This reproducible book is ideal for students in upper elementary and middle school settings whose comprehension skills need strengthening. The worksheets all have secondary school settings - football teams, school dances, picnics, basketball games, and so on - to motivate reluctant learners to properly fill in the blanks and complete a one paragraph story so that it makes sense. The worksheets start off with eight spaces and eight fill-in words then progress to twelve blanks and additional words. It's a great program for vocabulary development.
Cloze procedure is a family of testing and teaching methods that leave blanks in discourse and ask examinees to restore the missing elements. Edited and coauthored by award-winning scholars, Cloze and Coherence shows how and why cloze procedure is sensitive to discourse constraints, and it offers a comprehensive theory of semiotics showing what coherence is and reviewing a great deal of cloze research. It traces in particular the history of cloze research pertaining to studies of coherence from Hermann Ebbinghaus in the 1890s to Wilson L. Taylor in the 1950s until today. The research presented here aims to show that cloze scores tend to fall if discourse constraints are disrupted. Also explored are many subtle questions associated with this tendency. Populations discussed include native and nonnative speakers of English, native and nonnative speakers of French, and certain special populations such as deaf subjects and educable mentally retarded subjects. Contrary to some experts, it appears from the theory and the research that all of the normal subject populations as well as the special populations examined here benefit from the cognitive momentum gained from the episodic organization of ordinary discourse. This finding is sustained by research from Taylor, Oller et al., Cziko, Bachman, Jonz, and Taira. Further, some of Jonz's recent work shows why scrambling encyclopedic text (Timothy Shanahan and colleagues) failed to produce any significant decrement in cloze scores. Jonz demonstrated empirically that some texts (just as Gary A. Cziko had predicted) are not made more difficult by scrambling their sentences because the sentences of those texts are, in some cases, arranged in the manner of a list rather than a logically or chronologically structured series. Scrambling the list, therefore, has no significant impact. The final chapter of this study gives a comprehensive review of research reportedly showing that cloze is not sensitive to coherence. The authors show that all those efforts suffer from fatal flaws. Cloze and Coherence offers advances of two kinds. First, a better theoretical basis for experimental research on discourse comprehension and on literacy and language acquisition is presented, which stems from a fleshed-out semiotic theory. Second, experimental advances, whose results are published here for the first time, appear in various studies by Jonz, Chihara et al., Oller et al., and Taira. This work is well researched and illustrated. It includes figures, tables, appendices, a glossary, and an index. It will be a valuable tool for language and literacy testers and teachers.
This book offers a global exploration of current theory and practice in the teaching of stylistics and the implementation of stylistic techniques in teaching other subjects. Pedagogical stylistics is a field that looks at employing stylistic analysis in teaching, with the aim of enabling students to better understand literature, language and also improving their language acquisition. It is also concerned with the best practice in teaching stylistics. The book discusses a broad range of interrelated topics including hypertext, English as a Foreign Language, English as a Second Language, poetry, creative writing, and metaphor. Leading experts offer focused, empirical studies on specific developments, providing in-depth examinations of both theoretical and practical teaching methods. This interdisciplinary approach covers linguistics and literature from the perspective of current pedagogical methodology, moving from general tertiary education to more specific EFL and ESL teaching. The role of stylistics in language acquisition is currently underexplored. This contemporary collection provides academics and practitioners with the most up to date trends in pedagogical stylistics and delivers analyses of a diverse range of teaching methods.
This book explores new territory at the interface between semantics and pragmatics, reassessing a number of linguistic phenomena in the light of recent advances in pragmatic theory. It presents stimulating insights by experts in linguistics and philosophy, including Kent Bach, Philippe de Brabanter, Max Kölbel and François Recanati. The authors begin by reassessing the definition of four theoretical concepts: saturation, free pragmatic enrichment, completion and expansion. They go on to confront (sub)disciplines that have addressed similar issues but that have not necessarily been in close contact, and then turn to questions related to reported speech, modality, indirect requests and prosody. Chapters investigate lexical pragmatics and (cognitive) lexical semantics and other interactions involving experimental pragmatics, construction grammar, clinical linguistics, and the distinction between mental and linguistic content. The authors bridge the gap between different disciplines, subdisciplines and methodologies, supporting cross-fertilization of ideas and indicating the empirical studies that are needed to test current theoretical concepts and push the theory further. Readers will find overviews of the ways in which concepts are defined, empirical data with which they are illustrated and explorations of the theoretical frameworks in which concepts are couched. This exciting exchange of ideas has its origins in the editors’ workshop series on the theme ‘The semantics/pragmatics interface: linguistic, logical and philosophical perspectives’, held at the University of Lille 3 in 2012-13. Scholars of linguistics, logic and philosophy and those interested in the research benefits of crossing disciplines will find this work both accessible and thought-provoking, especially those with an interest in pragmatic theory or semantics.
Children use a word bank, and text and picture clues to fill in missing words that give each story meaning. Includes a word search that provides further practice in reading and spelling target words. Manageable stories for beginning readers--just five or six sentences long. Each reproducible activity page gives children repeated practice. Great for independent learning or homework.
Boost students' mathematics vocabulary with easy-to-implement effective strategies! Sample lessons using each strategy are included for grade spans 1-2, 3-5, and 6-8 using vocabulary words from standards-based, content-specific units of study. Each strategy also includes suggestions for differentiating instruction. Each notebook includes 25 research-based strategies, differentiation suggestions for each strategy, assessment strategies, sample word lists including both specialized content and general academic words, and parent letters in both English and Spanish. Also included is a Teacher Resource CD with PDFs of resource pages, word lists, assessment pages, and parent letters.
In Guided Highlighted Reading, teachers of grades 4-12 learn an easy and effective text-based strategy that scaffolds all students to return to a complex or difficult text for four different reading purposes. This resource uses prompts--not questions--to build competency with difficult and complex text for four close-reading purposes for any content area: Reading comprehension; Author's craft; Tier II vocabulary acquisition; and Answering multiple-choice questions on high-stakes assessments Sample passages from ELA Appendix B of the Common Core State Standards are prepared for student use for all purposes, along with how-to directions, rubrics for assessing mastery of reading comprehension and author's craft, and an alignment of the four purposes to the CCSS. Guided Highlighted Reading is a go-to resource for teachers to help students navigate complex texts and meet the rigorous requirements of the CCSS.
"Covers work in the field of language and reading for children up to the age of seven, published during a period of approximately fifty years (from the 1920s until 1976)"--P. xiii.
New Approaches to Teaching Italian Language and Culture fills a major gap in existing scholarship and textbooks devoted to the teaching of Italian language and culture. A much-needed project in Italianistica, this collection of essays offers case studies that provide a coherent and organized overview of contemporary Italian pedagogy, incorporating the expertise of scholars in the field of language methodology and language acquisition from Italy and four major countries where the study of Italian has a long tradition: Australia, Canada, Great Britain and the United States. The twenty four essays, divided into six main parts, offer a tremendous variety of up-to-date approaches to the teaching of Italian as a foreign language and L2, ranging from theoretical to more practical, hands-on strategies with essays on curricular innovations, technology, study abroad programs, culture, film and song use as effective pedagogical tools. Each case study introduces a systematic approach with an overview of theory, activities and assessment suggestions, collection of research data and syllabi. The book addresses the needs of instructors and teacher trainers, putting in perspective different examples that can be used for more effective teaching techniques according to the ACTFL guidelines and the Common European Framework of Reference for Languages.
