As a reading teacher plans
for meaning - rich reading
opportunities for learners of various levels and with widely differing schemata, he or she selects books from a
broad variety of levels, topics, and features (including pop - ups, flaps, sound books, and» big books») to motivate each child.
For example, in one study, teachers mediated language learning in several ways — mode shifting through recasting (e.g., the teacher recapping a student's contribution to fit the broader pedagogic objectives of the curriculum), signaling to learners how to reformulate their talk (e.g., indicating a need for clarification, giving the student an opportunity for self - correction, supplying a recoded version), and recontextualizing students» expressions of personal learning (e.g., helping students use the appropriate register and more specificity in their explanations [Gibbons, 2003]-RR
For example, in one study, teachers mediated language learning in several ways — mode shifting through recasting (e.g., the teacher recapping a student's contribution to fit the
broader pedagogic objectives of the curriculum), signaling to
learners how to reformulate their talk (e.g., indicating a need
for clarification, giving the student an opportunity for self - correction, supplying a recoded version), and recontextualizing students» expressions of personal learning (e.g., helping students use the appropriate register and more specificity in their explanations [Gibbons, 2003]-RR
for clarification, giving the student an
opportunity for self - correction, supplying a recoded version), and recontextualizing students» expressions of personal learning (e.g., helping students use the appropriate register and more specificity in their explanations [Gibbons, 2003]-RR
for self - correction, supplying a recoded version), and recontextualizing students» expressions of personal learning (e.g., helping students use the appropriate register and more specificity in their explanations [Gibbons, 2003]-RRB-.