Geometry.Net - Basic_R: Reading Language General Teach

Reading/Language Arts Center:Literacy, Literature,and Learning For Life
be determined by examining concepts and general complexity of able to construct meaningthrough reading and writing integration of all the language arts across
http://www.eduplace.com/rdg/res/literacy.html

Extractions: References As we enter Ms. Morley's fourth grade class, we can immediately tell that they are studying about the environment. There is an exciting display of magazines and books, including such favorites as The Great Kapok Tree: A Tale of the Amazon Rain Forest (Cherry, 1990) and Just a Dream 3*2*1 Contact entitled "Act Now: The Earth Patrol Guide to Preserve and Protect;" these students are writing a skit to show how boys and girls can help to protect the environment. Still other students are working on the computer constructing graphs about endangered animals in the environment. Ms. Morley explains that she and her students use many different resources and pieces of literature as they develop their themes. She notes that her goal is to work together with her students to help them learn to communicate as they are going to have to do in real life. You might ask, "What is so special or different about this fourth grade class?" Ms. Morley's class shows what many teachers around the country are doing. They are:
Bookstore Home ELT Calendar's Bookstore
To _ teach English in Japan general Daily Life Cognition ComputerAssisted LanguageLearning PHP Motivation Postmodernism Psychology reading Research Second
http://www.eltcalendar.com/books/
Reading & Writing
reading and Writing general Arts reading Writing Math Phonicsand Whole language Learning (a balanced approach to beginning reading)
http://www.vtaide.com/png/readwrite.htm

Extractions: (a balanced approach to beginning reading) Children cannot learn to read without an understanding of phonics. All children must know their ABCs and the sounds that letters make in order to communicate verbally. The question in early childhood programs is not whether to teach "phonics" or "whole language learning," but how to teach phonics in context rather than in isolation so that children make connections between letters, sounds, and meaning. Ready*Set*Read Activity Guides for Families These activity guides provide ideas you can use to help young children learn about language with age-appropriate activities. How to Help Your Child with Reading In your child's early reading, if he does not know a word, tell him. A wise parent will not interrupt the child's thoughts by having him wait. When he is in the early stage of reading, he should not be asked to spell a word. Why? Because you are forcing him to make several eye-stops to see letter-by-letter instead of phrase-by-phrase. When you do this, his reading will be slow and choppy. It will lack rhythm and smoothness. And he will forget what he is reading about. So, in the beginning stages of reading, tell him the word immediately. A little later he will learn to figure out most words for himself.
Mail Thread Index
mainly TeleOlympics, as I teach Phys.Ed., Mary and math, Lynn Worley; reading, LanguageArts, Math social studies, James Rathbun; general curriculum, Heather
http://www.ofcn.org/guestbook/messages99/threads.html

Extractions: Social Studies D.Mocarski science, reading, Terry Perkins Social studies, science, math Susan Perry math Judi Hofemann math, science, and social studies Heather Hazlewood mainly TeleOlympics, as I teach Phys.Ed. Mary Yates Academy rose hands-on math for developmentally disabled students Susan Sloan Anything to assist Special Education students Mickie ALL CURRICULAR AND ENRICHMENT c sANTA-cOLOMA All Middle School Areas phil breedlove british secondary school science m evans Language Arts/ Business Management/Computer Technology Sheilah Anderson (no subject) BYBJF Great site all Sharon Ussery all Olga W. Jackson
General Education Development (GED)
general Information for the GED Examination. Arizona Department of Education andcovers five subject areas language Arts, reading; language Arts, Writing
http://www.rio.maricopa.edu/ci/programs/ged/

Extractions: The GED (high school equivalency) test is given by the Arizona Department of Education and covers five subject areas: Language Arts, Reading; Language Arts, Writing; Mathematics; Science; and Social Studies. Rio Salado College provides free preparation classes for the test through its Adult Basic Education program. Classes are located throughout Maricopa County and are self-paced. Online preparation is also available for a fee. To find out more about the schedule of preparation classes, please call (480) 517-8030 or (480) 517-8110. Minimum Requirements: Requirements to take the GED test vary from state to state. The requirements provided by the Arizona Department of Education include: The applicant must be at least 16 years of age and have not received a high school diploma or equivalency certificate or diploma. If the applicant is between the ages of 16 and 18 years of age, he or she may take the GED test but must provide: A notarized statement of consent to take the test signed by a parent or legal guardian.
Learning English For Intermediate TESOL Levels - English Grammar, Reading, Liste
including grammar, listening, vocabulary, reading, writing, reference on improvingEnglish in general for intermediate most often used in the English language.
http://esl.about.com/cs/intermediate/
Reading
used when reading in the native language, but are approach, which progresses froma general understanding to takes a different approach to reading comprehension
http://esl.about.com/cs/reading/
WETA: Reading Rockets: Research-Based Reading Programs
Levels 13 Target Audience general education, students with LD, and English languagelearners Instructional phonics and keyboarding skills to teach reading.
http://www.readingrockets.org/article.php?ID=414
General Catalog - College Writing Program Courses
practice in the teaching of reading and composition perspectives on first and secondlanguage composition, contrastive Open to students who teach or will teach
http://sis450.berkeley.edu:4500/catalog/gcc_list_crse_req?p_dept_name=College Wr
Schwab Learning
Levels 13 Target Audience general education, students with LD, and English languagelearners. awareness, phonics and keyboarding skills to teach reading.
http://www.schwablearning.org/articles.asp?r=318
An Annotated Bibliography Of Reading And Adult English Language Learning
examined the effects of an extensive reading program on an adult English languagelearner The learner's reactions to the program and general implications for
http://www.cal.org/ncle/Rdgbib.htm

Extractions: Teachers' Voices 5: A new look at reading practices. Sydney: National Centre for English Language Training and Research (NCELTR). Adult second-language reading research: How may it inform assessment and instruction? (NCAL Report TR96-08). Philadelphia: National Center on Adult Literacy (ERIC Document Reproduction Services (EDRS) No. ED 412373)
Modern And Classical Languages Endorsement
speaking, writing, reading and aural comprehension; e. methods and techniquesto teach culture; f. principles and techniques for modern language teaching
http://www.state.vt.us/educ/license/language.htm
Speech Language Pathology Endorsement
as well as knowledge about handicapping conditions in general. the area of speechand language development and adapt curriculum and materials to teach or help
http://www.state.vt.us/educ/license/speech.htm

Extractions: The holder is authorized to diagnose speech/language disorders and to assist regular and special education personnel in designing, implementing, and evaluating Individual Education Programs for the areas of language, hearing, articulation, fluency, and voice. The holder shall have a Master's degree or its equivalent in speech and language pathology.
Penn GSE | Academics | Programs & Degrees | Special Programs | Certification Pro
include English, mathematics, science, social studies, or foreign language. contextsin which students learn to teach. Certification as a reading Specialist.
http://www.gse.upenn.edu/academics/certprog.html

Extractions: Teaching Certification Students may pursue teacher certification in the Elementary Education or Secondary Education Programs. Content areas for certification at the secondary level include: English, mathematics, science, social studies, or foreign language. The ten-month program begins in mid-July, and incorporates a full academic year of fieldwork. When students complete all requirements of the Teacher Education Program, they earn a Master of Science in Education. They will also be qualified for certification by program end (May), assuming they have taken and passed the exams required by the state Department of Education. Certification as a Reading Specialist The master's program in Reading/Writing/Literacy offers Reading Specialist Certification; students may take additional courses to become certified as secondary or elementary teachers, or may choose a dual focus on Reading/Writing/Literacy. RWL offers two doctoral degrees. The Ph.D. program develops scholar-practitioners who become leaders in research and teaching in colleges and universities.
Foreign Language Classes
your material, you may want to keep in mind these general principles Try to includeall four language skillslistening, speaking, reading, and writing
http://www.northwestern.edu/graduate/TAHandbook/III/foreign.html

Extractions: Students in a language course are also learning about the way of life of people who speak the language. The overt teaching of culture may be minimal, but it is impossible to teach the use of the familiar versus the formal you in Italian, German, or Russian, for example, without reference to the sociocultural situation. While various methods of language teachingaudiovisual, cognitive code, and grammar translationhave been proposed to accommodate these various goals, the trend today is generally toward eclecticism according to class goals. You should consult with your supervising instructor about the general orientation of the program and attempt to follow the accepted practices in your department. You may also observe other classes and read in the various available resources to refine your own ideas on the best way for you to teach a foreign language. Most good instructors learn to think ahead about what they want their students to learn and how they want them to demonstrate this knowledge or skill. You can best accomplish this by planning an entire unit at a time. Even if you must later change your plans radically, you will find that planning far in advance helps you pace the lessons and prevents both neglect of important information and loss of things to do. Furthermore, if you know how you are going to test your students, you can gear your instruction and their practice toward that goal. Advance planning can also help you to integrate the diverse material covered in your course. Students understandably shun instructors who first explain direct object pronouns, then do one exercise on them, jump to an irregular verb, attempt to inspire free conversation based on the above, and finally give a test involving translation.
Ftp.rootsweb.com/pub/usgenweb/nd/towner/school/admin/misc1.txt
general 1. Insist on correct position of body and given frequent callisthenic drills. 4.Lessons in nature study in connection with reading and language.
http://ftp.rootsweb.com/pub/usgenweb/nd/towner/school/admin/misc1.txt

Extractions: Towner County, North Dakota - Picton School, District 6 ************************************************************************ USGENWEB ARCHIVES NOTICE: These electronic pages may NOT be reproduced in any format for profit or presentation by any other organization or persons. Persons or organizations desiring to use this material, must obtain the written consent of the contributor, or the legal representative of the submitter, and contact the listed USGenWeb archivist with proof of this consent. ************************************************************************ (C)2001 Mary Lindbo A GRADED COURSE OF STUDY FOR COMMON SCHOOLS FROM TEACHER'S REGISTER PICTON SCHOOL DISTRICT 6 COUNTY OF TOWNER, STATE OF NORTH DAKOTA FOR SCHOOL NO. 6 - 1899-1903 E GRADE FIRST YEAR READING 1. Begin with blackboard and chart work 2. Use the word and sentence methods, teaching words and easy sentences in connection with familiar objects and pictures. 3. After about ten weeks introduce "First Reader", but continue blackboard work in developing the lessons. 4. Drill on all words taught until they are the pupil's property. Use several "First Readers' as supplementary reading. Secure natural, easy expression of all sentences or "little stories". Beware of "dull, drawling, monotone". SPELLING 1. Teach the words of the reading lesson by sound and by letter, being careful to secure the phonic value of letters. 2. Drill in correct form of words by letting pupils write reading lesson on blackboard and at their seats. Use script only. In seat work use long pencils and slate or paper ruled to show height of letters. LANGUAGE 1. Improve pupils' vocabulary by conversing with them about pictures and common things, training them to express their thoughts in complete sentences. 2. Use words from reading lesson in making sentences. Tell short stories and have pupils reproduce in their own language. Commit brief selections of choice poetry and prose. 3. Teach the use of capitals, period, and question mark. NUMBERS 1. Teach all combinations of numbers up to 10. 2. Count to 100 by objects, singly and in smaller groups. 3. Make clear every step in composition or analysis of numbers by using object, e.g., corn, beans, blocks, books, pupils, marks, the quart, the dime, the week, the foot, etc., thus giving the concrete before the abstract. 4. Teach Roman notation to 10 and the use of signs for addition, subtraction, multiplication, division and equals. GENERAL 1. Insist on correct position of body and given frequent callisthenic drills. 2. Exercises in singing in soft, pure tones. Teach simple airs. 3. Teach neatness, cleanliness, good manners, and simple laws of health. 4. Lessons in nature study in connection with reading and language. 5. Seat Work: Paper folding, stick laying, modeling, distinguishing principal colors by means of colored stocks or paper; drawing lines, easy combinations of lines and simple figures, e.g., box, cup, leaves, fruit, etc. Keep your pupils pleasantly employed. Idling makes loafers. D GRADE SECOND YEAR READING 1. "Second Reader" and easy, supplementary reading. 2. Continue phonic drill; insist on easy, natural utterance. 3. Give frequent exercises in reading at sight easy selections from First and Second Readers and from juvenile papers and leaflets. SPELLING 1. Spell the words of the reading lesson both orally and in writing; use common diacritical marks. LANGUAGE 1. Teach name-words, quality words, action words and use them in sentences. 2. Reproduce in simple statements main points in reading lesson. 3. Oral reproduction of stories. 4. Written statements giving observations made in nature study, e.g., flowers, minerals, domestic animals, weather, etc. 5. Insist on correct language in all written and oral work. NUMBERS 1. All combinations of numbers from 10 to 20. 2. Count to 100 by 2's, 3's, 4's - 10's. 3. Read and write numbers to 1000. 4. Give applied examples from pupils' surroundings. Use foot, yard, dollar, gallon, bushel, etc. and their parts. 5. Give oral and written drill daily in rapid adding and subtracting. GENERAL 1. Frequent callisthenic drills. Simple laws of health. 2. Music, simple nature songs, exercise songs, etc. 3. Continue and broaden nature study, laying the foundation for geography. 4. Continue paper folding and drawing. 5. Keep your pupils in a pleasant, healthy frame of mind. They should work driven by the pleasure they derive from their work. 6. Review continually. Plan all work carefully and in detail. C GRADE THIRD AND FOURTH YEARS READING 1. "Third Reader" and supplementary reading: e.g., nature stories, stories from American history, stories of adventure, fairy tales. 2. Insist on correct punctuation and an easy and natural expression. Give frequent drill in phonics and practice sight reading. 3. Oral reproduction of reading lesson. Written exercises on principal parts. SPELLING 1. Spell words occurring in branches studies. 2. Teach common abbreviations and continue diacritical marks. 3. Pupils should know meaning of all words spelled. Continue written and oral work. LANGUAGE 1. An easy, first book in "Language Lessons". 2. Supplement each part of this by written exercises on parts of reading lesson and by reproduction of fables, fairy tales and short stories. 3. Go slowly and do thorough work. Develop power and description of things seen. 4. Memorize gems of poetry and prose. NUMBERS 1. Measuring, separating, comparing and combining numbers up to 100. 2. Reducing numbers 100-1000 to their elements. 3. Drill in addition and subtraction. Develop and apply principles of multiplication and division. 4. Exercises in fractions 1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10. 5. Supplement elementary arithmetic by original examples, work in tables of U.S. money, long and square measure and by concrete illustrations of all work in fractions. Do not use too large numbers. Complete elementary book. 6. Mental and written arithmetic are not united at every step. GEOGRAPHY 1. Map and description of school grounds and immediate vicinity. 2. Nature study and stories of other lands 3. Elementary text book and globe. GENERAL 1. Systematic oral instruction in physiology and hygiene and effects of narcotics and stimulants. 2. Regular exercises in music, drawing, writing and physical training. 3. Elements of good citizenship in connection with biography of American patriots. Civil government in connection with home geography. B GRADE FIFTH AND SIXTH YEARS READING 1. "Fourth Reader" with supplementary reading; e.g., Primary U.S. History; biography of famous Americans; suitable nature studies. 2. Give close attention to expression, articulation and emphasis. Teach how to prepare lessons. Use dictionary. 3. Develop "thought-getting" and an easy, natural mode of delivery. 4. Encourage pupils to read juvenile papers and easy books on biography, travel and adventure. 5. Memorize literary gems. SPELLING 1. Use spelling book and supplement same by lists of words occurring in branches studied. 2. Master diacritical marks thoroughly. 3. Insist on good spelling in all written work. 4. Begin study of synonyms, prefixes, and suffixes. LANGUAGE AND GRAMMAR 1. Advance book in language 2. Practice writing paragraphs and selections from memory and from dictation and descriptions of familiar events and scenes. Correct written work in the study of geography, history, etc. 3. Teach definition, classification and simple syntax of all parts of speech. Develop principal elements of sentence. ARITHMETIC 1. Review notation, numeration and principles or multiplication and division. 2. Teach factoring, compound numbers, decimal and common fractions in their practical application. 3. Give daily drill in mental arithmetic, developing principles, reviewing work done and acquiring speed and accuracy. GEOGRAPHY 1. Introduce second book of two-book series. 2. Develop rapidity and accuracy in map drawing both on blackboard and on paper. 3. Appeal to the pupil's powers of observation and reasoning; connect the work with history; develop fundamental principles of physical geography. HISTORY 1. Review primary history, teach history of state. PHYSIOLOGY 1. Introduce first book in physiology and hygiene, and nature and effect of narcotics and stimulants. CIVIL GOVERNMENT 1. Oral work on civil government of school district, township, city and county. GENERAL 1. Music, drawing, writing and physical training. A GRADE SEVENTH AND EIGHTH YEARS READING 1. "Fifth Reader" and supplementary reading. 2. Study American and English authors and create a desire for pure, wholesome literature. 3. All work should be critical and careful both with regard to thought and language and with regard to vocal culture. ORTHOGRAPHY 1. Word analysis, rules of spelling and constant use of dictionary. GRAMMAR 1. Practical portions of formal grammar should be completed. 2. Continual practice in composition, especially in the study of other branches. ARITHMETIC 1. Percentage, ratio, equal factors. 2. Commercial paper and simple forms of bookkeeping. 3. Review fractions. Continue mental drill. U.S. HISTORY - continued GEOGRAPHY 1. Mathematical, political and descriptive geography completed. PHYSIOLOGY 1. Advanced book completed CIVIL GOVERNMENT 1. Teach civil government of state and United States from text books. GENERAL 1. Music and physical training. Not more than four of above named studies should be studied at one time. ALL GRADES WRITING 1. There should be only two classes: E and D Grades in one; C and those of B and A who need the drill, in the other. The primary class using ruled paper or ruled slates and long pencils; the other using copy placed on board by teacher, copy books, pens and ink. 2. Instruction should be carried on in both at the same time. 3. Aim: ease and rapidity of movement, neatness and legibility. 4. Follow up the work done in the writing class, by insisting on neatness and legibility in all written work. GENERAL LESSONS General exercises in patriotism, morals and manners, current events, in the study of animals, plants, minerals, simple experiments in chemistry and physics, or drills in music or physical culture, may be assigned a special place, as given in program or make take the place of regular classes. MEMORIAL DAYS 1. Washington's birthday, Lincoln's birthday and Memorial Day - May 30th - should be observed not merely by closing the school, but by bringing home to the pupils the reasons why we honor our national heroes. Their courage, devotion and love of country should serve as an object lesson in patriotism. If the pupils cannot be convened for a celebration on the holiday, use a part of the preceding day for such purposes. 2. The birthdays of our poets should also be remembered. On such days the life, character and writings of Bryant, Whittier, Longfellow, Lowell, Holmes, Emerson, etc., should be discussed and choice selections memorized. (Brander Mathews' American Literature is an excellent aid in this work.) 11/25/2001 Page 6 of 9
Education World® : Site Reviews Center : Archives : Language Arts
Writing. general. Online Grammars (Feb. 1998); Parlo language, Culture, Life (March2000); VolterreFr (Nov. 1998); Webspañol (Sept. 1998). (Aug. 1997). reading.
http://www.education-world.com/awards/past/topics/lang_arts.shtml

Extractions: 1999 Reviews ... Archives Language Arts L A N G U A G E A R T S GENERAL ABC Teach (June 2001) Alphabet Super Highway (April 1997) American-Canadian Mt. Everest Expedition (Nov. 2001) Aphorisms Galore! (Jan. 1998) Book Raps (May 2000) By The Great Horn Spoon! A Gold Rush Adventure (March 2000) CyberKids (Sept. 1996) Dositey.com (April 2002) Early Childhood Technology Literacy Project (May 2000) English Grammar 101 (Nov. 2000) ESL Magazine Online (May 2002) FableVision Place (Feb. 2003) G.A.S.P. (Great Adventure to Scenic Places) (April 2000)
Education World® : Grants Center : By Subject
language LITERATURE. Common areas of support for Dollar general include adult programsusing instructional practices from scientificallybased reading research
http://www.education-world.com/grants/subjects/index.shtml

Extractions: Dollar General's mission is "Supporting Literacy and Youth Development Initiatives that Promote Self Sufficiency" within the 24 states that they do business. Common areas of support for Dollar General include adult education and literacy, mentoring, and youth education, literacy, and self-esteem programs.
Study And Teach English Abroad With ITC - International TEFL Certificate
is helpful to do some preparatory reading before the the course to give you a generalintroduction to recommend that trainees read the language and Learning
http://www.itc-training.com/about_the_course.html

Extractions: On-Line Application ... The ITC TEFL Certificate Course consists of 110+ classroom hours plus approximately 20 additional hours of independent study and lesson preparation. Approximately one-third of the classroom hours is spent teaching English to EFL students and peer critiquing. Depending on location the class size varies from 12 to 18. There is always at least one trainer per six trainees. ITC belongs to The ASSOCIATION OF TEACHERS OF ENGLISH OF THE CZECH REPUBLIC which is a member of IATEFL, International Association of Teachers of English as a Foreign Language. 4-week TEFL courses are by their very nature "intensive", "challenging", and "demanding". In just one month you must learn a great deal of new information and then be able to use this to create coherent lessons and be able to teach them to EFL students. You will have to cope with considerable demands on your time and energy, as the pace of the course requires endurance. In addition to this you'll be in a foreign country and dealing with the realities of living outside of your native culture. While this in fact enhances your learning experiences it can be a source of additional stress if you don't come prepared. However, the benefits joined by training in the environment in which you plan to teach are immense. Our graduates find themselves extremely well prepared to live and teach abroad upon graduation from our program.
Learn Online Course - Kinesics: The Reading Of Body Language - Expert Instructio
Join Kinesics The reading of Body language. Do their words match their body language? Ihave read and accepted the general Disclaimer and Terms of Service.
http://home.universalclass.com/i/crn/4019.htm

Extractions: LogOff Use this form to join this online class Join Kinesics: The Reading of Body Language Add to Shopping Cart You can join this class right now! Press the " Join Class " button and you'll immediately enroll into the class and you can begin receiving instruction online from Instructor Jan Harper. Don't miss out on instruction from a real expert in the field, giving you personalized assistance, and documenting all of your progress (through certificates and reference letters) which you can add to your resume or portfolio. Course Description The body is a message in its own right. Our bodies give out signals all the time and these provide a key to our emotions and the sensations we are feeling. Imagine how useful it would be to be able to read these signals in others. Learn to be sufficiently aware of them to know when you are 'giving the game away' yourself.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

41-60 of 96 Back | 1 | 2 | 3 | 4 | 5 | Next 20