Doing It Differently: Tips for Teaching Vocabulary Every Monday my seventh grade English teacher would have us copy a list of 25 words she'd written on the board. We'd then look up the dictionary definitions and copy those down. For homework, we'd re-write each word seven times. Good, now you know it. Principles of Instructed Second Language Acquisition Download a PDF of this digest. Second language acquisition (SLA) researchers do not agree how instruction can best facilitate language learning. Given this lack of consensus, it might be thought unwise to attempt to formulate a set of general principles for instructed language acquisition.
Brain-Based Learning: Resource Roundup Edutopia's list of resources, articles, videos, and links for exploring the connection between education and neuroscience. (Updated: 12/2013) Building Brain Literacy in Elementary Students, By Judy Willis, M.D. (2013) Neurologist, teacher, author and Edutopia blogger Willis discusses the benefits of teaching elementary students how their brains work. Brains, Brains, Brains! How the Mind of a Middle Schooler Works, by Heather Wolpert-Gawron (2013) Blogger Wolpert-Gawron launches this three-part series by advising middle school teachers to read up on brain research with insight on how the 'tween brain works. In her second blog, The Mind of a Middle Schooler: How Brains Learn, read about important brain terminology and a typical classroom scenario where a middle schooler's brain is hard at work.
Reading Assessment Techniques - The Cognitive Foundations of Learning to Read: A Framework We have created this summary of the different types of assessment that can be used for measuring development in reading skills in the hopes that teachers will better understand how single skills can be assessed by multiple measures. This description of the various assessment techniques may also help teachers to design their own classroom assessments, and may help teachers to better understand the district or campus assessments that are already being used with their students. Each of the elements of the framework is briefly described, and descriptions of various forms of assessments that could be used for that framework element are provided. Reading comprehension assessments are the most common type of published reading test that is available.
Michael Halliday Michael Alexander Kirkwood Halliday (often M.A.K. Halliday) (born 13 April 1925) is a British-born Australian linguist who developed the internationally influential systemic functional linguistic model of language. His grammatical descriptions go by the name of systemic functional grammar (SFG). Halliday describes language as a semiotic system, "not in the sense of a system of signs, but a systemic resource for meaning". For Halliday, language is a "meaning potential"; by extension, he defines linguistics as the study of "how people exchange meanings by 'languaging'". Halliday describes himself as a generalist, meaning that he has tried "to look at language from every possible vantage point", and has described his work as "wander[ing] the highways and byways of language". However, he has claimed that "to the extent that I favoured any one angle, it was the social: language as the creature and creator of human society". Biography Studies of grammar
Developmental Reading Assessment®, 2nd Edition PLUS (DRA2+) The Basics The DRA2 Benchmark Assessment measures each student’s reading proficiency through systematic observation, recording, and evaluating of performance. Administer the Benchmark Assessment to identify an instructional plan that will meet the needs of each student. The Process By following the straightforward, four-step process, the DRA2 Benchmark Assessment pinpoints student strengths, abilities, and needs. Registro Nazionale Formatori Professionisti Memletics draws together much of what we know about effective learning into an easy-to-apply system. This chapter provides you with an overview before you start learning about the individual parts of Memletics. This helps you learn Memletics faster.
Strategies for online reading comprehension Imagine, if you will, that you are beside me as I peer over the shoulder of my twelve-year-old son. He’s using a web browser to search for an article on creating stop-motion movies, which is one of his hobbies. I barely have time to say, “That looks interesting,” before he has clicked on a hyperlink and is off on entirely different page. A video catches his eye and he ignores me completely as he hits the “play” button, only to discover the video is a commercial for an upcoming movie. I want to say something, but I don’t have time. The mouse works its magic, and he is off again, this time in full reverse, clicking on arrows that direct him back to the original page. Polyglottally Multilingual Planning & Design Plurilingualism is the concept promoted by the Council of Europe in its Common European Framework of Reference for Languages (CEFR for short). It is a subtle yet profound shift in perspective towards the use of multiple languages, and one that will benefit you by removing a lot of pressure to achieve perfection. In their definition, "multilingualism" is the co-existence of different languages, whether in the mind of an individual or a society, and represents a diversification of languages available. Plurilingualism, on the other hand, emphasizes that a person's languages and cultures are not kept in strictly separated mental compartments, but that the languages in one's head will interrelate and interact to contribute to the growth of communication skills as a whole. So even the littlest bit of a new language would build your abilities to communicate by providing you more tools to do so, even if they are rudimentary and context-specific. What does this mean for you?
Reading Comprehension Worksheets "Your reading comprehension materials are the best I've found on the web. They are so thorough and comprehensive! My students and I have learned a lot from them. Thanks so much!" -- Susan B., Carter, KY. 03/21/12 Beyond the Language Classroom AcknowledgementsNotes on ContributorsIntroduction; P.Benson & H.ReindersLanguage Learning and Teaching Beyond the Classroom: An Introduction to the Field; P.BensonFamily, Friends and Language Learning Beyond the Classroom: Social Networks and Social Capital in Language Learning; D.PalfreymanPlaces for Learning: Technology-Mediated Language Learning Practices Beyond the Classroom; L.KuureFrom Milk Cartons to English Roommates: Context and Agency in L2 Learning Beyond the Classroom; P.Kalaja, R.Alanen, Å.Palviainen & H.DufvaAffordances for Language Learning Beyond the Classroom; V.MenezesBecoming Multilingual: An Ethnographic Approach to SLA Beyond the Classroom; D.DivitaTalk About Language Use: I Know a Little About Your Language; E.ZimmermanA Possible Path to Progress: Out-Of-School English Language Learners in Sweden; P.SundqvistTeenagers Learning Languages Out of School: What, Why and How Do They Learn? How Can School Help Them? Infomation about the author(s)
Language Development Domain - Child Development California Infant/Toddler Learning & Development Foundations. Foundations References Return to Contents “The acquisition of language and speech seems deceptively simple. Literacy Professional Learning Resource - Key concepts - AusVELS Foundation to Level 2 - Repertoires of language This section explores the repertoires of language. This refers to the knowledge of a language required to attain literacy. This is split into the following areas: Purposes and functions