21. Review -- Preparing To Teach Writing stylistics, reading, and English as a Second language especially strong. In general, I think most writing teachers will agree with Williams’ basic http://jac.gsu.edu/jac/10.2/Reviews/8.htm

buy back issues add to the archive contact an editor home JAC 10.2 (1990) Reviews Preparing to Teach Writing , James D. Williams (Belmont, CA: Wadsworth, 1989, 350 pages). Reviewed by Jeanette Harris, Texas Tech University In Preparing to Teach Writing, James Williams argues that “almost all writing is inherently argumentative.” Certainly, this book supports that assertion. Although the book is primarily a methods text, it is political as well as pedagogical, for it explicitly advocates “a social view of language” and a rigid if not radical workshop approach to the teaching of writing—an ap­proach that Williams terms pragmatic. As a result, the book is stimulating reading. I was thoroughly engaged and occasionally defensive as I read it. It is also informative. I found the chapters on grammar, stylistics, reading, and English as a Second Language especially strong. Furthermore, Williams writes well: his style is clear and direct, his voice personal and unpretentious. In general, this book is useful for anyone who wants to know about the work­shop approach to the teaching of writing. As a general methods text, however, the book has several limitations. Because the book is designed for both graduate and undergraduate students, one of its problems is with audience. Although Williams states that his intended audience is primarily “students pursuing a public school teaching credential,” he is clearly writing for college as well as public school teachers. Even though most of his examples are taken from or designed for elementary and secondary classrooms, the theories he addresses, the research he cites, and the methods he advocates are more appropriate, or certainly more feasible, for college teachers. For example, the chapter entitled “Assessing Writing” explains only two methods—holistic grading by the students themselves and portfolio grading which necessitates a group of instructors work­ing together. I doubt that many public school teachers would be free to practice either of these options.

22. Lesson Plans At Teachnet.com | Subjects - Music, Art, Language Arts, Science general lesson plans. language Arts reading writing - terminology - general, Math Geometry - maps graphs - real world - terminology - general. Science http://www.teachnet.com/lesson/

Art General lesson plans Music General lesson plans Language Arts Reading - writing - terminology - general Math Science Social Studies History - personal growth - society Real-World General lesson plans Internet General lesson plans Classroom-to-Classroom General lesson plans Fitness - nutrition - general lesson plans Parents general lesson plans Seasonal Index of lesson plans Miscellaneous General lesson plans Front Page Lesson Plans Power Tools Sharing ... Help

23. Reading Lesson Plans will learn reading and writing skills in developing his/her own language by Teaching Phonograms The student will read six phonograms and as a class http://www.teach-nology.com/teachers/lesson_plans/language_arts/reading/

Curriculum Lesson Plans Organizers Rubrics ... All About Me - the teacher - Establishing rapport with children, getting to know the teacher, providing a class book. Amelia Bedelia - Students will be able to demonstrate an understanding of the meaning of the story by interpreting the actual meaning of the directions given by Mrs.Rogers. American Literature Introduction - Students will be reading literature written by American authors through out this year long English class. An Integrated Social Studies and Reading Lesson with a Multicultural Twist - This lesson integrates reading with social studies by introducing children to other cultures of the world. Students will read and write about similar and different cultures from their own. Be-Bop and other "op" Words - Students will create new words and new meaningful sentences using rhyming strategies. Cemetery Path - Students will read and predict what happens next. Students are to use their reasoning skills and imagination to predict the story's outcome.

24. BBC | British Council Teaching English - Reading - Using News Articles An article on the ways to use news articles when teaching English and reading. language content Besides the general interest in the topic, this may well http://www.teachingenglish.org.uk/think/read/using_news.shtml

Think - ideas on teaching Talk - feedback and communities ... Listening Reading Vocabulary Writing Using news articles Gareth Rees, teacher and materials writer, London Metropolitan University Topical news stories are a great source of teaching material. This article presents different ways to exploit news reports in the classroom and focuses on raising the level of involvement and participation that the students have in the lesson. Selection criteria Before reading First reading Second reading ... Sources Selection criteria It is important that you choose your news article wisely. You should consider the following criteria. Appropriacy of topic Will your students be interested in the topic? Will it be upsetting for some students? Is it suitable for the age group? Length Be careful to avoid articles that are particularly long. Reading a news report in a second language is demanding, and if the article is too long it will discourage students. If the news report is lengthy, do not be afraid of editing. The style of news articles often means that entire paragraphs can be omitted without affecting the overall sense of the piece. Language content Besides the general interest in the topic, this may well be the most important selection criteria. Does the article contain a useful lexical set (crime, money)? Are there some good grammar exponents (past perfect, reported speech) or interesting syntax and sentence style? These will provide the basis of your language work on the text, how can the language be exploited?

25. BBC | British Council Teaching English - Writing - Creative Writing For Language For language learners in general; For students of literature When we use creative writing for creative reading, one of the central issues is what http://www.teachingenglish.org.uk/think/write/creative_write.shtml

Think - ideas on teaching Talk - feedback and communities ... Vocabulary Writing Write on! - Creative writing as language practice Franz Andres Morrissey, English Department, University of Berne What are the benefits of creative writing in the language classroom? For language learners in general For students of literature How can creative writing work? Starting up Writing Presenting and feedback What can we write? What comes first, reading or writing? Reading first Writing first So, creative writing ... What are the benefits of creative writing in the language classroom? For language learners in general There are three areas in which language learners at an intermediate level and above can benefit from creative writing. Students express themselves and their own ideas. Most teachers would agree that what we want to say, what comes from the heart, we are happier to work on. Creative writing can be very stimulating and a lot of fun. Creative writing involves playful but rigorous work with language. A lot of people seem to associate creative writing with an "anything goes" mentality. However, in order to produce a good text, poem, short story or dramatic scene, the language needs to be correct and it needs to work. Creative writing requires greater precision in expression. In order to say precisely what they mean, students have to be very careful in their use of vocabulary and idioms.

26. Reading In A Foreign Language: Review Of Teaching And Researching Reading Review of Teaching and Researching reading by Philip Hood for the academic This selection includes both reading specific, languagelearning general and http://nflrc.hawaii.edu/rfl/October2002/reviews/hood.html

Reading in a Foreign Language Volume 14, Number 2, October 2002 ISSN 1539-0578 Reviewed work: Teaching and Researching Reading (2002). William Grabe and Fredericka L. Stoller. London: Pearson Education Longman. Pp. 291. ISBN 0-582-36995-9. £14.99 ($21.95) Reviewed by Philip Hood University of Nottingham This volume joins the respected series Applied Linguistics in Action edited by Candlin and Hall, which has already produced works such as Teaching and Researching Motivation Teaching and Researching Speaking by Rebecca Hughes. It also provides a very welcome addition to the library of important works on second language (L2) reading such as Barnett's More than Meets the Eye, Bernhardt's Reading Development in a Second Language, the Carrell, Devine, and Eskey volume, Interactive Approaches to Second Language Reading, and Aebersold and Field's more recent From Reader to Reading Teacher. But this book is different in several ways from any which have gone before. The following extract from the General Editor's Preface is worth quoting in depth: Questions that the books. . . ask are those familiar to all practitioners and researchers, whether very experienced or new. . .

27. Excerpt #1 | Teaching Students With Mental Retardation: Providing Access To The With its focus on the IDEA mandate of access to the general curriculum, focus — an attempt to increase student skills in reading, language arts, http://www.brookespublishing.com/store/books/wehmeyer-5281/excerpt.htm

Learn More About This Book: Table of Contents Read an Excerpt #1: Designing personalized curricular supports for students with mental retardation. Read an Excerpt #2: Quality education supports for students ages 18-21. Related Titles: Teachers' Guides to Inclusive Practices Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers, Second Edition Designing Personalized Curricular Supports for Students with Mental Retardation Excerpted from chapter 2 of Teaching Students with Mental Retardation: Providing Access to the General Curriculum, When discussing the design of curriculum and supports within the context of educating students with mental retardation, it is important to retain a vision of what is appropriate or desired for students with mental retardation. Knowlton (1998) proposed that the design of curricula and personalized curricular supports for students should be driven by the three Rs of personalized curricular support plans: The support should be rational with respect to its reliance on current performance data and future projections.

28. Songs For Teaching: Educational Children's Music reading and language Arts Songs Alphabet and Phonics Song Lyrics CDs/Books general language Arts Songs Song Lyrics CDs/Books. Science Songs Animals http://www.songsforteaching.com/

var ace_path = 'http://www.songsforteaching.com/menu/'; Songs for Teaching The Definitive Source for Educational Music Creative teachers can use music to teach content across the curriculum to students of all ages. A host of educational experts brings you tested ideas for using the magic of music in your lesson plans. This site contains thousands of pages for you to peruse many with lyrics, sound clips, and teaching suggestions. The top educational pros offer practical suggestions based on the latest in brain-based learning. Innovative teachers share their classroom pointers and extension activities using children's music. Songs from a wide variety of popular artists are presented by academic subject. See the categories below to find educational music and children's songs that complement your lesson plans. Mathematics Songs Early Numbers Counting Song Lyrics CDs/Books Addition and Subtraction Song Lyrics CDs/Books Multiplication and Division Song Lyrics CDs/Books Middle/High School Math Song Lyrics CDs/Books Reading and Language Arts Songs Alphabet and Phonics Song Lyrics CDs/Books Phonological Awareness Song Lyrics CDs/Books Song Lyrics CDs/Books Reading Comprehension CDs/Books Writing Skills and Motivation Song Lyrics CDs/Books General Language Arts Songs Song Lyrics CDs/Books Science Songs Animals Song Lyrics CDs/Books Environment and Nature Song Lyrics CDs/Books Food and Nutrition Song Lyrics CDs/Books Healthy Habits and The Human Body Song Lyrics CDs/Books Life Sciences Song Lyrics CDs/Books Physical Sciences

29. Jon's ESL Teaching English Second Language Page Places that describe life while teaching and living abroad Movie Trailers Dennis Resources general ESL, reading, Writing, Grammar, Vocab, etc. http://seamonkey.ed.asu.edu/~jonb/

Sorry - You browser doesn't seem to be configured correctly for Java Sign My Guest Book View My Guest Book To send me E-Mail: jonb@rocketmail.com here Articles on Teaching ESL: ESL: Cultural Values: Getting a job in ESL: An essay about ESL: What degree should you get? In Korea: Information from the US Embassy, Seoul: Travel Advice from the Australian Government: From the US Embassy, Seoul: Opportunities and Pitfalls in Korea From the US Embassy, Seoul: Contract Disputes, Suggested Resources ... Foreign Teachers' Rights in Korea In Japan: The Japan SAQ Herro Flom Japan (podcast) Jean Pierre Lehmann Must Read Articles! ***** What To Do If ... Your Rights Re Getting Stopped By Japanese Cops Guide to Teaching English in Japan Taiwan vs Korea vs Japan ... NOVA Other: So You Want to Teach in Argentina, Do You? Info for Brits who want to live in the Czech Republic Info for Americans who want to live in the Czech Republic ELT Profile: Czech Republic ... Mexico City Places that describe life while teaching and living abroad: Japan: Japan Today Sites Related to Japan (Links) Metropolis Life in Tokyo ELT Calendar Jobs in Japan: Findateacher.com

30. Second Language Teaching Methods - CAL Resource Guide Online Lexical Approach to Second language Teaching reading with a Purpose general overview of the techniques and principles of Community language Learning http://www.cal.org/resources/faqs/rgos/methods.html

CAL Resource Guides Online Second Language Teaching Methodologies Sally Morrison, ERIC Clearinghouse on Languages and Linguistics Introduction Digests Journals Books ... ERIC Documents Introduction Language teaching came into its own as a profession in the last century. Central to this process was the emergence of the concept of methods method itself. Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology links theory and practice. Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, and approaches are language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. This distinction is probably best seen as a continuum ranging from highly prescribed methods to loosely described approaches. This Resource Guide provides information about and links to digests, journals, books, and Web sites that offer information about second language teaching methods and approaches. Reference Howatt, A. (1984).

31. ERIC L & L Digest Objective Students listen to a passage to get general understanding of the Initiatives in communicative language teaching. reading, PA AddisonWesley. http://www.cal.org/resources/digest/gallow01.html

Digest See also our Resource Guide Online: Second Language Teaching Methodology and other CAL Digests on foreign language education Communicative Language Teaching: An Introduction And Sample Activities Ann Galloway, Center for Applied Linguistics This digest will take a look at the communicative approach to the teaching of foreign languages. It is intended as an introduction to the communicative approach for teachers and teachers-in-training who want to provide opportunities in the classroom for their students to engage in real-life communication in the target language. Questions to be dealt with include what the communicative approach is, where it came from, and how teachers' and students' roles differ from the roles they play in other teaching approaches. Examples of exercises that can be used with a communicative approach are described, and sources of appropriate materials are provided. Where does communicative language teaching come from? Its origins are many, insofar as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular.

32. UW Extension - Teaching Reading And Writing To Dyslexics, Dysgraphics And Langua Teaching reading and Writing to Dyslexics, Dysgraphics, and language Learning Disabled Students for general Education Teachers in the Primary Grades, K 3. http://www.outreach.washington.edu/ext/special/dyslexia/default.asp

Request Information CERTIFICATE PROGRAMS CLASSES ONLINE LEARNING Teaching Reading and Writing to Dyslexics, Dysgraphics and Language Learning Disabled Students August 8, 9, 10, 11, 2005 UW Campus, Seattle Workshops for Teachers, Psychologists and Language Specialists Introduction Series Topics and Schedule Tax Credits Accommodations for Disabilities ... Questions Introduction Dr. Virginia Berninger, a licensed psychologist, educator and leading expert in the field of assessment and treatment research for specific learning disabilities will present four workshops this summer to explain and model time efficient, evidence-based methods for teaching dyslexic and dysgraphic students at various grade levels. In addition, in a special workshop for psychologists and language pathologists, Dr. Berninger will explain and model evidence-based assessment methods for screening, response to intervention, differential diagnosis, profile analysis and branching diagnosis. Series Topics and Schedule: The workshops will be held on the University of Washington Campus in Seattle as follows: Reg # 78105 Teaching Reading and Writing to Dyslexics, Dysgraphics, and Language Learning Disabled Students for General Education Teachers in the Primary Grades, K - 3.

33. UW Extension - Teaching Reading And Writing To Dyslexics, Dysgraphics And Langua (Reg 78105) Teaching reading and Writing to Dyslexics, Dysgraphics, and language Learning Disabled Students for general Education Teachers in the Primary http://www.outreach.washington.edu/ext/special/dyslexia/regform.asp

UW Extension Registration Form Please print: Name (last) Name (first) M.I. Mailing address City State Zip Social Security Number* Date of Birth (Area code) Daytime phone (Area code) Evening phone I wish to register for these individual workshops within the workshop series (Reg # 78105) Teaching Reading and Writing to Dyslexics, Dysgraphics, and Language Learning Disabled Students for General Education Teachers in the Primary Grades, K - 3. Workshop fee (Reg # 78134) Teaching Reading and Writing to Dyslexics, Dysgraphics, and Language Learning Disabled Students" for General Education Teachers in the Upper Elementary Grades, 4 - 6 Workshop fee (Reg # 78135) Teaching Reading and Writing to Dyslexics, Dysgraphics, and Language Learning Disabled Students" for General Education Teachers in the Middle School Grades, 7 - 9 Workshop fee (Reg # 78137) Assessment-Intervention Links for Dyslexia, Dysgraphia, and Language Learning Disabilities" for Psychologists and Language Specialists Workshop fee Nonrefundable Registration Fee Total fee Method of Payment: Check in U.S. funds payable to University of Washington. Returned checks are subject to a $25 service fee.

34. Reading Rockets : Teaching English Language Learners teaching English language Learners. Research comparing bilingual and nonbilingual approaches has ESL teachers themselves often teach the reading class. http://www.readingrockets.org/article.php?ID=184

35. Extensive Reading Activities For Teaching Language - Cambridge University Press Resource site Extensive reading Activities for Teaching language This is a handbook for teachers of general language courses, or grammar, listening, http://www.cambridge.org/elt/elt_projectpage.asp?id=2500387

36. Extensive Reading Activities For Teaching Language - Cambridge University Press Extensive reading Activities for Teaching language This is a handbook for teachers of general language courses, or grammar, listening, speaking, http://www.cambridge.org/uk/catalogue/catalogue.asp?isbn=0521016517

37. CPE Teaching Resource Developing general reading Skills. Some teachers are reluctant to spend class time on reading because they don t feel they are teaching their students http://www.cambridgeesol.org/teach/cpe/reading/aboutthepaper/develop_skills.cfm

Teaching Resources CPE Reading Developing General Reading Skills Developing General Reading Skills Some teachers are reluctant to spend class time on reading because they don't feel they are 'teaching' their students anything new. This, in part, is true. What we can do in class time is allow students to practise or develop certain skills in English which they almost certainly apply when reading in their own language. However, what is second nature in their own language may be problematic in English, due to unfamiliar vocabulary, text types, cultural references, style, or a number of other factors. In order to be successful readers at CPE level, students need to read as much as possible outside the class, as well as in class time, in order to become more familiar with a wide range of language, text types and so on. Encourage your students to read a wide variety of texts from a range of different sources, including fiction and non-fiction books magazine and newspaper articles marketing, informational and promotional material, e.g. travel brochures, guide books, etc.

38. Technology And Language Instruction Characteristics of Simplified Input to Second language Learners general reading and a Jar of Candy a quotation that looks at the teaching of reading http://www.richmond.edu/~terry/tech.htm

Technology and Language Instruction General Principles The Seven Styles of Learning: a chart about the seven types of learners, their likes, what they are good at doing, and how they best learn. Motivation: what is motivation? external, behavioral features vs internal, attitudinal features; integrative vs instrumental motivation; conditions that strengthen motivation. Competence vs Communication a graphic look at the balance between linguistic competence and communicative ability. Processes Involved in Learning to Communicate a graphic representation of skill- getting and skill-using. Skill-getting and Skill-Using a schematic comparison and contrast of skill-getting and skill-using. Standards for Foreign Language Learning taken from the Executive Summary of the national standards, a listing of the five goals (the 5 Cs) and the eleven standards for foreign language learning. The Framework of Communicative Modes a very new look at communication. This model comes from the Standards for Foreign Language Learning Back to top Speaking Student Strengths through the ACTFL Proficiency Guidelines a schematic look at the different proficiency levels, a general description, and key characteristics of each level.

39. Area Of Study Elementary Education And Teaching In general, a bachelor s degree takes about four years of fulltime study after language Arts Math Education Music Physical Education reading Science http://www.iseek.org/sv/22030.jsp?id=471400

40. USC Catalogue: The Schools: USC Rossier School Of Education: Undergraduate Degre reading, language and Literature (16 units). Fulfill general Education writing EDUC 409, Foundations of language Education, 3. EDUC 410, The Teaching of http://www.usc.edu/dept/publications/cat2004/schools/education/undergraduate.htm

Catalogue 2004-05 Contents Past Catalogues Related Links ... Courses of Instruction PDF version of this chapter Undergraduate Degree Bachelor of Science in General Studies The Bachelor of Science in General Studies is the content preparation program of choice for students who plan to become skilled elementary classroom teachers. Credential requirements may change due to state law. Students are advised to consult periodically with the Undergraduate and Teacher Education Programs Office in Waite Phillips Hall, Room 1004, (213) 740-3471. Admission Requirements Admission to the General Studies major is based on the following: (1) overall GPA; (2) GPA in prerequisite courses (EDUC 200, EDUC 204L and EDUC 205L); (3) completion of the California Basic Educational Skills Test (CBEST); (4) three recommendations (two must be academic references); and (5) interview with the Teacher Education faculty. All pre-teaching majors are expected to complete EDUC 200 as a sophomore. Incoming transfer students must complete EDUC 200 during their first USC semester. For information on the admissions process or to obtain an application, contact Teacher Education.

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