Teaching Writing in the Inclusive Classroom: Strategies and Skills for All Students, Grades 6 - 12 (Jossey-Bass Teacher) Review

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Teaching Writing in the Inclusive Classroom: Strategies and Skills for All Students, Grades 6 - 12 (Jossey-Bass Teacher) ReviewTeaching Writing in the Inclusive Classroom is a must own for anyone that teachers writing, has a child in need of help in learning to write, or just about anyone else interested in teaching creative writing to 11-18 year-old students. I adopted the book as soon as I saw it for use in my course in Teaching Writing for Middle School and Secondary Education majors. Yes, it is that good! My students confirmed my own intuition that the book is a fantastic resource. Every student told me they intend to keep the book as a tool to guide their own teaching as they prepare to enter the classroom.Teaching Writing in the Inclusive Classroom: Strategies and Skills for All Students, Grades 6 - 12 (Jossey-Bass Teacher) OverviewTeaching Writing in the Inclusive Classroom offers teachers in grades 6–12 everything they need to help all students develop basic writing skills, relate writing to real-life tasks, and explore writing as a creative and enjoyable practice. Filled with fifty engaging activities, this hands-on resource is an important and valuable tool that can supplement any teacher's approach to writing instruction. Teaching Writing in the Inclusive Classroom offers strategies based on the proven TIP Writing Process that is designed to individualize the writing process by focusing on the specific needs of each student within the classroom.

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A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development) Review

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A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development) ReviewIt provides clarifying theory on the big subjects teachers face when dealing with teaching, like presentation and testing (and much more, in fact) along with interesting and different examples to illustrate all the ideas shown.
Since I've just started to teach, and I'm learning on my own, this book has been very worthy. Recomended.A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development) OverviewThis important course provides a comprehensive basic introduction to teaching languages, for use in pre-service or early experience settings. It can be used by groups of teachers working with a trainer, or as a self-study resource.The Trainee's Book provides all the tasks given in the main book but without background information, bibliographies, notes or solutions. It is suitable for those studying on a trainer-led course, where feedback is readily available.

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Introduction to Foreign Language Learning & Teaching (Learning About Language) Review

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Introduction to Foreign Language Learning & Teaching (Learning About Language) ReviewThis book works as an introduction to the foreign langugae learning and teaching. It also provides practical ideas for those working in this field besides giving the theoretical background needed. It can also work as a training refereance for this in the field or those who will be.Introduction to Foreign Language Learning & Teaching (Learning About Language) Overviewa very fine book...well-informed and coherentELT Journal ...a soundly written text that would be very appropriate for prospective FL teachers at both the graduate and undergraduate levels. The content is appropriate, uncomplicated, and engaging. The Modern Language Journal Written by a leading authority in the field of language teaching, this updated new edition is for all teachers of all languages. Now completely up to date with the latest developments in teaching theory and practice,this book is the complete handbook for language learning.

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Listening in the Language Classroom (Cambridge Language Teaching Library) Review

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Listening in the Language Classroom (Cambridge Language Teaching Library) ReviewI think this book is useful in that it provides insights into the current teaching approaches in the L2 listening classroom. It compares the differences of language processing between L1 and L2 listeners --- how they decode, link to their schemata, use grammar, amplify what the speaker says and handle information etc. It is consequently useful to L2 listening researchers because it releases incoming information not only about the author --- Dr. John Field, but also other wellknown scholars in the circle.
The book also provides criteria of listening difficulty and detailed teaching techniques that L2 listening teachers can apply in their language classroom. It is a practical book.Listening in the Language Classroom (Cambridge Language Teaching Library) OverviewThis book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. The book's central argument is that a preoccupation with the notion of 'comprehension' has led teachers to focus upon the product of listening, in the form of answers to questions, ignoring the listening process itself. The author provides an informed account of the psychological processes which make up the skill of listening, and analyses the characteristics of the speech signal from which listeners have to construct a message. Drawing upon this information, the book proposes a radical alternative to the comprehension approach and provides for intensive small-scale practice in aspects of listening that are perceptually or cognitively demanding for the learner.Listening in the Language Classroom was winner of the Ben Warren International Trust House Prize in 2008.

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Working with Second Language Learners: Answers to Teachers' Top Ten Questions Review

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Working with Second Language Learners: Answers to Teachers' Top Ten Questions ReviewThis is the best concise resource for teaching a second language I've seen. It gives pertinent real - life instructional examples of teacher problem- solving using current, sound methodology for instruction and assessment. Stephen Cary helps teachers bridge from printed example to application in our own classes, elementary and secondary. His reflections add depth to the chosen examples. The book reads like a story, told with heart and sense.Working with Second Language Learners: Answers to Teachers' Top Ten Questions OverviewStephen Cary, a second language learner specialist, answers teachers' top ten most frequently asked questions.

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Intermediate Grammar Games (Games & activities series) Review

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Intermediate Grammar Games (Games & activities series) ReviewUnlike the elementary version of this series, the "Intermediate Grammar games" book is great. All exercises are suitable for intermediate students, and it contains practice of important structures like conditionals, passives, relative clauses, infinitives and gerunds, prepositions, etc in a fun way. Some of the activities included are information gap games, guessing games, matching games, memory games, role plays, board games, etc. Every activity contains a photocopiable master with lively illustrations. Instructions are very clear. Not to be missed!
Intermediate Grammar Games (Games & activities series) Overview* The language syllabus follows the communicative abilities of the students * Suitable for use with any course * Teacher's notes show you how to play each game * Photocopiable rules sheets guide the students

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Promoting Academic Achievement Among English Learners: A Guide to the Research Review

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Promoting Academic Achievement Among English Learners: A Guide to the Research ReviewPromoting Academic Achievement Among English Language Learners should be essential reading for any program in education. Every administrator should refer to this text so he/she can make better program and instructional decisions that ensure high quality results for English learners.Promoting Academic Achievement Among English Learners: A Guide to the Research OverviewNavigate the current research on promoting success among students who speak little or no English and discover specific recommendations for developing effective policies and programs!

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English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone Review

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English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone Reviewnote: this book was ordered as required reading for a class. I used the Student Account that offers free 2 day shipping.
First of all, I was very disappointed in how long it took for this book to arrive. I ordered this and one other book at the same time (on a Tuesday). The one book was shipped out the next morning and arrived midday Thursday. This book for some reason, didn't get shipped out until Friday (despite being labeled as in-stock)given that there aren't deliveries on Sundays and Monday happened to be a holiday, I didn't get the book until Tuesday evening (a full week after I placed the order). This put me very behind in my required reading for the class.
Secondly, this reading is SUPER dense. It is all about various national studies on educating children. The information is good, but you need to have a big cup of coffee and be well-rested in order to follow the complicated structure, dense writing style, and abundance of references.
Overall, I wouldn't recommend this book unless it was required for a class and then i would recommend ordering it far in advance just in case.English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone OverviewFor educators individually and collectively who aspire to implement a curriculum based on intellectual quality, Pauline Gibbons book provides inspiration and guidance. The wealth of classroom examples based on actual practice convincingly refutes the argument, reflected in current polices, that EL and low-income students are incapable of benefiting from an intellectually challenging, inquiry-based curriculum. Jim Cummins University of TorontoDeep understanding, critical thinking, subject knowledge, and control of academic literacy are goals we have for all our students. The challenge for teachers is to find a way of teaching that helps everyone, including English language learners, to reach these high expectations. In English Language Learners, Academic Literacy, and Thinking, Pauline Gibbons presents an action-oriented approach that gives English learners high-level support to match our high expectations. Focusing on the middle grades of school, she shows how to plan rigorous, literacy-oriented, content-based instruction and illustrates what a high-challenge, high-support curriculum looks like in practice.Gibbons (author of Scaffolding Language, Scaffolding Learning) presents and discusses in detail five broad areas that enable English learners to participate in high-quality learning across the curriculum: engaging deeply with intellectual contexts developing academic literacy employing reading strategies and improving comprehension gaining writing independence and learning content-area genres using classroom talk to make sense of new concepts and as a bridge to writing.Based on these areas she then presents guidelines on designing long-term, high-quality instruction that simultaneously provides explicit scaffolding for English learners. Gibbons makes these guidelines an instructional reality through dozens of examples of rich activities and tasks that can be used across the curriculum and that support the learning of all students.English Language Learners, Academic Literacy, and Thinking supports teachers with doable plans for instruction, reflection questions for individual or group study together, and suggestions for further reading. The book is a valuable resource for in-service training and college courses and provides an ideal basis for a school-wide response to the growing challenges of raising the achievement of English language learners.

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