Don’t blame technology for poor student grammar; instead, use technology intentionally to reach students and actually improve their writing! In this practical book, bestselling authors Jeremy Hyler and Troy Hicks reveal how digital tools and social media – a natural part of students’ lives – can make grammar instruction more authentic, relevant, and effective in today’s world. Topics Covered: Teaching students to code switch and differentiate between formal and informal sentence styles Using flipped lessons to teach the parts of speech and help students build their own grammar guides Enlivening vocabulary instruction with student-produced video Helping students master capitalization and punctuation in different digital contexts Each chapter contains examples, screenshots, and instructions to help you implement the ideas. With the strategies in this book, you can empower students to become better writers with the tools they already love and use daily. Additional resources and links are available on the book’s companion wiki site: textingtoteaching.wikispaces.com

The latest title in Black Library's premium line. Perturabo - master of siegecraft, and executioner of Olympia. Long has he lived in the shadow of his more favoured primarch brothers, frustrated by the mundane and ignominious duties which regularly fall to his Legion. When Fulgrim offers him the chance to lead an expedition in search of an ancient and destructive xenos weapon, the Iron Warriors and the Emperor's Children unite and venture deep into the heart of the great warp-rift known only as 'the Eye'. Pursued by a ragged band of survivors from Isstvan V and the revenants of a dead eldar world, they must work quickly if they are to unleash the devastating power of the Angel Exterminatus

This volume is an attempt to synthesize the understandings we have about reading to learn. Although learning at all ages is discussed in this volume, the main focus is on middle and high school classrooms--critical spaces of learning and thinking. The amount of knowledge presented in written form is increasing, and the information we get from texts is often conflicting. We are in a knowledge explosion that leaves us reeling and may effectively disenfranchise those who are not keeping up. There has never been a more crucial time for students to understand, learn from, and think critically about the information in various forms of text. Thus, understanding what it means to learn is vital for all educators. Learning from text is a complex matter that includes student factors (social, ethnic, and cultural differences, as well as varying motivations, self-perceptions, goals, and needs); instructional and teacher factors; and disciplinary and social factors. One important goal of the book is to encourage practicing teachers to learn to consider their students in new ways--to see them as being influenced by, and as influencing, not just the classroom but the total fabric of the disciplines they are learning. Equally important, it is intended to foster further research efforts--from local studies of classrooms by teachers to large-scale studies that produce generalizable understandings about learning from text. This volume--a result of the editor's and contributors' work with the National Reading Research Center--will be of interest to all researchers, graduate students, practicing teachers, and teachers in training who are interested in understanding the issues that are central to improving students' learning from text.

Why do people from similar backgrounds who read the same text construct different meanings? Is there a question behind every reading goal, such that reading is an interactive process of asking and answering of questions? Do people who believe that knowledge is dynamic construct meaning differently than those who believe that knowledge is certain? This volume addresses questions such as these and presents cutting edge research and theory that explores how readers determine text relevance (i.e., the different values they assign to information as they read), how relevance affects understanding, and the implications of these studies for theories of text comprehension. This volume documents in a compelling manner the ongoing international effort to understand how text relevance affects reading and comprehension. Contributing authors represent major academic institutions on three continents and nine countries, demonstrating the multinational interest in text relevance. Why is there so much interest in text relevance? Learners are inundated with unprecedented amounts of information, and increased research regarding how readers process non-traditional texts (e.g., documents on the web) and multiple documents, for example, underscores the importance of understanding how readers determine the relevance of text information for personal, academic, or professional goals, which can enable educators to design learning situations that help learners get the most out of reading.

In the last decade, ontologies have received much attention within computer science and related disciplines, most often as the semantic web. Ontology Learning and Population from Text: Algorithms, Evaluation and Applications discusses ontologies for the semantic web, as well as knowledge management, information retrieval, text clustering and classification, as well as natural language processing. Ontology Learning and Population from Text: Algorithms, Evaluation and Applications is structured for research scientists and practitioners in industry. This book is also suitable for graduate-level students in computer science.

This book deals with the significance of different text structures and its cognitive processing in learning from texts. It discusses the effect of learning abilities and attitudes for learning from texts, and focuses on the significance of processing and learning strategies for text comprehension.

History is both an academic discipline and a school subject. As a discipline, it fosters a systematic way of discovering and evaluating the events of the past. As a school subject, American history is a staple of middle grades and high school curricula in the United States. In higher education, it is part of the liberal arts education tradition. Its role in school learning provides a context for our approach to history as a topic of learning. In reading history, students engage in cognitive processes of learning, text processing, and reasoning. This volume touches on each of these cognitive problems -- centered on an in-depth study of college students' text learning and extended to broader issues of text understanding, the cognitive structures that enable learning of history, and reasoning about historical problems. Slated to occupy a distinctive place in the literature on human cognition, this volume combines at least three key features in a unique examination of the course of learning and reasoning in one academic domain -- history. The authors draw theory and analysis of text understanding from cognitive science; and focus on multiple "natural" texts of extended length rather than laboratory texts as well as multiple and extended realistic learning situations. The research demonstrates that history stories can be described by causal-temporal event models and that these models capture the learning achieved by students. This text establishes that history learning includes learning a story, but does not assume that story learning is all there is in history. It shows a growth in students' reasoning about the story and a linkage -- developed over time and with study -- between learning and reasoning. It then illustrates that students can be exceedingly malleable in their opinions about controversial questions -- and generally quite influenced by the texts they read. And it presents patterns of learning and reasoning within and between individuals as well as within the group of students as a whole. By examining students' ability to use historical documents, this volume goes beyond story learning into the problem of document-based reasoning. The authors show not just that history is a story from the learner's point of view, but also that students can develop a certain expertise in the use of documents in reasoning.

Note: This product is printed when you order it. When you include this product your order will take 5-7 additional days to ship.¬+¬+This complete and comprehensive resource for teachers new and experienced alike offers a "big picture" look at the goals of Jewish education.

Reissue of ILA bestseller. In this e-book, well-known literacy scholars share practical ways to engage and challenge today’s students. Key topics covered include text complexity, vocabulary instruction, reading interventions, digital tools, critical literacy, and self-regulation. User-friendly chapters include enhanced content: classroom scenarios, transcripts, photo essays, links to videos, and screen shots of online strategies. “Insightful and thought-provoking, What’s New in Literacy Teaching? is a must-have resource that belongs in the hands of administrators, curriculum coordinators, preservice teachers, experienced teachers, and literacy coaches who want to see how theory and research can be transformed into practical and innovative instruction to engage and challenge today's students.” —Patricia A. Edwards, Michigan State University “Written by outstanding scholars, this is a must-read for all those engaged in literacy development.” —Lesley Mandel Morrow, distinguished professor, Rutgers University Contributors include P. David Pearson, Camille L. Z. Blachowicz, Julie Coiro, Peter Afflerbach, Jane Hansen, Diane Lapp, Elfreida H. Heibert.