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📒Explicit Instruction ✍ Anita L. Archer
📝Explicit Instruction Book Synopsis : Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level
📒Explicit Instruction ✍ Jennifer L. Goeke
📝Explicit Instruction Book Synopsis : Presenting both a theoretical background as well as concrete strategies for classrooms, this book speaks to teachers about the necessity of becoming effective Explicit Instructors and gives them the tools to do so.
📒Lessons In Comprehension ✍ Frank Serafini
📝Lessons in Comprehension Book Synopsis : Serafini has created a teaching treasure trove that contains nearly a year's worth of comprehension instruction plus an extensive list of children's literature that he has successfully woven into his own reading workshop. Lessons in Comprehension introduces and reinforces meaning-making concepts through eight broad thematic strands that scaffold understanding and responsibility for novice readers.
📒Explicit Instruction ✍ Jamie Jones
📝Explicit Instruction Book Synopsis : About to embark upon her last feat during her final year in college, Nikki Dayton is ready to start her career as a teacher. But first, she has to successfully nail her student teaching gig. But she never expected to get nailed by the hot senior in the high school class she teaches. High school senior Isaach Madison has been pretty lucky in life. Taking one class a week at Arcadia College, he's well on his way to higher education. However, he never dreamed the stunning redhead he meets on campus would be his new high school teacher. Isaach is more than hot for teacher. For these two consenting adults, the attraction is undeniable. But when one passionate indiscretion threatens to jeopardize their dreams, can the bright-eyed new teacher save her career and teach one final lesson to the sexy high school student that he'll never forget?
📝Implicit and Explicit Knowledge in Second Language Learning Testing and Teaching Book Synopsis : Implicit/ explicit knowledge constitutes a key distinction in the study of second language acquisition. This book reports a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition.
✍Author : Katharine A. Rector
♣Release Date : 2010
✿Pages : 25
♠ISBN : OCLC:978429818
♬Available Language : English, Spanish, And French
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📝The Effectiveness of Explicit Instruction of Expository Text Reading Strategies on the Student Comprehension of 6th Grade Social Studies Content Book Synopsis :
📒The Role Of Explicit Instruction ✍ Danielle Renae Garegnani
📝The Role of Explicit Instruction Book Synopsis : The challenges of learning academic language for students learning English as a second language has been the focus of much attention in education in the past decade. Many studies have looked at different instructional methods and their effects on children's literacy development. However, few have looked at how teaching specific grammatical features in the context of different academic genres affects the writing development of children learning English as a second language. This study presents an analysis of the effects of explicit instruction on children's use of genre specific features in academic writing. Grammar features of narrative and expository genres were explicitly taught in the context of their use in texts to fourth and fifth grade English Learner students. The instructional cycle included building background knowledge of the topic, explicitly teaching, highlighting and analyzing specific grammatical features in context, activities that allowed for practice and use of the language features of the genre, co-construction of a text of the genre, and independent writing. Growth of writing development was measured by collecting and analyzing preinstruction and post-instruction writing samples of both genres for length, frequency of use of a number of grammatical features, and overall organization and development. The analysis found that the overall length of texts increased significantly for both genres in the postinstruction writing samples. In addition, students used genre appropriate language, developed more complex character descriptions and plots, and incorporated more dialogue in the narrative post-instruction texts. The analysis also found that students' use of causal connectives, nominalization, and descriptive language increased in expository postinstruction writing. The organization and development of topics also showed growth in the expository post-instruction writing. These findings suggest that explicit instruction of genre specific grammatical features in context does have an effect on the writing development of children learning English as a second language. The findings of this study have several pedagogical implications for teachers. Teachers need to have an understanding of and familiarity with the features of different genres, raise awareness and explicitly teach the grammatical features of academic genres, engage students in practice and use of the language, and reflect on instruction and student writing.
📒Enhancing L2 Reading Comprehension ✍ Ho-Cheung Lee
📝Enhancing L2 Reading Comprehension Book Synopsis : This dissertation, "Enhancing L2 Reading Comprehension: Explicit Instruction Approach to Teach Inferencing" by Ho-cheung, Lee, 李浩翔, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: In the domain of second language reading instruction, the teaching of inferencing to young L2 students seems to be a less explored area. The present study aims to investigate the extent to which the explicit instruction approach could enhance my ESL students' inferencing skills in English reading comprehension. It explores the relevance of teaching inferencing to my students, how they drew inferences in English before intervention and how they benefited from the intervention. I used an action research approach to study the effectiveness of my teaching of inferencing to my Primary Six ESL students in Hong Kong over a one-year period. I conducted this project following a two-cycle action research pattern within a seven-step framework. I implemented the project in three phases: Pre-intervention Phase, Intervention Phase One and Intervention Phase Two. Pre-intervention Phase involved baseline studies and think-aloud studies, whilst the intervention phases involved two cycles of teaching and a post-intervention think-aloud study. I used the data from the Pre-intervention Phase for designing the teaching content of the intervention phases. Data sources of this project included the students' think-aloud protocols, the students' work, lesson recordings, entries in my reflective journal, and my colleagues' lesson observation feedback. I focused on the growth of the students' learning and the effectiveness of the explicit instruction approach when analyzing the data. Findings from the Pre-intervention Phase suggested that the participants needed improvements in L2 inferencing and they were particularly weaker in the awareness of textual cohesion and coherence in informational texts. This had the immediate pedagogical implications that for initiating a reading programme in my school context, I should consider placing inferencing at a higher position; I should adopt different text types when teaching inferencing; and I should design and adopt higher-order thinking tasks more frequently when teaching reading to my students. Findings from Intervention Phase One and Two showed the students' gradual growth in their inferencing abilities and their understanding of this reading skill. They became more confident in producing inferences while reading in English and showed an understanding of the importance of this skill to reading. Results from the post-intervention think-aloud study showed an increase in terms of the participants' production of inferencing instances, the variety of inferencing applied by them, and their sense of textual cohesion and coherence. I estimated that the use of the explicit instruction approach had benefited the participants in general despite the fact that their internalization of inferencing was not evident. This study is significant in that it examines how inferencing could be explicitly taught to young ESL students to enhance their English reading competence. It also contributes to the theoretical understanding of inferencing in the teaching and learning of reading in L2. Based on the findings of this action research project, I derived and proposed a set of pedagogical principles for ESL inferencing instructions, pointing to the importance of explicitness in lessons, clarity of lesson outline, using students' responses, text choice, and curriculum planning. I suggest that front-line L2 teachers make inferencing and other reading ski
📝Explicit Instruction with the Use of Visual Supports and Students Diagnosed with Autism Spectrum Disorder Book Synopsis :
📒The Handbook Of Educational Linguistics ✍ Bernard Spolsky
📝The Handbook of Educational Linguistics Book Synopsis : The Handbook of Educational Linguistics is a dynamic, scientifically grounded overview revealing the complexity of this growing field while remaining accessible for students, researchers, language educators, curriculum developers, and educational policy makers. A single volume overview of educational linguistics, written by leading specialists in its many relevant fields Takes into account the diverse theoretical foundations, core themes, major findings, and practical applications of educational linguistics Highlights the multidisciplinary reach of educational linguistics Reflects the complexity of this growing field, whilst remaining accessible to a wide audience