61. Martin Luther King Junior Elementary School Children Et Al., V. A major goal of American education in general, and of and to read and write the languageused by goal of a school system is to teach reading, writing, speaking http://ourworld.compuserve.com/homepages/JWCRAWFORD/king.htm

Martin Luther King Junior Elementary School Children et al., v. Ann Arbor School District (excerpts) 73 F.Supp. 1371 (E.D. Mich. 1979) In 1974 Congress voted, in effect, to codify the Lau v. Nichols decision regarding school districts' responsibilities toward limited-English-proficient children. The Equal Educational Opportunities Act required each district "to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs" (20 U.S.C. § 1703[f]). This provision, invoked on behalf of language-minority children, has resulted in a number of court orders for bilingual education. In the King ruling, this principle was extended to children who speak a minority dialect of English. After hearing extensive testimony from linguists, Judge C. W. Joiner issued his "Black English" decision on July 12, 1979. A major goal of American education in general, and of King School in particular, is to train young people to communicate both orally (speaking and understanding oral speech) and in writing (reading and understanding the written word and writing so that others can understand it) in the standard vernacular of society. The art of communication among the people of the country in all aspects of people's lives is a basic building block in the development of each individual. Children need to learn to speak and understand and to read and write the language used by society to carry on its business, to develop its science, arts and culture, and to carry on its professions and governmental functions. Therefore, a major goal of a school system is to teach reading, writing, speaking and understanding standard English.

62. Japan Hot Spots: Books On Japan And Japanese: Japanese Language general Grammar. well laid out and edited, just as expected of any decent languageguide. these two be mentioned, one of which is essential for reading Japanese http://members.tripod.com/~Andy_Shuttleworth/Books_On_Japan/Japanese_Language.ht

Get Five DVDs for $.49 each. Join now. Tell me when this page is updated Home What's New? ... Japanese Studies in the UK - Japanese Language Japanese Language General Grammar Wa and Ga Pronunciation Verb Guides ... Idioms, Onomatopoeia and Mimesis General Grammar A Dictionary of Japanese Grammar - Seichi Makino and Michio Tsutsui, 1996, The Japan Times A Dictionary of Intermediate Japanese Grammar - Seichi Makino and Michio Tsutsui, 1996, The Japan Times THE indespensible guides. Handbook of Japanese Grammar - Masahiro Tanamori, 1995, Tuttle Friendlier appearance and less comprehensive than the above two but well written and still useful at intermediate level. Effective Japanese Usage Guide - 1994, Kodansha Subtitled 'A Concise Dictionary of Frequently Used Japanese Words and Phrases'. Ecellent content and well laid out and edited, just as expected of any decent language guide. Wa and Ga Gone Fishin', New Angles on Perennial Problems - Jay Rubin, 1992, Kodansha International Clear, logical and entetaining approach to grammar points (to translate the title). Section on wa and ga very useful putting them in the correct perspective, not the perspective that is easiest to teach. Pronunciation Pronounce It Perfectly in Japanese - Charles Inouye, 1995, Barron's

63. CSUMB Job Announcement in Spanish and knowledge of second language acquisition highly informed on criticalissues in reading instruction at the web www.csumb.edu/general/vision.html http://uhr.csumb.edu/jobs/db/fac/33458.html

University Human Resources 100 Campus Center Seaside, California 93955-8001 faculty_recruitment@csumb.edu Job Hotline: (831) 582-3337 Main Number: (831) 582-3389 TDD: (831) 582-3369 Fax: (831) 582-3040 JOB ANNOUNCEMENT Associate or Full Professor - Tenure Track College of Professional Studies Job #: FAC2002-0055 Open until filled. Application Screening Begins: California State University Monterey Bay is distinctive in serving the diverse people of California, especially the working class and historically under-educated and low-income populations. The identity of the University is framed by substantive commitment to a multilingual, multicultural, intellectual community which enables students, faculty, and staff to cross institutional boundaries for innovative instruction, broadly defined scholarly and creative activity, and coordinated community service. CSUMB is an equal opportunity employer and committed to building a pluralistic university by hiring personnel with competencies and experience related to the regional and State population. The Institute for Field-Based Teacher Education and the Institute for Advanced Studies in Education in the College for Professional Studies seek energetic and innovative faculty who are committed to excellence in teaching and learning, community service and scholarship. The Institutes offer CLAD/BCLAD teacher certification/credential programs encompassing multiple subject, single subject, teaching internships, special education, traditional student teaching, and Master of Arts in Education.

64. Teaching With The Web Swahili Exercises For Listening And reading In these here in addition to generallanguage learning resources of interest to language instructors, particularly http://polyglot.lss.wisc.edu/lss/lang/teach/teachlink.html

Teaching with the Web is a compilation of ideas for using WWW resources as a language teaching tool . It also offers links to sites that have pedagogical information. If you would like to contribute your ideas or have any comments please email them to: Lauren Rosen Web Activities for any Language City Net Metro Link World News Tonight City Net Travel to your favorite countries and visit parks, monuments, universities, or just about anywhere else of interest. Do you enjoy Antarctica, the Caribbean, or the Middle East? It's all in one place called City Net. Are you planning a trip abroad for your students? You will find everything from pictures of your favorite monument to information in the target language on the natural resources and art in your preferred country. This can be done with any age and any language level as most of the countries offer information in both English and the target language. Description: City Net is a great motivator. Upon linking, students can either select to view a listing of countries by clicking on the hypertext or type in the name of the place they would like to visit. Work your way through by selecting the country and city to which you would like to travel. Through these adventures your students are able to familiarize themselves with a variety of aspects of the countries chosen. Assign students to be travel agents and clients. They would put together a travel package that would suit the interests of their clients. In Geneva, Switzerland, for example, you can even get contact numbers for airlines and hotel information. Have students call or fax for information: there are local numbers for some of the airlines in your phone book.

65. Stevenson Language Skills | General Description approach to handwriting like the Stevenson approach to reading, spelling and Thismethod speaks a language that second, third and fourth general Information. http://www.stevensonsemple.com/cursive_writing/description.htm

not only helps students overcome problems (and frustrations!), it also helps problem-free students enjoy the process of mastering handwriting skills. SLS Programs: Stevenson Reading Semple Math Cursive Writing Essential Grammar ... Teaching Resources Overview Contents: Overview List of Materials Order Form (PDF) The first sample of handwriting on the left came from a fourth grade student in early in the school year. The second sample was taken in March of the same year. The student was instructed with the Stevenson approach to handwriting. incorporates special techniques for students whose spatial, directional and fine motor skills are not as strong as their peers. The Stevenson approach to handwriting - like the Stevenson approach to reading, spelling and grammar - carefully analyzes tasks and simplifies the overall process. All the cursive letters in Stevenson begin from one of three basic strokes. Of course, we also use special mnemonic clues to help students remember different aspects of letter formation. The house clue alone resolves most of the directional confusion students experience, and the

66. Types Of ESL Programs prepare students to meet the language requirements to These programs teach generalacademic and study skills as well as vocabulary, grammar, reading and writing http://www.princetonreview.com/college/research/articles/international/eslprogra

Create a new account or Email Password Forgot your password? Search by school name Find a course or tutor SAT PSAT SAT II ACT GMAT GRE LSAT MCAT USMLE Enter Zip Code Additional Options Timely advice and monthly admissions and financial aid tips. Subscribe now! Join the discussion now! More than 200 Princeton Review titles on sale! Types of ESL Programs Sponsored by General English / Intensive English Programs: In these courses you will learn all aspects of English, including the practical skills of speaking, listening, reading, writing and cultural understanding that can be applied to everyday life. Most schools have a placement test to find the students' individual ability levels on the first day. This test sometimes includes an interview to determine speaking ability. Class instruction begins after finding the appropriate level of instruction for each student. In the higher levels of class, college skills (Writing Reports, Lecture Note Taking, Library Usage, etc.), TOEFL Prep, and other electives are offered to prepare students for further education at a university or college. Next Steps Read this article in: Japanese Korean Chinese or Spanish Apply ESL: How does Apply Online Work?

67. Balanced Reading Instruction: Publications And Articles Facts on the nature of whole language education Online. Reconsidering a balancedapproach to reading. Content and general comments info@ncrel.org Technical http://www.ncrel.org/sdrs/timely/bripub.htm

Balanced Reading Instruction: Publications and Articles Pathways Home Page Contents Adams, M.J. (1990). Beginning to read: Thinking and learning about print . Cambridge, MA: MIT Press. Balanced literacy instruction: A teacher’s resource book . Norwood, MA: Christopher Gordon. Avery, C. (1993). And with a light touch: Learning about reading, writing, and teaching with first graders . Westport, CT: Heinemann. Handbook of reading research (Vol. 2). Mahwah, NJ: Lawrence Erlbaum. The Reading Teacher, 44 Starting out right: A guide to promoting children's reading success . Washington, DC: National Academy Press. Available online: http://www.nap.edu/html/sor/ Chall, J.S. (1967). Learning to read: The great debate . New York: McGraw-Hill. Clay, M. (1991). Becoming literate: The construction of inner control . Westport, CT: Heinemann. Cunningham, P. (1995). The phonics they use . Westport, CT: Heinemann. Diegmueller, K. (1996, March 20). The best of both worlds. Education Week on the Web [Online]. Available: http://www.edweek.org/ew/vol-15/26read.h15

68. Exemplary Reading Programs In Illinois Public Schools/Descriptive Findings readers and writers, teachers teach effectively and high school level because reading/languagearts instruction at Content and general comments info@ncrel.org http://www.ncrel.org/sdrs/areas/isbe/isbefind.htm

Exemplary Reading Programs in Illinois Public Schools Descriptive Findings Overview This section presents the key findings, background information from the teacher questionnaire, and the findings in the three areas of reading/language arts programs that were studied: structure, implementation, and cost. The information about reading/language arts programs reported here is based on the information collected during the site visits and from the teacher questionnaire. Teacher questionnaire data is reported as percentages of respondents, as a fraction of respondents, or as percentages of teachers responding to a particular question. Site visit interview data is reported as percentages or numbers of all schools responding when the data represent common program elements. In the profiles of exemplary practice, the program of a particular school is elaborated on with anecdotal information and information obtained from the document analysis. The teacher questionnaire focused on teacher background as well as issues of program structure, support, and implementation. We distributed questionnaires to teachers at all 10 of the schools in our study. We received completed questionnaires from 30 teachers. The completed questionnaires represented a cross-section of teachers based both on grade levels taught and years of experience teaching. Nearly half (47%) of the teachers who completed the questionnaire were elementary level teachers (grades 1-4), 30 percent taught middle/junior high school (grades 5-8), and 23 percent taught high school (grades 9-12). Teachers were also fairly evenly distributed with respect to years of teaching experience across all levels. Approximately 37 percent taught for 10 years or less, another 17 percent for 10-20 years, and the final 46 percent for more than 20 years. All respondents taught reading/language arts (English/writing at the high school level) and were involved in helping students read better. Nearly half (47%) of the teachers who responded to the questionnaire reported having a bachelor's degree, and the other half (53%) reported having a master's degree or higher.

69. General Curriculum general Curriculum. Later studies progress to the more abstract grammar, reading andwriting. Click here for more information on foreign language offered at The http://www.tma-el.org/Curriculum.htm

General Curriculum "Whoever touches the life of a child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future . . . the vital and delicate point where all can be renewed, where all is pulsating with life . . ." Maria Montessori Practical Life Practical Life includes motor development through daily living activities. For the younger student, these activities foster order, concentration, coordination and independence. Through responsible Practical Life activities, children learn care of self, pets, plants, and the environment. They develop grace and courtesy in socially related experiences. These exercises are the foundation of the child's work habits. For the older Montessori student, Practical Life activities confirm order and independence, orient to academic work, and teach a continued awareness and responsibility to the environment. Sensorial The sensorial activities refine and educate the senses to discriminate differences and similarities in the environment, enabling children to create order and clarity in their sense impressions. Children are exposed to graded and adapted stimuli through practical experiences with dimensions, textures, shapes, colors, smells and sounds which assist natural development and lay the foundation for higher intellectual powers. Language In the Montessori environment, the language materials are designed to aid the student in attaining and mastering both the written and spoken language. The development of language begins with speech and progresses into writing, then into reading. The approach is initially sensorial and phonetic. In Early Childhood, phonetic writing is stressed. Individual composition, poetry, and spelling are introduced. In Elementary, students study parts of speech, grammar, punctuation and capitalization. Literature is studied to understand plot, analyze characters and compare various literary styles. Time is also devoted to personal reading choices to encourage the joy of reading.

70. State Regulation Of Private Schools - Georgia a basic academic educational program that includes reading, language arts, mathematics AttorneyGeneral Number 155 Parents or guardians may teach their children http://www.ed.gov/pubs/RegPrivSchl/georgia.html

State Regulation of Private Schools - June 2000 Georgia Recordkeeping/Reports: Private school administrators must report their enrollment to the local public school superintendent where the student resides within 30 days of the beginning of each school year. The reports must include the name, age and residence of each student. Notice must be given monthly of any student's admission or withdrawal from the school. Ga. Code Ann. § 20-2-690(b), (5), (d). The State Board of Education makes available through the local school superintendent printed forms necessary to comply with the reporting requirements. Length of School Year/Days: Curriculum: Special Education: Health: A parent's religious beliefs concerning vaccinations is not a valid excuse for the parent's failure to have a child vaccinated which prevents a child from attending school. 1950-51 Op. Attorney General p. 47. See also Anderson v. State , 65 S.E.2d 848 (1951). Safety: Transportation: See Public Aid for Private Schools Public Aid for Private Schools/Private School Students: State and local school funds may not be used for school programs in nonpublic schools. 1974 Op. Attorney General Number 155.

71. Reading And Phonics Endorsements With special education teachers and general education teachers sharing this common fromMs. Jeanne Liuzzo, a trainer with the reading and language Institute http://orton-gillingham.com/orton-gillingham8.asp

Major Endorsements Passaic Public Schools (Passaic, New Jersey) , Deborah Adams, Ed. D., Director of Curriculum and Staff Development South Redford School District (South Redford, Michigan) , John A. Baluci, Director of Student Services Memorial Elementary School (Riverview, Michigan) , Laurine VanValkenburg, Ph.D., Principal School District City of Pontiac (Pontiac, Michigan) , Edwina C. Borovich, Curriculum Resource Consultant View our major endorsements as PDF files through Adobe Acrobat Reader PASSAIC PUBLIC SCHOOLS Administration Building 101 Passaic Avenue Passaic, New Jersey Office of Director of Curriculum and Staff Development Deborah Adams, Ed.D. Telephone: (973) 470-5232 Fax: (973) 470-8984 April 30, 1999 Ms. Bronwyn Hain Training Coordinator Institute for Multi-Sensory Education 100 S. Old Woodward Suite 105 Birmingham, Michigan 48009 Dear Ms. Hain: We have just completed our second one-week Orton-Gillingham training session, and the evaluations from the participants are once again outstanding! Some of the responses include: "Everyone should be made to take this course."

72. Early Childhood Education Demonstrated experience within the population you plan to teach. Consult theGeneral Catalog for details. ECD 404, teaching reading/language Arts, 3. http://www.asu.edu/provost/smis/ce/ecebae.html

Early Childhood Education with K-8 Teacher Certification Bachelor of Arts in Education College of Education Definition of the field. The Early Childhood program prepares educators who wish to teach children in preschool through third grades (birth through age eight). Being an elementary teacher requires a knowledge of how young children develop and a broad knowledge of subjects taught in these grades and of techniques for working effectively with children. Students completing a Bachelor of Arts in Education (BAE) degree in Early Childhood education receive K-8 teacher certification. Career opportunities in the field. Successful completion of this program leads to elementary school level certification (kindergarten through eighth grade) with a specialization in teaching young children. Graduates are prepared for entry-level teaching positions in preschools and elementary schools. Uniqueness of the program at ASU. The Early Childhood Teacher Preparation Program has a core focus on interprofessional education that includes cross-training. Students work with members of other disciplines and collaborate between and across community programs and university departmental structures to promote a broad-based professional preparation. Students participate in schools and community agencies that also operate cross-professionally. The early childhood faculty and its community partners work from a child-sensitive, or constructivist approach that emphasizes constructivist theory, multiple points of view, emergent learning, and a developmental, integrative approach to classroom practice. Students who complete this degree program will also be eligible for a provisional English as a Second Language (ESL) endorsement.

73. Kids Online Resources - Language Arts, Harry Potter, J. K. Rowling , Online Stor phonics based program that will teach your child to for adults and children, in thelanguage of your Writing Den Improve your English reading, writing and http://www.kidsolr.com/language_arts/

Home Internet Safety Art/Music Geography ... Site Map Language Arts Resources Pg1 Stories Online Learn a Language Children's Book Publishers Between the Lions - The PBS TV show all about reading. Web-Pop - On-Line Books. The Hobbit and The Lord of the Rings... Children's Book Reviews - Outstanding Materials Selected by Parents Who are Teachers, Librarians, or Other Professionals. From Parent Council©. English-Chinese Dictionary - These pages hope to provide tools to assist people in learning and using the beautiful Chinese language. Hercules - The Early Years. Midnight Rider - A Paul Revere Virtual Museum. one of the world's most beloved children's authors. He created such memorable characters as Willy Wonka, Danny the Champion of the World and The BFG... Shuyi Ye's - A lecturer in the World Language and Culture Department at Humboldt State University.

74. Kids Online Resources - Education Resources general Education Resources. Science, Social Studies, language Arts, reading, Writing,Thematic Units Web Resource Guides for Mathematics, language Arts, History http://www.kidsolr.com/educationresources/

Home Internet Safety Art/Music Geography ... Site Map General Education Resources No Child Left Behind "When it comes to the education of our children failure is not an option" President George Bush. ThinkQuest Libraries - The ThinkQuest process of online programs produces some of the finest educational websites available on the web today. INTERACTIVE MULTIMEDIA: - Numbers and Place Values, Addition, Subtraction, Multiplication, Division, The Number Line, Fractions, The Laws of Arithmetic. Fractions Learning is Fun - The basics. (flash 5) Identifying Time - Compares radial time, the face of the clock, with digital time. Test yourself and what is Clockwise and Counter Clockwise. (flash 5) The Number System - Beginning computer students, Binary, Decimal, Hexadecimal, Definitions and Conversions. (flash 5) 2001 Colleges - College Scholarships and Financial Aid Page - Information on college scholarships and financial aid, free college scholarship searches, colleges and universities.

75. Strategy Instruction and progress in the general education curriculum. with disabilities, English languagelearners, and in establishing proficiency in reading/language arts and http://ericec.org/digests/e638.html

Strategy Instruction The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org ERIC EC Digest #E638 Author: Pat Beckman December 2002 For more than two decades there has been an abundance of research regarding strategy instruction. Originally, most of this research focused on the effects of strategy instruction on students with learning disabilities. Researchers are currently looking at how strategy instruction affects all learners. What is a strategy? In general, a strategy is a tool, plan, or method used for accomplishing a task. Below are other terms associated with strategy instruction, some of which are discussed in this digest: Cognitive Strategy: a strategy or group of strategies or procedures that the learner uses to perform academic tasks or to improve social skills. Often, more than one cognitive strategy is used with others, depending on the learner and his/her schema for learning. In fact, research indicates that successful learners use numerous strategies. Some of these strategies include visualization, verbalization, making associations, chunking, questioning, scanning, underlining, accessing cues, using mnemonics, sounding out words, and self-checking and monitoring. Cues: visual or verbal prompts to either remind the student what has already been learned or provide an opportunity to learn something new. Cues can also be employed to prompt student use of a strategy.

76. Reading Comprehension Instruction In Grades 4-8--Strategic Reading Berkowitz (1986) explains, In general, middlegrade and the cognitive processesused in reading for understanding generally the same in one language as in http://goal.ncrel.org/litweb/comp48/reading.htm

Reading Comprehension Instruction in Grades 4-8 Strategic Reading Many students can learn strategies indirectly through activities such as creating graphic organizers and K-W-L-H (what a student K nows, what a student W ants to learn, what a student L earned while reading, H ow a student can learn more) charts (Ogle, 1986), but others need explicit instruction to learn to use them effectively. The Strategic Teaching and Reading Project: Comprehension Resource Handbook Select appropriate materials. Teach the strategy explicitly. Model the strategy. Ask good questions and conduct focused discussions. Choose effective activities that promote this strategy, particularly activities involving graphic organizers. Create helpful student aids. (p. 22) Evidence suggests that it is best to teach students a small repertoire of strategies that they can practice in depth over a long period of time (Pressley, 2000). Several well-researched instructional techniques incorporate the use of a variety of reading strategies. In reciprocal teaching (Palincsar, 1986), for example, students practice summarizing, asking questions, and clarifying meaning. As students construct K-W-L-H charts (Ogle, 1986), they access their background knowledge, set purposes for reading, and reflect on their learning. Repeated practice with these strategies can help students become more proficient and flexible readers.

77. USF Undergraduate Childhood/Language Arts/Reading Education Program Professional education courses taken at the community college will transferas general electives. CHILDHOOD/language ARTS/reading EDUCATION FACULTY. http://www.ugs.usf.edu/catalogs/9899/CHILDED.HTM

Back Next Education Program List Catalog Table of Contents ... Course Descriptions Department of Childhood/Language Arts/Reading Education The Childhood Education/Language Arts/Reading Education Department has the responsibility for the development and supervision of programs leading to the Bachelor of Science Degree in Early Childhood Education and Elementary Education. Recommended prerequisites for admission to these programs include two American History courses, or one American History and one American National Government course. These courses may be taken as part of the general education requirement. Admission is limited to fall and spring semesters. Early Childhood Program Student may complete a program to be eligible for licensure in Early Childhood Education Pre-Kindergarten/Primary (age 3 - Grade 3). The current program of studies includes both coursework and extensive field experiences in early childhood settings to enable students to integrate theory with teaching practice. Upon successful completion of the required courses and the associated internships, Early Childhood majors will be eligible or certification in Pre-Kindergarten/Primary (age 3 - Grade 3). Elementary Education Program Students may complete a state-approved program to be eligible for certification in Elementary Education (Grades 1-6). Degree and certification requirements are subject to change. The current program of studies includes both coursework and extensive field experience in elementary school settings to enable students to integrate theory with teaching practice.

78. YouthLearn: Learning language Arts Lessons. general Information Teaching Visual Arts is an introductionto working with for younger kids to get them engaged in classroom reading. http://www.youthlearn.org/learning/activities/

Our Approach Planning Guides Teaching Techniques Lesson Ideas This section provides you with dozens of easy to implement lesson ideas that incorporate technology. The lesson ideas build important skills in language arts, multimedia, and critical thinking. In addition, three eight-week projects developed for specific age groups are available in the interdisicplinary category. Before using these in your center, we encourage you to read our general information about activities and projects, especially the article on How to Develop an Inquiry-based Project, which provides an overview of how to construct student-driven projects. Elsewhere on YouthLearn you'll find information and advice on teaching techniques and creating lesson plans. Most of these lesson ideas will work with kids of any age, so feel free to mix, match and adapt them to your own needs. Take into account factors such as the children's age, the length of your classes, the equipment and resources you have on hand, how frequently you meet and so on. Be creative and find the patterns that work best for your kids. For a list of all the lesson ideas available here, click on the sidebar on the right or see the index at the bottom of this page. The ideas are organized in the following major subject areas:

79. Resource Library strategies with student worksheets in general science, earth Motivates students withlow reading levels and selfawareness, social studies, language arts, math http://nie.uniontribune.com/NIElibrary.asp

From the NIE Resources Library: NIE RESOURCE GUIDE ELEMENTARY, MIDDLE AND SECONDARY LEVELS Along Came A Spider 60 activities to teach narrative writing, organizing and language arts. Grades K-5. 62 pages. Creating A Classroom Newspaper Get the scoop! Tips on planning, writing and editing a school newspaper. Includes newspaper terminology and helpful hints. Grades 4-12. 30 pages. Five activities per month using holidays to teach social studies, language arts, math, health and science. Grades K-5. 62 pages. Geography In The Newspaper Measuring Up In Mathematics - Grades K-8 Over 12 interdisciplinary math lessons with centerfold shopping spree game. 30 pages. Grades K-8 Measuring Up In Mathematics - Grades 9-12 Over 12 interdisciplinary math lessons with centerfold shopping spree game. 30 pages. Grades 9-12 Multicultural Community Activities and exercises to heighten awareness of prejudice, stereotyping, discrimination and racism, and to make positive changes in our community. Grades 4-10. 18 pages.

80. Reading List For HomeTaught books and articles are useful in the study of education in general—and homeschoolingin A Strong Start in language A Home Start in reading An Easy Start http://www.hometaught.com/reading_list.htm

Recommended Book List The following books and articles are useful in the study of education in general and homeschooling in particular. For each item, I've included my own testimony to its value as well as links to where you can purchase it on-line. Whenever you click on a link from this page to order a book from Amazon.com, the small percentage I receive helps to keep this website up and running. Thanks for your continued support! Categories: Homeschooling Educational Philosophy General Philosophy Homeschooling The Well-Trained Mind: A Guide for Classical Education, by Jessie Wise and Susan Wise Bauer This BIG book puts forth a systematic method and suggested curriculum for 12 complete years well-trained minds . (For a full review, see current book review , August 2000) Back to Categories List The Ultimate Guide to Homeschooling by Debra Bell Ultimate Guide Back to Categories List How to Write a Low Cost / No Cost Curriculum for your Home-School Child by Borg Hendrickson Even parents living in states that do not require documentation of curriculum can benefit from this book. The

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