English Language Arts and the At-risk Student PDF Download
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Author: Philip M. Anderson
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 148
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Book Description
Author: Philip M. Anderson
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 148
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Book Description
Author: Marge Christensen
Publisher: Solution Tree
ISBN: 9781879639195
Category : Education
Languages : en
Pages : 95
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Book Description
Provides information on setting up a language arts program for socially handicapped children.
Author: Rosario C. Gingras
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 12
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Book Description
Author:
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages :
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Book Description
Hot Topic series guide #16 is Connections Project notebook with lecture, bibliography, articles for teachers of at-risk students for workshops & for classroom use.
Author: Ruth Swinney
Publisher: Corwin Press
ISBN: 1412988438
Category : Education
Languages : en
Pages : 201
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Book Description
In this supremely practical book, award-winning principal Ruth Swinney and college professor Patricia Velasco focus on the careful planning needed to develop the academic language of all students. For English learners especially, it is critically important to integrate language development with the content that the curriculum demands. What makes this book unlike any other is the detailed guidance it provides to: help students advance from social to academic language; encourage verbal expression in the classroom; plan language arts, social studies, and science lessons that connect language and content; and use shared reading and writing, read alouds, and conversation to teach language skills. Hands-on tools include graphic organizers, sample lesson plans, concept maps, semantic webbing, word walls, and worksheets, and everything teachers need to help emergent bilingual and struggling students master the academic language they need to excel in school.
Author: Jack Umstatter
Publisher: Jossey-Bass
ISBN: 9780787975494
Category : Education
Languages : en
Pages : 0
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Book Description
Readers at Risk is designed to provide grade-level-appropriate material for struggling special education students and for students who are testing below their grade level. Many of the book’s vocabulary building activities are designed to build students’ confidence and include easy-to-identify answers in the form of questions or quotations. Readers at Risk focuses on nonfiction and testing prompts, taught with engaging crossword puzzles and fun magic squares. It makes the reading experience and word play more enjoyable for exceptional students without creating more paperwork for teachers. Readers at Risk includes a wide-range of activities across the curriculum on topics appealing to high school readers.
Author: Rosario C. Gingras
Publisher:
ISBN:
Category : Children of immigrants
Languages : en
Pages : 12
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Book Description
Author: Yvonne S. Freeman
Publisher: Heinemann Educational Books
ISBN: 9780325011363
Category : Education
Languages : en
Pages : 0
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Book Description
Teaching secondary students in the content areas is hard enough under the best of circumstances. When students are not well prepared academically and also lack academic literacy skills, the challenge can seem overwhelming. Fortunately, the Freemanshelp secondary content-area teachers provide these students with the academic support they very desperately need. -Robert J. Marzano Coauthor of Building Academic Vocabulary Many middle school and high school students are recent immigrants or long-term English language learners who struggle with the academic language needed to read content-area textbooks and write papers for their classes. Likewise, many native speakers of English find content-area classes a challenge. Secondary teachers have little time to teach academic reading and writing skills because they must cover a great deal of content in their social studies, science, math, or language arts classes. Academic Language for English Language Learners and Struggling Readers provides the information busy secondary teachers need to work effectively with English learners and struggling readers. It reports current research to answer key questions: Who are our older English language learners and struggling readers? What is academic language? How can middle and high school teachers help students develop academic language in the different content areas? This comprehensive and readable text by Yvonne and David Freeman (authors of Essential Linguistics) synthesizes recent demographic data on the kinds of English language learners and struggling readers who attend middle and high schools in increasing numbers. They flesh out the statistics with stories of students from different backgrounds. Then the Freemans examine academic language at different levels: the text level, the paragraph level, the sentence level, and the word level. For each, they provide examples of academic language and specific strategies teachers can use as they teach language arts, science, math, and social studies. They also analyze content-area textbooks, pointing out the difficulties they pose for students and suggesting ways to make texts more accessible to ELLs and struggling readers. Providing classroom examples, the Freemans explain how teachers can motivate and engage their students. They describe how teachers can teach language and content simultaneously by developing both language and content objectives. Academic Language for English Language Learnersgives teachers the information and strategies they need to help all their students develop academic language.
Author: Michelle Nicole Abrams-Terry
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 118
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Book Description
In this study, the researcher explored high school English language learners' perceptions of risk factors and protective factors present in their academic and social lives. The researcher also explored how these students negotiated risk factors and used protective factors to be academically resilient. Therefore, the study was designed to examine academic resilience from the students' perspectives, allowing them to share their story about their success in high school. The following research questions guided this study: (1) What risk factors are present in high school English language learners' academic and social lives? and (2) Which protective factors do high school English language learners use to be academically resilient? The researcher collected and analyzed qualitative data using key characteristics of focus group analysis. Nine students voluntarily participated in three different semi-structured focus group meetings. The findings revealed that risk factors such as lack of English language ability, low expectations of teachers, inability to form new relationships, stress, and inattentiveness prevented students from being successful. In addition, the students discussed how several protective factors like learning English, establishing and maintaining positive relationships, establishing and implementing good study habits, and possessing certain inner qualities helped them be academically resilient. Two themes that emerged were students (1) choosing to be academically resilient and (2) actively seeking sources of help. Based on this study, suggestions for educators are as follows: (1) consider providing more language support for newcomers; (2) include and build upon parent-school and teacher-student relationships; (3) encourage and provide ways for students to form relationships with others through school-based programs; (4) foster and continue to support the growth of the students' academic skills; (5) find ways for students to become more involved with community-based services and programs; and (6) stress the importance of holding all students to high standards, regardless of students' English language proficiency levels.
Author: John D. Beard
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 86
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Book Description
