Fresno Pacific University Center for Professional Development
|
|
- Darlene Bryant
- 7 years ago
- Views:
Transcription
1 Fresno Pacific University Center for Professional Development Course Syllabus LNG 909 LANGUAGE ARTS ACTIVITIES FOR THE PRIMARY GRADES Instructor: Harold Silvani Contact Information Address: 2794 E. Alluvial, Clovis, CA Phone: Fax: COURSE DESCRIPTION Language Arts Activities for the Primary Grades is designed to provide the teacher in grades 2nd, & 3rd with activities that will help to ensure that all students are knowledgeable and proficient users of language. This course will give the teacher a resource to help students develop language skills while engaging them in activities that provide practice in spelling, alphabetizing, word usage, synonyms, antonyms, capitalization, punctuation, syllabication, and proofreading. The activities are grounded in what is known about language and how it is learned. The goal is to provide different experiences that are flexible, promote social interaction, and allow the student to demonstrate and apply knowledge of language structure and conventions (e.g., spelling and punctuation). The activities will allow the teacher to become aware of and responsive to the needs of the students while they are implementing activities that encourage students to participate as knowledgeable, creative, and reflective members of a learning community. The activities are useful for introducing new skills and concepts as well as preparing students for achievement testing. Teachers will be using a variety of game-type formats that can be easily adapted for different achievement levels and language skill areas. The activities are designed for use with the whole class, small and large groups, or as individual assignments. Many of the activities are also appropriate for use in peer and cross-age tutoring situations and as homework assignments to encourage parental involvement. The teacher page for each activity offers suggestions for adaptations and integration ideas in other subject areas. The concepts and skills presented in this course are aligned with national, state, and local guidelines, which makes the lessons easily infused into existing language programs. PRIMARY LEARNING OUTCOMES Course participants will: - Present alternate approaches to drills necessary for mastery of selected language arts skills while involving students in high-interest activities that promote active participation. - Implement versatile classroom-ready materials that can be used to meet the needs of individual teaching/ learning situations. - Effectively utilize unscheduled time periods that are sometimes available throughout the day. - Create an environment in which students work as active learners and are encouraged to communicate knowledge. - Align language arts standards and objectives with course content. - Develop activities that meet the specific needs of the students in the classroom. - Review and analyze current trends in language arts education. - Promote staff interaction through observation and sharing.
2 In an effort to enhance the learning experiences, as well as demonstrate knowledge, skills, abilities, and commitment, teachers are asked to infuse the five core propositions set forth by The National Board for Professional Teaching Standards in their teaching practices. - Teachers are committed to students and their learning. - Teachers know the subjects they teach and how to teach those subjects to students. - Teachers are responsible for managing and monitoring student learning. - Teachers think systematically about their practice and learn from experience. - Teachers are members of learning communities. STANDARDS-BASED INSTRUCTION More than a decade ago, in an effort to improve student learning, high standards for achievement were distinguished. Clear standards define exactly what students should know and be able to learn. In essence, standards provide a blueprint for the concepts and skills that teachers are expected to present. Standards provide the teacher with a clear focus of what they not only need to teach but also what they need to know. Standards clearly define what is taught and what kind of performance is expected. Well-designed assessments play a vital role in standards-based teaching because they assist in identifying what help the students need as well as the strengths and weaknesses in the teaching itself. The activities in this course provide the teacher with a tool to measure the progress the students are making towards meeting the standards. This is accomplished by taking a constructivist approach to learning where students are actively engaged while building knowledge. This course will give the teacher the opportunity to design realistic, interesting, and thought provoking activities that demonstrate students have met or are progressing toward the standards. Unlike traditional tests or evaluations, which often cause students to become uncomfortable, these activities provide practical, positive practice for the students and a way for the teacher to assess students in a fun and discreet way. Additionally, the activities offer an opportunity for the students to demonstrate proficiency in more than one subject. In standards-based learning, assignments should integrate cumulative knowledge within a subject with several other academic disciplines. The formats in Language Arts Activities for the Primary Grades are specifically designed to meet this goal by offering the teacher the opportunity to infuse language within other subject areas. In doing this, standards in more than one content area are linked and reinforce each other. The activities not only measure students ability to analyze, solve problems, and synthesize information but also give an indication of their mastery of knowledge and skills. COURSE MATERIALS - Course Manual Language Arts Activities for the Primary Grades - 2 Ready-to-use Transparencies - Chip Pack - Vinyl Spinner - Cassette Tape - Pattern Play Phonics - Batter-Up Spelling - Business Pack Information - Three-part Grade Form - Procedure for Completing Coursework - General Information - Curriculum Services Associates envelope and return address label COURSE REQUIREMENTS Credit Grade or Letter Grade of B
3 - Implement selected activities with students in the classroom. - Maintain a detailed log of results, suggestions, and adaptations. - Align the activities in the course content to state, local, or national standards. - Design activities for use in the classroom that support the selected curriculum and are aligned with content standards. - Encourage parental participation through the use of homework assignments. - Share selected activities with other staff members for ideas and feedback. - Review current trends in education and summarize your findings. - Evaluate the effectiveness of the course in a reflective essay. Letter Grade of A - Create a language arts game appropriate for use in your classroom. SCORING GUIDE - All assignments have a point value, which cumulatively total 100. A= B or Credit Grade = Below 75 points = no credit - To earn a grade of Credit, the quality of work must be equal to or better than 75 points or a B grade. In order to earn a letter grade of A you must complete all the assignments listed for Credit Grade or Letter Grade of B, plus the assignment listed under, Letter Grade of A. The discernment between an A or a B is at the discretion of the instructor based on the quality of work submitted. - All assignments must be completed in order to receive a grade. In addition, all assignments are expected to reflect the quality that teacher-training institutions require of professional educators. If completed assignments do not meet this standard, they will be returned with further instructions from the course coordinator. When writing Log Forms, explain in detail how the activity was presented. Describe the grouping that was used (whole class, small group, tutorial, cooperative learning group, etc.). Indicate what the results were and the adaptations, if any, that you made. Include any changes that you would make if you were to use the activity again (See Appendix B for an example). Make sure that your name is on each log form. - Coursework is to be neat and organized preferably typed. If using a word processor please use the forms located in Appendix A as guides. If you are handwriting your coursework you may reproduce the forms. Several examples of student work or photographs are welcomed, but not required, unless otherwise stated. POLICY ON PLAGIARISM All people participating in the educational process at Fresno Pacific University are expected to pursue honesty and integrity in all aspects of their academic work. Academic dishonesty, including plagiarism, will be handled according to the procedures set forth in the Fresno Pacific University Catalog. SCHEDULE OF ASSIGNMENTS Credit Grade or Letter Grade of B 1. Read the course manual to become familiar with the concepts presented, and the suggestions for implementation. Select and use at least 15 of the activities with students in your classroom. Choose an activity, which is appropriate for the students with whom you are working. It can be used with small groups at a learning center, in cooperative learning teams, or for whole class involvement. Complete a Log Form for each of the activities that you use. Include a detailed summary of how it was used and indicate any adaptations that you might have incorporated in the lesson. Describe the results of the lesson and suggest ways that the activity could be changed to use with students of lower or higher ability levels. 20 possible points
4 2. Correlate the activities that you used in the course manual to the standards for the grade level that you teach. You may use your district, state, or national standards as guiding documents. The following websites may be helpful in accessing standards: Mid-continent Research for Education and Learning Didax Educational Standards Education World: National Education Standards Example: Using the California Language Arts Content Standards (Grade 2) Activity Objectives Standards Capitalization and Punctuation 4-SquarePractice in determining mistakes in capitalization and punctuation.1.0 Written and Oral English Language Conventions Punctuation: Uses quotation marks correctly. Capitalization: Capitalize all proper nouns, words at the beginning of a sentence and greetings, months and days of the week, and titles and initials of people. 2. Develop two activities for use with students in your classroom that integrates language arts with another subject area. You may select from the formats in the course manual or create ones of your own. When developing activities make sure to align them with your state, local, or national standards. Use each of the activities with students and complete a Log Form. Attach a copy of the Log Form to the activity that you created. 3. Use Batter-Up Spelling with your students and complete a Log Form. 4. Use Pattern Play Phonics with your students and complete a Log Form. 5. Share an activity of your choice with other staff members. This could be in the form of a grade level meeting, a faculty meeting, or presenting an activity in the classroom of another teacher at your school. Complete and include the Sharing Form (Appendix A) with your other logs. 7. Read and summarize an article in a book, periodical, or other publication that relates to the teaching of language arts (1-2 page summary). Include in your summary how you would implement any ideas or techniques suggested in your classroom. You may choose from the Suggested Reading List, or summarize an article of your choosing. Attach a copy of the article to the completed summary. 8. Develop a 1-2 page reflective essay evaluating the effectiveness of the strategies presented in this course. Describe the reaction of the students to the activities and how you will implement the activities in the future. Letter Grade of A
5 1. Using any of the formats listed in the assignments, or any that you have created, design a language arts game for use in your classroom. If you would like you may use the enclosed game tracks. Complete a Log Form detailing the results when used with your students. Include copies or photos of the game and a set of the instructions. SUMMER ASSIGNMENT For teachers who are not currently teaching or want to finish the course requirements during the summer you may complete the assignments with your own children, children in the neighborhood, or a group of teachers. When completing the Log Forms make sure and indicate how you will carry out the lessons with the students in your classroom. If you do not have access to any students, please contact the instructor for an alternate assignment.
INSTRUCTION AT FSU THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING. A Guide to Teaching and Learning Practices
7th Edition Office of Distance Learning INSTRUCTION AT FSU A Guide to Teaching and Learning Practices Version 12.02.11 ODL/rg THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING 7th Edition Office
More informationCourse-Based Key Assessment #4 ESOL Teaching Portfolio and Reflective Summary of Field Experience Used in TESL 5040 Practicum in ESOL
Course-Based Key Assessment #4 ESOL Teaching Portfolio and Summary of Field Experience Used in TESL 5040 Practicum in ESOL Introduction Advanced teacher candidates work with an experienced, certified ESOL
More informationAssessment, Recording and Reporting Policy
Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the
More informationEMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE. CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours
EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours Instructor: Steve Neill, Associate Professor Office: Visser Hall 203B Address: Box 4037 Emporia, Kansas
More informationPrinciples of Data-Driven Instruction
Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion. Allan
More informationThis definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers.
Defining and Avoiding Plagiarism: The WPA Statement on Best Practices Council of Writing Program Administrators (http://www.wpacouncil.org), January 2003. Plagiarism has always concerned teachers and administrators,
More informationStandard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction.
Performance-Based Standards for Colorado Teachers The following shall serve as standards for the licensing of all teacher education candidates in Colorado and reflect the knowledge and skills required
More informationPORTFOLIO CRITERIA CRITERIA DESCRIPTION PAGES
HEALTH SCIENCE PORTFOLIO HOSA members may create a portfolio as evidence of his/her accomplishments in preparation for a health career, to keep and use the portfolio as evidence of pre-professional growth
More informationCHIPOLA COLLEGE COURSE SYLLABUS Chipola s website: www.chipola.edu
CHIPOLA COLLEGE COURSE SYLLABUS Chipola s website: www.chipola.edu COURSE TITLE: COURSE NUMBER: Applied Programming Specialty COP 2900 COURSE DESCRIPTION (with prerequisites): This is a course in using
More informationLeapTrack Assessment & Instruction System
LeapTrack Assessment & Instruction System Grades K 5 Providing personalized learning paths to accelerate student mastery of state standards Meets NCLB Guidelines Now available in version 4.0 How does the
More informationNW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
More informationGCU STYLE TUTORIAL - PART ONE - INTRODUCTION TO WRITING STYLES
GCU STYLE TUTORIAL - PART ONE - INTRODUCTION TO WRITING STYLES Hello and welcome to Grand Canyon University s GCU Style Tutorial. This tutorial will contain two parts, the first addressing the purpose
More informationCheck My Writing Kindergarten
Ohio Standards Connection Writing Processes Benchmark F Apply tools to judge the quality of writing. Benchmark D Use revision strategies and resources to improve ideas and content, organization, word choice
More informationSTUDY GUIDE. Illinois Certification Testing System. Library Information Specialist (175) Illinois State Board of Education
Illinois Certification Testing System STUDY GUIDE Library Information Specialist (175) Illinois State Board of Education IL-SG-FLD175-04 An Equal Opportunity/Affirmative Action Employer Printed by the
More informationThe Psychology of Aging COURSE TITLE PSY3315 COURSE NUMBER NUMBER OF CREDITS 4. Dr. Laura J. Moore INSTRUCTOR. laura.moore@purchase.
COURSE TITLE The Psychology of Aging COURSE NUMBER PSY3315 NUMBER OF CREDITS 4 INSTRUCTOR Dr. Laura J. Moore INSTRUCTOR S EMAIL laura.moore@purchase.edu COURSE DESCRIPTION FROM CATALOG DELIVERY FORMAT
More informationRequirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/
More informationCOURSE SYLLABUS FOR COLLEGE BEGINNING CHINESE
CATALOG DESCRIPTION COURSE SYLLABUS FOR COLLEGE BEGINNING CHINESE An introduction to modern spoken and written Mandarin Chinese. Beginners speaking, listening comprehension and basic principles in grammar
More informationSitton Spelling & Word Skills Program Overview Grades K 8
Sitton Spelling & Word Skills Program Overview Grades K 8 Spelling instruction that transfers to everyday writing Sitton Kindergarten Literacy and Word Skills Aligned to the ommon Core STATE STANDARDS
More informationHOMEWORK PROGRAM JANUARY, 2002 HOMEWORK PHILOSOPHY STATEMENT
JANUARY, 2002 HOMEWORK PHILOSOPHY STATEMENT Well chosen, clearly communicated homework is an integral part of the instructional process. Challenging homework assignments help students learn. Homework that
More informationCollege Algebra Online Course Syllabus
VALENCIA COMMUNITY COLLEGE EAST CAMPUS MAC 1114 COLLEGE TRIGONOMETRY (ONLINE COURSE) SYLLABUS Term/Year: Spring 2009 CRN: 22607 Professor: Dr. Agatha Shaw Phone: (407) 582 2117 Office: 8-249 Student Engagement
More information2. Describe the major characteristics, strengths, and limitations of selected assessment tools.
Syllabus for: (name of class) ECE 9 Observation & Assessment in ECE Semester & Year: Fall 2014 Course ID and Section Number: ECE 9 V6614 Number of Credits/Units: 3 Day/Time: DHR Location: Online - Canvas
More informationSTUDENT HANDBOOK. Policies and Procedures. 1 of 11
STUDENT HANDBOOK Policies and Procedures 2012 2013 1 of 11 GENERAL INFORMATION K-12 schools arrange for Founders Education to deliver comprehensive virtual courses to the school s students. The virtual
More informationPreschool For All Program Evaluation TEACHER SELF EVALUATION
Preschool For All Program Evaluation TEACHER SELF EVALUATION Name: Date: Self-evaluation has been proven to help set personal goals, and increase teacher performance. This form is for you and will not
More informationxxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
More informationWRITING SKILLS Course Syllabus
Course code: ENG316Level: 6Section: Academic Year: 2015 Lecturer: Email: Office hours:. WRITING SKILLS Course Syllabus College Vision: The college of Languages and Translation aspires to: Develop students'
More informationEDAD 641 School District Instructional Leadership: Curriculum COURSE SYLLABUS: Fall 2013
EDAD 641 School District Instructional Leadership: Curriculum COURSE SYLLABUS: Fall 2013 Instructor: Ava J. Muñoz, Ed.D., Assistant Professor, Educational Leadership Office Location: Mesquite Metroplex,
More informationProficient 2 (80-89%)
Electronic Evidence # Literacy Infused Curriculum Project: Special Education Project Rubric Evidence Descriptors and Tool Highlighted yellow text below describes how the evidence specifically addresses
More informationSummarizing and Paraphrasing
CHAPTER 4 Summarizing and Paraphrasing Summarizing and paraphrasing are skills that require students to reprocess information and express it in their own words. These skills enhance student comprehension
More informationOTTAWA ONLINE OAD-41464 Project Management
OTTAWA ONLINE OAD-41464 Project Management Course Description Provides theory and application in project planning, implementation, control and completion. Includes network planning, project evaluation
More informationSAMPLE. Course Description and Outcomes
MKG350: Promotion and Public Relations Credit Hours: 3 Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number
More informationCommon Core Writing Rubrics, Kindergarten
Common Core Writing Rubrics, Kindergarten The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each
More informationPRDV.71326COA Common Core Writers Workshop: Teaching Students to Internalize and Apply Writing Strategies for High Quality Student Writing SYLLABUS
PRDV.71326COA Common Core Writers Workshop: Teaching Students to Internalize and Apply Writing Strategies for High Quality Student Writing SYLLABUS Course Information Last taught January, 2016 Proposed
More informationAK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
More informationProgram Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features.
Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language
More informationTEKS: 8.14A, 8.14B, 8.14C, 8.14D, 8.14E, 8.18A, 8.18B, 8.18C
Course: 8 th Grade Grading Period: 3 rd Six Weeks Model Lesson for Middle School ELAR Unit: PerspectivesPersuasion and Information in Reading and Writing Arc: PersuasionWriting 20102011 Lesson Title: Persuasive
More informationUsing Student Achievement Data to Support Instructional Decision Making
Using Student Achievement Data to Support Instructional Decision Making Sharnell S. Jackson Data-Driven Innovations Consulting March 18, 2013 1 The Panelists and Co-Authors Laura Hamilton (Chair), RAND
More informationTeacher Performance Evaluation System TPES
Teacher Performance Evaluation System TPES The Code of Virginia 22.1253.13.5 states, in part, the following: B. Consistent with the finding that leadership is essential for the advancement of public education
More informationRyburn Valley High School
Ryburn Valley High School Assessment, Recording & Reporting Policy Date of Issue: February 2015 Strive to Excel Page 1 Contents Page Introduction Rationale 3 Aims and Objectives 3 Definitions 4 Development
More informationTools to Use in Assessment
Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too
More informationGEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,
More informationHow To Pass A Queens College Course
Education Unit Assessment Analysis Guide...committed to promoting equity, excellence, and ethics in urban schools and communities 1 Unit Assessment Analysis Guide Introduction Form 1: Education Unit Core
More informationOTTAWA ONLINE EDC-7683 Instructional Theory and Strategy in Technology Integration
OTTAWA ONLINE EDC-7683 Instructional Theory and Strategy in Technology Integration Course Description Focus on development and implementation of educational technological policies that systematize the
More informationGrade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand
Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1
More informationCOMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
More informationThe Colloquia Doctoral Competencies and Learning Outcomes
The Colloquia Doctoral Competencies and Learning Outcomes As a doctoral learner, you are in the process of seeking the highest academic and most respected professional credential offered by Capella University.
More informationScientifically Based Reading Programs: What are they and how do I know?
Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals
More informationEscambia County School District RTI-Classroom Management Checklist
Escambia County School District RTI-Classroom Management Checklist DESIGNING THE PHYSICAL SPACE 1. The learning environment should be conducive to learning, organized, neat (free of clutter). 2. Learning
More informationVirtual Classroom Student Guide
Virtual Classroom Student Guide Table of Contents Overview 3 Grade Weights 3 Finding Help 3 Virtual Classroom Login 4 Virtual Classroom Lobby 5 The Course Map 6 Activities in the Virtual Classroom 7 Vocabulary
More informationNorthview High School Course Syllabus for Study Skills 2013 2014
Northview High School Course Syllabus for 2013 2014 Course title: Teachers: Nelly A Castillo castillon@fultonschools.org (This is the best way to reach teachers; please allow 24 hours for a response.)
More informationCHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)
CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationI n t r o d u c t i o n
and Mission Teachers and education leaders help to build a nation and provide the pathway for the I n t r o d u c t i o n future. They serve their country in important and lasting ways. Having good teachers
More informationCAS 464/464-L: Advanced Practicum in Early Childhood
CAS 464/464-L: Advanced Practicum in Early Childhood Meetings Class: Tuesdays 7:00 9:00 PM Lab/Fieldwork: To be arranged Professor: Phone: 714-278-2930 Office Hours: Monday 2:00-3:00 PM & Tuesday 6:00-7:00
More informationWest Ranch High School Mission Statement
WEST RANCH HIGH SCHOOL Web Development 1 & 2 Mr. Casey Burrill Web Development Instructor E-mail: cburrill@hartdistrict.org www.wrwebheads.com (661) 222-1220, ext. 513 West Ranch High School Mission Statement
More informationGet Ready for IELTS Writing. About Get Ready for IELTS Writing. Part 1: Language development. Part 2: Skills development. Part 3: Exam practice
About Collins Get Ready for IELTS series has been designed to help learners at a pre-intermediate level (equivalent to band 3 or 4) to acquire the skills they need to achieve a higher score. It is easy
More informationColumbus State Community College English Department
Columbus State Community College English Department Course and Number: ENGL 1100 Composition I CREDITS: 3 CLASS HOURS PER WEEK: 3 INSTRUCTOR: OFFICE PHONE: EMAIL: DEPARTMENT PHONE: 614/287-2531 or 614/287-2201
More informationFRESNO ASSESSMENT OF STUDENT TEACHERS (FAST, V. 1.2) A MANUAL FOR T. FAST v.1.2. Manual
FRESNO ASSESSMENT OF STUDENT TEACHERS (FAST, V. 1.2) A MANUAL FOR T EACHER CANDIDATES Kremen School of Education and Human Development Office of the Dean 5005 N. Maple Ave. M/S ED1 Fresno, CA 93740-8025
More informationAcademic Standards for Reading, Writing, Speaking, and Listening
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
More informationENGL 1302 ONLINE English Composition II Course Syllabus: Spring 2015
ENGL 1302 ONLINE English Composition II Course Syllabus: Spring 2015 Northeast Texas Community College exists to provide responsible, exemplary learning opportunities. Carolyn May Office: online several
More informationELL Considerations for Common Core-Aligned Tasks in English Language Arts
ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical
More informationMe, Myself, and I. Subject: Language Arts: Writing. Level: Grade 3
Grade 3 Lesson Plan Subject: Language Arts: Writing Level: Grade 3 Me, Myself, and I Abstract: In this lesson, students will write their life story. Reflecting on a series of key questions, students will
More informationOglala Lakota College Teacher Preparation Program Instructional Unit Scoring Rubric
Oglala Lakota College Teacher Preparation Program Instructional Unit Scoring Rubric Student: Course: Date: Instructor: Center: Semester: Directions: Mark the descriptor that best describes candidate performance
More informationPORTFOLIO PLANNING AND IMPLEMENTATION
PORTFOLIO PLANNING AND IMPLEMENTATION Learning for LIFE: An ESL Literacy Curriculum Framework outlines a process for curriculum development in five stages: Stage 1: Understand Needs Stage 2: Determine
More informationRubric for Evaluating North Carolina s Instructional Technology Facilitators
Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished
More informationNevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together.
Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:
More informationDeveloping Research & Communication Skills
Developing Research & Communication Skills Guidelines for Information Literacy in the Curriculum Executive Summary This handbook provides colleges and universities with suggestions for how they might develop
More informationEXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program
EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing
More informationSample Syllabus: Required and Recommended Elements
1 Sample Syllabus: Required and Recommended Elements A syllabus is a document where the instructor s creativity and expertise should be allowed full play. It is also a document that establishes the contract
More informationMiddle and High School Learning Environments and the Rhode Island Diploma System
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 REGULATIONS of the COUNCIL ON ELEMENTARY AND SECONDARY EDUCATION Middle and High
More informationLITERACY: READING LANGUAGE ARTS
IMPORTANT NOTICE TO CANDIDATES: The assessment information in this document is aligned with NBPTS Literacy: Reading Language Arts Standards, Second Edition (for teachers of students ages 3 12). If you
More informationEARN 1, 2, 3, or 4 Graduate level Credits Highlights Foundation Workshop and Practicum
EARN 1, 2, 3, or 4 Graduate level Credits Highlights Foundation Workshop and Practicum Course Description Educators have the opportunity to earn university credits by developing practical activities based
More informationSuggested Strategies for Student Engagement
Suggested Strategies for Student Engagement The following strategies were developed by the Health & Exercise Science Division to align with the research-based conference of the Community College Survey
More informationPart-time/Sessional Economics Tutor
Job description and person specification Job Title: Sessional Economics Tutor Department: Academic Reports to: Centre Head Sally Romary Location: Amsterdam FoundationCampus Start Date: March 2015 The Company
More informationEnglish Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2
Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Table of Contents Rationale... Topic flow charts for Grades 1-4... Minimum Learning Competencies for
More informationSpecial Education Program
Indiana University Southeast Special Education Program High Quality Educators Understand students needs & contexts. K480 Student Teaching 16 weeks - 2 placements (8 wks. ea.) Portfolio Directions School
More informationA&S Students and Teachers Working Together
A&S and Working Together Civility is not a sign of weakness. John F. Kennedy At a good university, good student/teacher relationships come from mutual respect, trust, and honesty. Learning takes place
More informationCambridge for. exams officers. A guide for UK schools: Administering Cambridge IGCSE First Language English (0500 and 0522) June 2016 series
Cambridge for exams officers A guide for UK schools: Administering Cambridge IGCSE First Language English (0500 and 0522) June 2016 series Contents Introduction...3 What are the differences between syllabuses
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationStronge Teacher Effectiveness Performance Evaluation System
Stronge Teacher Effectiveness Performance Evaluation System Overview Teacher Effectiveness Student Achievement Student Achievement Stronge Evaluation System Effectiveness is the goal. Evaluation is merely
More informationMaterials: Children s literature written in Spanish, videos, games, and pictures comprise the list of materials.
Pre-Kindergarten The primary focus of the Spanish program in Pre-Kindergarten is the exposure to a foreign language. Since students are introduced to a language and culture that may not be familiar, an
More informationProgram Review. Department of History, Geography, and Political Science. Programs:
Program Review Department of History, Geography, and Political Science Programs: BA in History BA in History Education BS in Social Studies Education Composite BA in Political Science I. Program Outcomes
More informationAcademic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
More informationWHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM
WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM REVISED SPRING 2011 TABLE OF CONTENTS Development And Evaluation Process: Tenure Track Faculty... 4 Overview Of Mentoring And Evaluation Process
More informationCLASSROOM ASSESSMENT TECHNIQUE EXAMPLES
CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES By Thomas A. Angelo and K. Patricia Cross From Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Ed. Fifty Classroom Assessment Techniques are
More informationEDUC 1301: INTRODUCTION TO THE TEACHING PROFESSION COURSE SYLLABUS
EDUC 1301: INTRODUCTION TO THE TEACHING PROFESSION COURSE SYLLABUS INSTRUCTOR Name: Office: Email: Phone: Office Hours: COURSE INFORMATION Term: Section: Synonym: Days/Times: Location: COURSE DESCRIPTION
More information9 The Difficulties Of Secondary Students In Written English
9 The Difficulties Of Secondary Students In Written English Abdullah Mohammed Al-Abri Senior English Teacher, Dakhiliya Region 1 INTRODUCTION Writing is frequently accepted as being the last language skill
More informationA Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
More informationESL 005 Advanced Grammar and Paragraph Writing
ESL 005 Advanced Grammar and Paragraph Writing Professor, Julie Craven M/Th: 7:30-11:15 Phone: (760) 355-5750 Units 5 Email: julie.craven@imperial.edu Code: 30023 Office: 2786 Room: 201 Course Description:
More informationSchool Improvement Plan 2010-2014 Math Action Steps
School Improvement Plan 2010-2014 Math Action Steps School: BROADNECK ELEMENTARY SCHOOL Math: In order to maintain and increase student achievement, the faculty and staff at Broadneck Elementary will utilize
More informationTBL Certification Requirements
TBL Certification Requirements The Center for Teaching Thinking (CTT) offers workshops and classroom coaching for teachers on infusing instruction in thinking skills into content instruction worldwide.
More informationPARENT GUIDE. MyReadingLab. Pearson Homeschool Edition
PARENT GUIDE MyReadingLab Pearson Homeschool Edition Because You Know What Matters Most Thank you for choosing Pearson to help you on your homeschool journey. Making the right decision about homeschooling
More informationCreating Online Faculty Training Modules to Support Continuous Quality Improvement
Creating Online Faculty Training Modules to Support Continuous Quality Improvement Dr. Anthony Trippe, RIT faculty a_trippe@cast-fc.rit.edu Karen Vignare, Sr. Research Analyst kvignare@firstclass.rit.edu
More informationSelecting Research Based Instructional Programs
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews
More informationLanguage Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationHerzog Keyboarding Grades 3 through 5. Overarching Essential Questions
Herzog Keyboarding Grades 3 through 5 Overarching Essential Questions How will learning to keyboard help me with my academics today and my career tomorrow? Introduction The lessons in the Herzog Keyboarding
More informationSTANDARDS FOR ENGLISH-AS-A-SECOND LANGUAGE TEACHERS
STANDARDS FOR ENGLISH-AS-A-SECOND LANGUAGE TEACHERS Introduction The English as a Second Language standards describe the knowledge and skills that beginning teachers must have to meet expectations for
More informationGraduate Student Handbook of the Mathematics Department
Graduate Student Handbook of the Mathematics Department Department of Mathematics North Dakota State University October 7, 2015 1 1 General Information The Department of Mathematics offers graduate study
More informationThe Elementary Education Program Brandeis University Waltham, MA 02454
The Elementary Education Program Brandeis University Waltham, MA 02454 The Brandeis Education Program seeks to prepare teachers with a strong liberal arts background who possess the knowledge, point of
More informationWeb Design 1. Running Head: WEB DESIGN AND DEVELOPMENT
Running Head: WEB DESIGN AND DEVELOPMENT Web Design 1 Web Design and Development Week 1OLE Project Christopher Harrigan The University of Akron 5150-639-402 Strategies for Online Teaching and Learning
More information