tSyntax Surgery: Visually Manipulating English Grammar -- _g50. _tMultiple Intelligences Strategies: Teaching and Testing to Student-Preferred Learning Modes -- _tAn Informal Multiple Intelligences Survey. |
588 | _aMachine converted from AACR2 source record. | ||
650 | 0 |
_aEnglish language _xStudy and teaching _xForeign speakers. _9354176 |
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700 | 1 |
_aJordan, Michael, _d1944- _eauthor. _9251948 |
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_a.b10813652 _b03-10-17 _c27-10-15 |
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