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English Grammar Instruction That Works!: Developing Language Skills for All Learners By Evelyn B. Rothstein, Andrew S. Rothstein

Download English Grammar Instruction That Works!: Developing Language Skills for All Learners By Evelyn B. Rothstein, Andrew S. Rothstein

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Sales Rank: #1855493 in Books
Brand: Corwin
Published on: 2008-11-11
Original language: English
Number of items: 1
Dimensions: 10.80" h x .70" w x 8.40" l, 1.45 pounds
Binding: Paperback
240 pages

Features

Clear explanations of grammatical terms as a refresher for teachers
Easy-to-implement classroom activities, including examples and word play from children"s literature
Appropriate techniques for a broad audience of students, with specific suggestions for English language
Background on the development of English as a global language, promoting students" respect for diverse
A teaching approach that supports the National Council of Teachers of English standards for English language

Review
"This is a totally new approach to teaching the dry topic of grammar. The author uses history, multiple content areas, and real-world viewpoints to involve students and give them every opportunity to gain a deep understanding of the topic." (Linda Irvin, Fourth-Grade Teacher 2008-05-16)

"This book provides teachers with the how-to for applying the theories we find tacitly agreeable but may not know how to implement in the classroom. Without an over-reliance on case studies or anecdotes, the strategies provided are adaptable to multiple levels of grammar instruction." (Tabia Lee, English and Social Studies Teacher 2008-05-16)

"This book is very interesting, important, and engaging. It is user friendly and introduces teachers at all levels (secondary English specialists as well as elementary generalists) to linguistic principles that should inform our teaching of both grammar and vocabulary." (Amy Benjamin, Educational Consultant 2008-05-16)

"Andrew and Evelyn Rothstein have given teachers a model for teaching the structure of our language with fun and interesting strategies that can be used at all grade levels. They show teachers how to take grammar instruction from a stand-alone subject to an integral part of a complete literacy program." (Kim Whitling, Fifth-Grade Inclusion Teacher 2008-06-04)

"The authors provide research-based strategies and support to move grammar instruction from diagramming sentences to constructing sentences, from rote memorization to student involvement, and from dull and boring to exciting and engaging. This text shows teachers the way English grammar instruction can really be!" (Natalie R. Scavone, New Visions Teacher 2008-06-09)

"This book not only provides the how and why of grammar, it offers wonderful strategies that will motivate and encourage our school population to become truly successful in understanding and using language. With its numerous and engaging activities, this book will build student competence and confidence and raise the standards of literacy." (Diana Mann, Educational Consultant 2008-06-20)

"A practical, delightful, creative, brilliant, and deep guide to English grammar instruction. Their love and extensive knowledge of the English language is evident on every page. They provide all the ingredients for teachers and students to experience expanded learning opportunities in all disciplines." (Marilyn Zaretsky, Director 2008-06-23)

"This book is a breath of fresh air for the old, musty methods of teaching grammar. It helps students and teachers realize the practical reasons for learning grammar while understanding the history of language." (Maryanne N. Maisano, Visiting Assistant Professor 2008-06-26)

"Provides a fresh approach that offers sound pedagogy and speaks to the challenges that teachers meet in today’s classrooms. Its engaging activities will enrich students’ language abilities with systematic instruction that spans all content areas.” (Elizabeth Benefield, Principal 2008-06-26)

"Informative, practical, and fun. The conversations around helping students build a Latin vocabulary places the reader within the context of how doing so increases reading comprehension, higher levels of writing, and a greater knowledge of the relationship between words and grammar." (Ahmes Askia, Director of Professional Development 2008-07-09)

"This is a totally refreshing approach to the dreaded topic of grammar. The Rothstein's common-sense writing coupled with strategies that are extremely doable in a classroom make the topic of grammar not only exciting but understandable as well." (Stewart Lyons, Professor 2008-07-30)

"Filled with entertaining ideas and the invitation for thoughtful classroomm possibilities, this text helps readers reconceptualize their innate language and enjoy new levels of English understanding. This book is a must for every English teacher and is a joy to read!" (Kay A. Smith, Assistant Professor of English and Literature 2008-08-08)

About the Author
Evelyn Rothstein has been an educational consultant specializing in teaching writing across the curriculum for the past twenty years. With a background in classroom teaching and a specialization in linguistics and language development, she has trained teachers and implemented her strategy-based Writing As Learning and Write for Mathematics programs in hundreds of schools and school districts throughout the United States. She is the author of numerous books and articles, including Writing as Learning and Write for Mathematics. Rothstein is a graduate of the City University of New York and Teachers College, Columbia University with degrees in education, speech, reading, and psycholinguistics.

Andrew S. Rothstein has had a distinguished career as a teacher, administrator, and researcher. His diverse and enriching experiences in international schools, special education, public schools, and consulting have given him a broad perspective of the contexts in which children learn. As an author and presenter, he has achieved wide acclaim for his work in improving school performance by focusing on improving instruction and its supervision. His work in integrating many subject areas through writing has been highly effective in improving test scores in districts across the country. As principal, Rothstein led site-based improvements that resulted in strong increases in student academic performance. While superintendent of a regional school serving children with severe physical disabilities and health impairments, Rothstein reorganized staff development, created new curricula, and integrated technology into the instructional program for children for children from prekindergarten through high school. He has been an adjunct professor at Southern Connecticut State University and Touro College. Rothstein earned a master's degree in special education from the University of North Carolina at Chapel Hill and a doctorate in educational administration from New York University.

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