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Crossing The Vocabulary Bridge: Differentiated Strategies For Diverse Secondary Classrooms - Isbn:9780807752173

Category: Education

  • Book Title: Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms
  • ISBN 13: 9780807752173
  • ISBN 10: 0807752177
  • Author: Socorro Guadalupe Herrera, Melissa Holmes, Shabina Kavimandan
  • Category: Education
  • Category (general): Education
  • Publisher: Teachers College Press
  • Format & Number of pages: 194 pages, book
  • Synopsis: Ask them to circle or underline ideas they added based on the group discussion. Author Talk: Activation flap, as shown below. Students' predictions play an important role in helping them make connections between the new content and their ...

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ERIC - Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms, Teachers College Press, 2011-May

Herrera, Socorro G.; Kavimandan, Shabina K.; Holmes, Melissa A.

Teachers College Press

In her new book, nationally known professional development consultant and literacy expert Socorro Herrera is joined by two colleagues to provide a framework for academic vocabulary and language instruction in today's diverse classrooms. The authors present a set of strategies and tools that work effectively across all content to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom observation to provide teachers with multiple avenues for making content accessible and relevant for all students, especially those who are culturally and linguistically diverse. Each strategy supports teachers in using what students already know as a foundation for integrating new vocabulary and building content-area language skills. The authors provide a thorough explanation of how to use each strategy to document student knowledge and learning throughout the before, during, after phases of the lesson. Drawing on current research about how the brain works, second language acquisition, and classroom communities, this user-friendly resource features: (1) Filled-in samples of student work that provide evidence of what is possible; (2) Teacher-to-teacher voices highlighting successful applications in secondary classrooms; (3) Teaching tips to accompany every strategy; and (4) Templates for vocabulary-building student artifacts. [Foreword by Candace Harper.]

Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com

Source:

eric.ed.gov

Articles

Скачать - Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms - автора Socorro G

In her new book, nationally known professional development consultant and literacy expert Socorro Herrera is joined by two colleagues to provide a framework for academic vocabulary and language instruction in today’s diverse classrooms. The authors present a set of strategies and tools that work effectively across all content to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom observation to provide teachers with multiple avenues for making content accessible and relevant for all students, especially those who are culturally and linguistically diverse. Each strategy supports teachers in using what students already know as a foundation for integrating new vocabulary and building content-­area language skills. The authors provide a thorough explanation of how to use each strategy to document student knowledge and learning throughout the before, during, after phases of the lesson.
Drawing on current research about how the brain works, second language acquisition, and classroom communities, this user-­friendly resource features:

Filled-­in samples of student work that provide evidence of what is possible.
Teacher-­to-­teacher voices highlighting successful applications in secondary classrooms.
Teaching tips to accompany every strategy.
Templates for vocabulary-­building student artifacts.

Socorro G. Herrera is a keynote speaker, district consultant, trainer of trainers, professor at the College of Education, Kansas State University, and author of the bestselling book, Biography-­Driven Culturally Responsive Teaching. Shabina K. Kavimandan is a SIOP mentor and Literacy/ESL coach as well as a project manager and instructor at the College of Education, Kansas State University. Melissa A. Holmes is an instructor and program coordinator at the College of Education, Kansas State University, whose work emphasizes academic literacy development with secondary and post-­secondary learners.
“These rich, actual lessons and activities lead us toward an ideal learning environment where everyone in the classroom is both educator and student. Herrera, Kavimandan, and Holmes significantly expand the model of culturally and linguistically diverse teaching by sharing the ingenuity of educators who are successful in maximizing the use of students’ cultural and linguistic backgrounds in the vocabulary and language learning process.­”

—Anne H. Charity Hudley, Associate Professor of English and Linguistics and William and Mary Professor of Community Studies, The College of William and Mary
“This book provides a much-­needed framework for enhancing the academic, cognitive, and linguistic development of CLD students from a holistic perspective. The framework presented by the authors offers content-­area literacy strategies that empower both teachers and students and give them important voice in the learning process.­”

—Katya Karathanos, Assistant Professor, Secondary Education, San Jose State University
“The authors have created a ‘recipe for success’ with their step-­by-­step instructional routines to create learning community through a partnership between learners and teachers. Students are empowered to share their own unique perspectives, background knowledge, and independent thinking on academic vocabulary and content learning. Their input throughout the instructional process is valued and honored.­”

—Judith B. O'Loughlin, Education Consultant and Teacher Trainer, Language Matters Education Consultants, LLC
“Meeting the needs of your English language learners is enhanced tremendously by Herrera, Kavimandan, and Holmes in their new teacher education text. It offers a wealth of practical strategies for enhancing student instruction through building vocabulary and fluency and comprehension while attending to students’ unique biographies.­”

—Cheryl J. Serrano, Professor of TESOL Education, Flagler College, St. Augustine, Florida

Source:

www.general-ebooks.com

Crossing the Vocabulary Bridge

In her new book, nationally known professional development consultant and literacy expert Socorro Herrera is joined by two colleagues to provide a framework for academic vocabulary and language instruction in today’s diverse classrooms. The authors present a set of strategies and tools that work effectively across all content to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom observation to provide teachers with multiple avenues for making content accessible and relevant for all students, especially those who are culturally and linguistically diverse. Each strategy supports teachers in using what students already know as a foundation for integrating new vocabulary and building content-area language skills. The authors provide a thorough explanation of how to use each strategy to document student knowledge and learning throughout the before, during, after phases of the lesson.

Drawing on current research about how the brain works, second language acquisition, and classroom communities, this user-friendly resource features:



  • Filled-in samples of student work that provide evidence of what is possible.
  • Teacher-to-teacher voices highlighting successful applications in secondary classrooms.
  • Teaching tips to accompany every strategy.
  • Templates for vocabulary-building student artifacts.

Socorro G. Herrera is a keynote speaker, district consultant, trainer of trainers, professor at the College of Education, Kansas State University, and author of the bestselling book, Biography-Driven Culturally Responsive Teaching. Shabina K. Kavimandan is a SIOP mentor and Literacy/ESL coach as well as a project manager and instructor at the College of Education, Kansas State University. Melissa A. Holmes is an instructor and program coordinator at the College of Education, Kansas State University, whose work emphasizes academic literacy development with secondary and post-secondary learners.

“These rich, actual lessons and activities lead us toward an ideal learning environment where everyone in the classroom is both educator and student. Herrera, Kavimandan, and Holmes significantly expand the model of culturally and linguistically diverse teaching by sharing the ingenuity of educators who are successful in maximizing the use of students’ cultural and linguistic backgrounds in the vocabulary and language learning process.”

Anne H. Charity Hudley. Associate Professor of English and Linguistics and William and Mary Professor of Community Studies, The College of William and Mary

“This book provides a much-needed framework for enhancing the academic, cognitive, and linguistic development of CLD students from a holistic perspective. The framework presented by the authors offers content-area literacy strategies that empower both teachers and students and give them important voice in the learning process.”

Katya Karathanos. Assistant Professor, Secondary Education, San Jose State University

“The authors have created a ‘recipe for success’ with their step-by-step instructional routines to create learning community through a partnership between learners and teachers. Students are empowered to share their own unique perspectives, background knowledge, and independent thinking on academic vocabulary and content learning. Their input throughout the instructional process is valued and honored.”

Judith B. O'Loughlin. Education Consultant and Teacher Trainer, Language Matters Education Consultants, LLC

“Meeting the needs of your English language learners is enhanced tremendously by Herrera, Kavimandan, and Holmes in their new teacher education text. It offers a wealth of practical strategies for enhancing student instruction through building vocabulary and fluency and comprehension while attending to students’ unique biographies.”

Cheryl J. Serrano. Professor of TESOL Education, Flagler College, St. Augustine, Florida

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Reader Ebook Crossing The Vocabulary Bridge

_ Reading _ : "This book provides a framework for academic vocabulary and language instruction in today's diverse classrooms. The authors present a set of strategies and tools that work effectively across all content to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom observation to provide teachers with multiple avenues for making content accessible and relevant for all students, especially those who are culturally and linguistically diverse."

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★ By reading the world we enter into our minds. ✡ People who diligently read like are looking past and future. Present in every history, and is present in every imagination of great people. ✣ One of the most valuable gift for your child is a pleasure to read. ✥ If you train your children to read, you're giving birth to great effect in the future. ✧ The books you read, it could be more valuable than a luxury car that is awarded to you. ✩ You will be aware that most of the solutions found today derived from past readings. ✫ By reading, you become a friend of great people. ✭ If you want to be great, then read books that write great people. Because tucked inside secrets of their success. ✯ Every book you read today will save you many times in the future. ☆ We pray to be given a way out. In fact, the way out has been a lot written in the books of quality. ✢ A lot of reading is a way to be a lucky person. ✤ Everyone is great to leave a legacy. And the most precious legacy they are embedded in their books. Fortunately for those who love to read, because they will get the most valuable legacy of great people. ✦ Every time you read, you become a new person. ✪ People are interested in finding a treasure. Though reading is finding the most valuable treasure. ✬ If the world is always closed to you then read, because reading is the door of the world. ✮ You may be living in the interior. But when you diligently read, you are more insightful than some cities. ✰The reading takes skill. And the ability to read is worth the investments in your life. ♦ In this world we will find many illusions. And reading would eliminate the illusion. ♥ If you are friends with a book, then you are never lonely. Because the book is able to make your life happy. ♠. Learn the language of letters, so you can read the writing. learn natural language, so that you can read millions of wisdom from nature. Learn the language of life, so that you can read the meaning of each event. ♣ Letters quality book never changed. But every time you read it, you always find a new sense wisdom as if it had never been written before. ⊗ Reading is an activity that makes miserable. Unless you have discovered the beauty of reading. ⊕ Reading is a fun activity, and produce pleasant things. Δ If you never read, then your understanding of the world is still hazy. ∴ People who diligently read the book have a long life. Because he was able to travel to thousands of years ago.

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Θ Crossing the Vocabulary Bridge Θ : This book provides a framework for academic vocabulary and language instruction in today's diverse classrooms.
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Θ Crossing the Vocabulary Bridge Θ : This book provides a framework for academic vocabulary and language instruction in today's diverse classrooms.
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Θ Crossing the Vocabulary Bridge Θ : The strategies outlined in this book offer teachers just that, quick and proven strategies that assess students' current knowledge and how to extend learning to the next level.” —Laura Cano, Director of Elementary Instruction, Tyler.
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Crossing the Vocabulary Bridge

Crossing the Vocabulary Bridge

In her new book, nationally known professional development consultant and literacy expert Socorro Herrera is joined by two colleagues to provide a framework for academic vocabulary and language instruction in today’s diverse classrooms. The authors present a set of strategies and tools that work effectively across all content to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom observation to provide teachers with multiple avenues for making content accessible and relevant for all students, especially those who are culturally and linguistically diverse. Each strategy supports teachers in using what students already know as a foundation for integrating new vocabulary and building content-area language skills. The authors provide a thorough explanation of how to use each strategy to document student knowledge and learning throughout the before, during, after phases of the lesson.

Drawing on current research about how the brain works, second language acquisition, and classroom communities, this user-friendly resource features:



  • Filled-in samples of student work that provide evidence of what is possible.
  • Teacher-to-teacher voices highlighting successful applications in secondary classrooms.
  • Teaching tips to accompany every strategy.
  • Templates for vocabulary-building student artifacts.

Socorro G. Herrera is a keynote speaker, district consultant, trainer of trainers, professor at the College of Education, Kansas State University, and author of the bestselling book, Biography-Driven Culturally Responsive Teaching. Shabina K. Kavimandan is a SIOP mentor and Literacy/ESL coach as well as a project manager and instructor at the College of Education, Kansas State University. Melissa A. Holmes is an instructor and program coordinator at the College of Education, Kansas State University, whose work emphasizes academic literacy development with secondary and post-secondary learners.

“These rich, actual lessons and activities lead us toward an ideal learning environment where everyone in the classroom is both educator and student. Herrera, Kavimandan, and Holmes significantly expand the model of culturally and linguistically diverse teaching by sharing the ingenuity of educators who are successful in maximizing the use of students’ cultural and linguistic backgrounds in the vocabulary and language learning process.”

Anne H. Charity Hudley. Associate Professor of English and Linguistics and William and Mary Professor of Community Studies, The College of William and Mary

“This book provides a much-needed framework for enhancing the academic, cognitive, and linguistic development of CLD students from a holistic perspective. The framework presented by the authors offers content-area literacy strategies that empower both teachers and students and give them important voice in the learning process.”

Katya Karathanos. Assistant Professor, Secondary Education, San Jose State University

“The authors have created a ‘recipe for success’ with their step-by-step instructional routines to create learning community through a partnership between learners and teachers. Students are empowered to share their own unique perspectives, background knowledge, and independent thinking on academic vocabulary and content learning. Their input throughout the instructional process is valued and honored.”

Judith B. O'Loughlin. Education Consultant and Teacher Trainer, Language Matters Education Consultants, LLC

“Meeting the needs of your English language learners is enhanced tremendously by Herrera, Kavimandan, and Holmes in their new teacher education text. It offers a wealth of practical strategies for enhancing student instruction through building vocabulary and fluency and comprehension while attending to students’ unique biographies.”

Cheryl J. Serrano. Professor of TESOL Education, Flagler College, St. Augustine, Florida

Source:

www.idefix.com

Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms - ISBN:9780807752173

Vocabulary

Vocabulary plays an important part in learning to read. Beginning readers must use the words they hear orally to make sense of the words they see in print. Kids who hear more words spoken at home learn more words and enter school with better vocabularies. This larger vocabulary pays off exponentially as a child progresses through school.

Consider, for example, what happens when a beginning reader comes to the word dig in a book. As she begins to figure out the sounds represented by the letters d, i, g, the reader recognizes that the sounds make up a very familiar word that she has heard and said many times. It is harder for a beginning reader to figure out words that are not already part of their speaking (oral) vocabulary.

Vocabulary also is very important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary.

To help build vocabulary skills at home, see our Top Vocabulary Apps >

Source:

www.readingrockets.org

Alvermann, Gillis - Phelps, Content Area Reading and Literacy - Succeeding in Today - s Diverse Classrooms, 7th Edition

Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 7th Edition Overview Description

A continuing best seller, this highly respected text equips pre- and in-service teachers to teach content area literacy in an era of high accountability, while providing in-depth, integrated attention to the needs of students from diverse cultural and linguistic backgrounds.

Students and teachers have long appreciated the scope of topics and examples, the research-based information, and the accessible writing style presented by these three trusted authorities in the field of adolescent literacy. This seventh edition includes up-to-date information to help teachers address the literacy needs of English learners in their classrooms and today’s culturally diverse student population, while also addressing new frameworks for reading and writing instruction, including a sociocultural perspective on teaching and learning and insights from the New Literacies.

As in previous editions, this seventh edition is based on the assumption that, rather than just a mere add-on, “content literacy is integral to every discipline and special subject area, to the teachable moments that make less stellar ones tolerable, and, most important, to each student’s motivation and engagement with learning.”

The ideas the authors present are backed by research, tested in real classrooms, and designed to help teachers apply what is useful to their own particular disciplines. The ideas they share–both new and from previous editions–were picked with respect for diversity in language, culture, and social environment.

Previous Edition(s)
Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 6th Edition
Features

Pre- and in-service teachers get the tools they need to effectively teach all students found in today’s diverse classrooms. Included is strong coverage of many different kinds of diversity–ELL, dialect, gender, and achievement differences.

Visual help is provided for identifying important research and writing related to the concepts. “Evidence-Based Research” icons highlight current research and give readers a solid ground on which to build their own instruction. “Writing” icons point to illustrative writing examples.

Readers get the most up-to-date evidence-based research comprehension instruction and learning. Chapter 7, “Reading to Learn,” discusses the implications of the National Reading Panel’s Report for comprehension.

Cognitive and sociocultural factors in relation to diagnostic assessment and instructional approaches are made exceptionally clear and grades and grading are discussed in the section on portfolio assessment.

Teachers have access to extensive lists of trade literature, as well as lesson and unit planning examples to help them integrate literacy into content areas. Technology strategies and Web links with examples are also integrated throughout.

A number of strong features and pedagogical aids make the concepts clear, including:

Anticipation Guides in each chapter

A Literacy Coaches’ Corner box in each chapter

Implications from the New Literacy Studies included throughout

A new emphasis on differentiated writing for different disciplines

New to This Edition

This Seventh Edition includes a number of new features and added attention to some of today’s most critical educational areas affecting the effectiveness of reading in the content areas.

Readers get practical help for focusing on the most important ideas in the text through Essential Questions that begin each chapter and help frame readers’ attention.

Additional help for organizing the principles and strategies presented in the text is included in The Learning Cycle tool that the authors introduce in Chapter 4 and emphasize in Chapters 5 through 10.

Teachers in math, science, social studies, fine arts, and phys ed get help for accessing resources in their own professional journals through suggested readings drawn from a wider variety of sources, including professional journals in major content areas

Readers are able to better construct conditional knowledge of assessment strategies with the help of a revised chapter on assessment organized according to the purpose of assessment: assessment of, for, and as learning

And readers are brought up-to-date on some of education’s most critical areas through this edition’s increased attention to:

The disciplinary literacies associated with vocabulary development and comprehension in a wider variety of disciplines, including fine arts and physical education

Disciplinary ways of thinking following Hal Herber’s principle of “content determines process”

English Language Learners

New literacies for the twenty-first century. including activities for use in both traditional and online classrooms

Adaptations of well-known strategies to address disciplinary ways of thinking and reading

Updated technology tips with URLs for videos that enhance comprehension and critical thinking

Updated tips for teaching struggling readers

Chapter-by-Chapter Changes to the Seventh Edition

Includes new definitions of text and literacy that inform our thinking about discplinary literacy instruction. An extensive discussion of disciplinary literacy similarities and differences, targeting the core content areas of English/language arts, mathematics, science, and social studies as well as fine arts and physical education.

An emphasis on disciplinary literacy is woven throughout the chapter’s topics.

Presents an updated focus on English language learners, struggling learners, and gifted and talented students.

Includes new research on bridging out-of-school literacies and content area learning.

Addresses the role of digital literacies in disciplinary teaching and learning

Provides information for literacy coaches on blogging as a form of professional development.

Introduces and discusses the Learning Cycle, a useful tool for planning instruction that is the primary organizational tool for this edition.

Uses the process of backward design for unit and long term planning.

Includes an updated discussion of how to include New Literacies as part of planning.

Covers several different assessments, including an explanation of results from Programme for International Student Assessment (PISA) and information on the upcoming NAEP Technology and Engineering Literacy assessment.

Expands the discussion of the Strategic Content Literacy Assessment. Organized around the purposes of student assessment (assessment of learning, assessment for learning, and assessment as learning), this chapter includes ways to use technology to simplify analyzing assessments such as interest inventories.

Uses the Learning Cycle as an organizing principle to situate the ideas and strategies presented in the chapter.

Offers adaptations of instructional activities to better fit the needs of English language learners.

Builds on Chapter 1’s discussion of differences in teaching comprehension in the core disciplines, fine arts, and physical education.

Updates the discussion of using Question-Answer Relationships as a comprehension strategy.

Builds on Chapter 1’s discussion of differences among disciplines by emphasizing vocabulary instruction in the core disciplines, fine arts, and physical education. The Learning Cycle provides a structure for presenting vocabulary strategies.

Uses the Learning Cycle to structure new information on reading guides.

Includes multiple modes of communication as a means of learning with 21 st century texts.

Includes added emphasis on disciplinary writing connected to habits of thinking in a variety of disciplines.

Extends the discussion on using technology (e.g. Google Docs and other Web 2.0 tools) to enhance learning. Adaptations of Response Heuristic for math, science, and social studies have been added to this edition.

Includes a new strategy for struggling learners and updates information on learning with technology.

Provides a rationale for enlarging the scope of life-long reading materials, including a discussion of online fan fiction, manga, and graphic novels.

Addresses several issues related to using multicultural literature.

Include new titles and a better representation of differences across disciplines, ethnic groups, and genres.

About the Author(s)

Donna E. Alvermann is University of Georgia-appointed Distinguished Research Professor of Language and Literacy Education. Formerly a classroom teacher in Texas and New York, her research focuses on literacy instruction across the disciplines. Her co-authored/edited books include Reconceptualizing the Literacies in Adolescents’ Lives (3 rd ed.); Bridging the Literacy Achievement Gap, Grades 4–12; and Adolescents and Literacies in a Digital World. Past President of the National Reading Conference (NRC), she serves on the Adolescent Literacy Advisory Group of the Alliance for Excellent Education. She was elected to the Reading Hall of Fame in 1999, and is the recipient of NRC’s Oscar Causey Award for Outstanding Contributions to Reading Research, College Reading Association’s Laureate Award, and the American Reading Forum’s and NRC’s two service awards. In 2006, she was awarded the International Reading Association’s William S. Gray Citation of Merit.

Victoria Ridgeway Gillis graduated from North Georgia College with a BS in Biology and from Emory University with an MAT in Secondary Science Education. She taught science courses including life science, chemistry, physics, and physical science in Georgia, Florida, and South Carolina. In the early 1970s, she encountered the ideas and concepts in content area reading and tried them in her classroom. Her success in using those strategies led her to return to graduate school after 20 years in the classroom to complete her Ph.D. at the University of Georgia in 1994. Victoria taught graduate and undergraduate disciplinary literacy courses at Clemson University for 20 years. She is currently Professor and Wyoming Excellence Chair in Literacy Education in the College of Education at the University of Wyoming.

Stephen Phelps is professor emeritus of Elementary Education and Reading at Buffalo State College. In his 30 years at Buffalo State, he taught a wide range of literacy methods courses at the undergraduate and graduate levels and was coordinator of the graduate literacy specialist program. His research interests include the preparation of teachers to work in urban schools and sociocultural influences on literacy acquisition and achievement.

Instructor Resources
MyTest Test Bank for Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 7th Edition

Alvermann, Gillis & Phelps

  • ©2013
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  •  | ISBN-13: 9780132907248 | 
Instructor's Resource Manual and Test Bank (Download only) for Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 7th Edition

Alvermann, Gillis & Phelps

  • ©2013
  •  | On-line Supplement
  •  | ISBN-13: 9780132907262 | 
Instructor's Resource Manual and Test Bank

Teaching supplement to the parent text, with test items. Online only.

Instructor's Resource Manual and Test Bank (application/pdf)

Teaching supplement to the parent text, with test items. Online only.

Test Bank (Download Only) for Blackboard, Angel and D2L for Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 7th Edition

Alvermann, Gillis & Phelps

  • ©2013
  •  | On-line Supplement
  •  | ISBN-13: 9780133017281 | 
Test Bank for Blackboard Learning System (application/zip)

Test bank questions for import into Blackboard Learning System, CourseCompass, Angel

Test Bank for Blackboard Learning System (application/zip)

Test bank questions for import into Blackboard Learning System, CourseCompass, Angel

Test Bank for Blackboard Learning System (application/zip)

Test bank questions for import into Blackboard Learning System, CourseCompass, Angel

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Featured Packages Additional Packages Package ISBN-9780133110463
  • This item is out of stock and unavailable for purchase on our websites. Instructors, you may still place orders with your bookstore. Estimated availability: 2012-04-30
  • This package contains:

    Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 7th Edition

    Alvermann, Gillis & Phelps

    120 Content Strategies for English Language Learners: Teaching for Academic Success in Secondary School, 2nd Edition
    Package ISBN-9780133812695
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  • This package contains:

    Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 7th Edition

    Alvermann, Gillis & Phelps

    Coaching Writing in Content Areas: Write-for-Insight Strategies, Grades 6-12, 2nd Edition
    Package ISBN-9780133083736
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  • This package contains:

    Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 7th Edition

    Alvermann, Gillis & Phelps

    Mathematical Literacy in the Middle and High School Grades: A Modern Approach to Sparking Student Interest

    Wallace, Evans & Stein

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  • Morningside College Graduate Education

    EDUC 512 Issues in Education
    Koonce, G. (2016). Taking sides: Clashing views on controversial educational issues (18th expanded ed.). McGraw-Hill/Dushkin.
    ISBN-13: 978-1-259-34133-5

    Privitera, G. J. (2016). Research methods for the behavioral sciences (2nd ed.). Sage Publications, Inc.
    ISBN-13: 978-1-506341507

    Schwartz, B. M. Landrum, R. E. & Gurung, R. A. R. (2017). Easy guide to APA style (3rd ed.). Sage Publications, Inc.
    ISBN-13: 978-1483383231

    EDUC 522 Instructional Technology
    Students will choose a book for purchase from a list provided in the course after the course has begun.

    Gregory, G. H. & Chapman, C. (2013). Differentiated instructional strategies: One size doesn’t fit all (3rd ed.). Corwin Press.
    ISBN-13: 978-1-4522-6098-3

    EDUC 697 Educational Research
    Privitera, G. J. (2016). Research methods for the behavioral sciences (2nd ed.). Sage Publications, Inc.
    ISBN-13: 978-1-5063-2657-3

    Schwartz, B. M. Landrum, R. E. & Gurung, R. A. R. (2017). Easy guide to APA style (3rd ed.). Sage Publications, Inc.
    ISBN-13: 978-1483383231

    EDUC 698 Data Collection and Analysis
    Privitera, G. J. (2016). Research methods for the behavioral sciences (2nd ed.). Sage Publications, Inc.
    ISBN-13: 978-1-5063-2657-3

    Schwartz, B. M. Landrum, R. E. & Gurung, R. A. R. (2017). Easy guide to APA style (3rd ed.). Sage Publications, Inc.
    ISBN-13: 978-1483383231

    EDUC 699 Interpreting and Reporting Educational Research
    Privitera, G. J. (2016). Research methods for the behavioral sciences (2nd ed.). Sage Publications, Inc.
    ISBN-13: 978-1-5063-2657-3

    Schwartz, B. M. Landrum, R. E. & Gurung, R. A. R. (2017). Easy guide to APA style (3rd ed.). Sage Publications, Inc.
    ISBN-13: 978-1483383231

    MUED 511 Advanced Conducting Techniques
    Please purchase the textbook related to teaching focus.
    Instrumental
    Green, E. H. & Gibson, M. (2004). Modern conductor (7th ed.). Prentice Hall, Inc.
    ISBN-13: 978-0-13-182656-4

    Choral or General Music
    Jordan, J. (2009). Evoking sound - with DVD (2nd ed.). Gia Publications, Inc.
    ISBN-13: 978-1-57999-726-7

    MUED 533 Topics in Elementary General Music
    Phelps, R. P. Ferrara, L. Sadoff, R. H. & Warburton, E. C. (2004). A guide to research in music education (5th ed.). Scarecrow Press.
    ISBN-13: 978-0-8108-5240-2

    MUED 534 Topics in Choral Music
    Phelps, R. P. Ferrara, L. Sadoff, R. H. & Warburton, E. C. (2004). A guide to research in music education (5th ed.). Scarecrow Press.
    ISBN-13: 978-0-8108-5240-2

    MUED 535 Topics in Instrumental Music
    Phelps, R. P. Ferrara, L. Sadoff, R. H. & Warburton, E. C. (2004). A guide to research in music education (5th ed.). Scarecrow Press.
    ISBN-13: 978-0-8108-5240-2

    Source:

    grad.morningside.edu

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