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Contentid:
7809
Content Type: 1
Title: Letter Regarding AP Changes from College Board Representative
Body: From http://eclassics.ning.com/forum/topic/show?id=727885%3ATopic%3A19077&page=41 A letter from Marcia Wilbur, Executive Director for Curriculum & Content Development of the AP program from the College Board, was sent to a representative of JNCL-NCLIS. The letter explains the College Board’s position and reasons behind planned changes in offered advanced placement tests, including the discontinuation of AP French Literature, AP Latin Literature, and possibly AP Italian Language & Culture. To read the letter, go to http://eclassics.ning.com/forum/topic/show?id=727885%3ATopic%3A19077&page=41 and scroll down to the bottom.
Source: eClassics
Inputdate: 2008-05-25 11:28:03
Lastmodifieddate: 2008-05-25 11:28:03
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Publishdate: 2008-05-26 00:00:00
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Content Type: 1
Title: Letter Regarding AP Changes from College Board Representative
Body: From http://eclassics.ning.com/forum/topic/show?id=727885%3ATopic%3A19077&page=41 A letter from Marcia Wilbur, Executive Director for Curriculum & Content Development of the AP program from the College Board, was sent to a representative of JNCL-NCLIS. The letter explains the College Board’s position and reasons behind planned changes in offered advanced placement tests, including the discontinuation of AP French Literature, AP Latin Literature, and possibly AP Italian Language & Culture. To read the letter, go to http://eclassics.ning.com/forum/topic/show?id=727885%3ATopic%3A19077&page=41 and scroll down to the bottom.
Source: eClassics
Inputdate: 2008-05-25 11:28:03
Lastmodifieddate: 2008-05-25 11:28:03
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Publishdate: 2008-05-26 00:00:00
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Contentid:
7810
Content Type: 1
Title: French Online Summer Workshop for Teachers
Body: Using French Online: A Summer Workshop for Teachers French Online is a media-based, highly interactive web-based Elementary course in development since 1998 at Carnegie Mellon University, since 2005 in the context of the Open Learning Initiative (OLI). OLI is a William and Flora Hewlett Foundation-funded project to make high-quality on-line courses available for classroom use and free for independent learners on the Internet. French Online can be used as a textbook substitute in any context, but is especially appropriate for settings in which students have limited time for classroom participation. Instructors using French Online in a class setting have testing and class management tools available that are absent from the Open version. If you are interested in learning to use French Online we invite you to apply to participate in the OLI Faculty workshop that will be held July 7-8, 2008. During the workshop, we will: * Discuss cognitive principles of effective online education. * Practice using the OLI online course delivery system. * Discuss how to participate in our ongoing educational research projects. * Explore a variety of ways to use the online course to effectively support teaching. * Discuss ways to customize the material for specific target groups. * Identify additional material or specific lessons to develop. * Prepare interested faculty for participation in our ongoing evaluation studies and our community of research and use. The workshop is free and a limited number of travel stipends are available. To explore the Open and Free version of French Online, please visit https://oli.web.cmu.edu/jcourse/webui/free.do . To learn more about the faculty summer workshop and to submit your application please visit http://www.cmu.edu/oli/summer_workshop .
Source: CALICO Discussion List
Inputdate: 2008-05-25 11:29:14
Lastmodifieddate: 2008-05-25 11:29:14
Expdate: 2008-07-24 00:00:00
Publishdate: 2008-05-26 00:00:00
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Active: 1
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Content Type: 1
Title: French Online Summer Workshop for Teachers
Body: Using French Online: A Summer Workshop for Teachers French Online is a media-based, highly interactive web-based Elementary course in development since 1998 at Carnegie Mellon University, since 2005 in the context of the Open Learning Initiative (OLI). OLI is a William and Flora Hewlett Foundation-funded project to make high-quality on-line courses available for classroom use and free for independent learners on the Internet. French Online can be used as a textbook substitute in any context, but is especially appropriate for settings in which students have limited time for classroom participation. Instructors using French Online in a class setting have testing and class management tools available that are absent from the Open version. If you are interested in learning to use French Online we invite you to apply to participate in the OLI Faculty workshop that will be held July 7-8, 2008. During the workshop, we will: * Discuss cognitive principles of effective online education. * Practice using the OLI online course delivery system. * Discuss how to participate in our ongoing educational research projects. * Explore a variety of ways to use the online course to effectively support teaching. * Discuss ways to customize the material for specific target groups. * Identify additional material or specific lessons to develop. * Prepare interested faculty for participation in our ongoing evaluation studies and our community of research and use. The workshop is free and a limited number of travel stipends are available. To explore the Open and Free version of French Online, please visit https://oli.web.cmu.edu/jcourse/webui/free.do . To learn more about the faculty summer workshop and to submit your application please visit http://www.cmu.edu/oli/summer_workshop .
Source: CALICO Discussion List
Inputdate: 2008-05-25 11:29:14
Lastmodifieddate: 2008-05-25 11:29:14
Expdate: 2008-07-24 00:00:00
Publishdate: 2008-05-26 00:00:00
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Contentid:
7811
Content Type: 1
Title: Two Online Resources for Learning about Aztecs
Body: Here are two websites with information about the Aztecs that students can learn from and teachers can find materials on: Aztecs at Mexicolore is available at http://www.mexicolore.co.uk/index.php?one=azt . Self-paced learning about the Aztecs is available at http://home.freeuk.net/elloughton13/mexico.htm .
Source: Various
Inputdate: 2008-05-25 11:30:17
Lastmodifieddate: 2008-05-25 11:30:17
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Publishdate: 2008-05-26 00:00:00
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Title: Two Online Resources for Learning about Aztecs
Body: Here are two websites with information about the Aztecs that students can learn from and teachers can find materials on: Aztecs at Mexicolore is available at http://www.mexicolore.co.uk/index.php?one=azt . Self-paced learning about the Aztecs is available at http://home.freeuk.net/elloughton13/mexico.htm .
Source: Various
Inputdate: 2008-05-25 11:30:17
Lastmodifieddate: 2008-05-25 11:30:17
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Publishdate: 2008-05-26 00:00:00
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Contentid:
7812
Content Type: 1
Title: Sample Lesson Plan for Integrating Science in Language Classes: Fantastic Frogs
Body: From http://nclrc.org/teaching_materials/materials_by_language/universal.html#new Using the Background Knowledge technique, the Spanish "Fantastic Frogs" lesson plan in The Elementary Immersion Learning Strategies Resource Guide guides instructors through a sample lesson integrating science in foreign language learning. In "Fantastic Frogs," instructors simultaneously teach students the life cycle of frogs and the language structure of sequences of events. Students learn words like primero, después, luego, y finalmente, and by applying the new vocabulary to talk about how frogs develop from tadpoles to adults, students can both practice and recall the vocabulary more easily. The lesson also encourages students to apply their previous knowledge of the life cycles of other animals to discover the similar life cycle of frogs. Students receive a worksheet depicting the various stages of the life cycle and have to cut them out and place them in order matching the correct descriptions in Spanish. For more information, go to http://nclrc.org/teaching_materials/materials_by_language/universal.html#new . The lesson is available for download from http://nclrc.org/teaching_materials/materials_by_language/related_docs/FantasticFrogs.pdf .
Source: NCLRC
Inputdate: 2008-05-25 11:31:25
Lastmodifieddate: 2008-05-25 11:31:25
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Publishdate: 2008-05-26 00:00:00
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Content Type: 1
Title: Sample Lesson Plan for Integrating Science in Language Classes: Fantastic Frogs
Body: From http://nclrc.org/teaching_materials/materials_by_language/universal.html#new Using the Background Knowledge technique, the Spanish "Fantastic Frogs" lesson plan in The Elementary Immersion Learning Strategies Resource Guide guides instructors through a sample lesson integrating science in foreign language learning. In "Fantastic Frogs," instructors simultaneously teach students the life cycle of frogs and the language structure of sequences of events. Students learn words like primero, después, luego, y finalmente, and by applying the new vocabulary to talk about how frogs develop from tadpoles to adults, students can both practice and recall the vocabulary more easily. The lesson also encourages students to apply their previous knowledge of the life cycles of other animals to discover the similar life cycle of frogs. Students receive a worksheet depicting the various stages of the life cycle and have to cut them out and place them in order matching the correct descriptions in Spanish. For more information, go to http://nclrc.org/teaching_materials/materials_by_language/universal.html#new . The lesson is available for download from http://nclrc.org/teaching_materials/materials_by_language/related_docs/FantasticFrogs.pdf .
Source: NCLRC
Inputdate: 2008-05-25 11:31:25
Lastmodifieddate: 2008-05-25 11:31:25
Expdate:
Publishdate: 2008-05-26 00:00:00
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Active: 1
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Contentid:
7813
Content Type: 1
Title: Article: Consistent ELL Guides Proposed
Body: From http://www.edweek.org/ew/articles/2008/05/14/37interpret.h27.html?tmp=1121178411 Consistent ELL Guides Proposed ‘Interpretation’ of NCLB Law Seeks Statewide Yardsticks By Mary Ann Zehr May 9, 2008 In a move that could prompt major changes in the way states measure the achievement of English-language learners, the U.S. Department of Education is planning to tell states they must each use a consistent yardstick in determining when a child is fluent in English and when that child no longer needs special ELL services. A proposed “interpretation” of the No Child Left Behind Act’s Title III—the conduit for most federal funding for ELL programs—says that states must further standardize the criteria they use to report how well such students are learning English. Read the entire article at http://www.edweek.org/ew/articles/2008/05/14/37interpret.h27.html?tmp=1121178411 .
Source: Education Week
Inputdate: 2008-05-25 11:32:19
Lastmodifieddate: 2008-05-25 11:32:19
Expdate:
Publishdate: 2008-05-26 00:00:00
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Active: 1
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Content Type: 1
Title: Article: Consistent ELL Guides Proposed
Body: From http://www.edweek.org/ew/articles/2008/05/14/37interpret.h27.html?tmp=1121178411 Consistent ELL Guides Proposed ‘Interpretation’ of NCLB Law Seeks Statewide Yardsticks By Mary Ann Zehr May 9, 2008 In a move that could prompt major changes in the way states measure the achievement of English-language learners, the U.S. Department of Education is planning to tell states they must each use a consistent yardstick in determining when a child is fluent in English and when that child no longer needs special ELL services. A proposed “interpretation” of the No Child Left Behind Act’s Title III—the conduit for most federal funding for ELL programs—says that states must further standardize the criteria they use to report how well such students are learning English. Read the entire article at http://www.edweek.org/ew/articles/2008/05/14/37interpret.h27.html?tmp=1121178411 .
Source: Education Week
Inputdate: 2008-05-25 11:32:19
Lastmodifieddate: 2008-05-25 11:32:19
Expdate:
Publishdate: 2008-05-26 00:00:00
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Active: 1
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Contentid:
7814
Content Type: 1
Title: Brief: A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners
Body: From http://www.ncela.gwu.edu/newsline/archives/2008/05/new_brief_a_cul.html A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners By Julie Esparza Brown and Jennifer Doolittle National Center for Culturally Responsive Educational Systems March 2008 Summary: Response to Intervention (RTI) has the potential to affect change for English language learners (ELLs) by requiring the use of research-based practices based on individual children's specific needs. All ELLs, however, need culturally and linguistically appropriate instruction no matter the educational setting. In other words, instruction and interventions must consider a student's cultural background and experiences as well as their linguistic proficiency (in both English and the native language) in order for instruction to be appropriate. The focus of this brief is to provide an initial framework in the use of RTI that considers students' life experiences, including their language proficiencies in their first and second languages, as well as the contexts in which they are taught. Download the brief from http://www.nccrest.org/Briefs/Framework_for_RTI.pdf .
Source: OELA
Inputdate: 2008-05-25 11:33:20
Lastmodifieddate: 2008-05-25 11:33:20
Expdate:
Publishdate: 2008-05-26 00:00:00
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Active: 1
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Isarchived: 1
Content Type: 1
Title: Brief: A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners
Body: From http://www.ncela.gwu.edu/newsline/archives/2008/05/new_brief_a_cul.html A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners By Julie Esparza Brown and Jennifer Doolittle National Center for Culturally Responsive Educational Systems March 2008 Summary: Response to Intervention (RTI) has the potential to affect change for English language learners (ELLs) by requiring the use of research-based practices based on individual children's specific needs. All ELLs, however, need culturally and linguistically appropriate instruction no matter the educational setting. In other words, instruction and interventions must consider a student's cultural background and experiences as well as their linguistic proficiency (in both English and the native language) in order for instruction to be appropriate. The focus of this brief is to provide an initial framework in the use of RTI that considers students' life experiences, including their language proficiencies in their first and second languages, as well as the contexts in which they are taught. Download the brief from http://www.nccrest.org/Briefs/Framework_for_RTI.pdf .
Source: OELA
Inputdate: 2008-05-25 11:33:20
Lastmodifieddate: 2008-05-25 11:33:20
Expdate:
Publishdate: 2008-05-26 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Contentid:
7815
Content Type: 1
Title: Paso Partners: Lesson Plans for K-3 English Language Learners
Body: Paso Partners is a set of lesson plans designed to help K-3 teachers increase the achievement of English language learners in science and mathematics. The lesson plans are available at http://www.sedl.org/scimath/pasopartners .
Source: SEDL
Inputdate: 2008-05-25 11:34:24
Lastmodifieddate: 2008-05-25 11:34:24
Expdate:
Publishdate: 2008-05-26 00:00:00
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Active: 1
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Isarchived: 1
Content Type: 1
Title: Paso Partners: Lesson Plans for K-3 English Language Learners
Body: Paso Partners is a set of lesson plans designed to help K-3 teachers increase the achievement of English language learners in science and mathematics. The lesson plans are available at http://www.sedl.org/scimath/pasopartners .
Source: SEDL
Inputdate: 2008-05-25 11:34:24
Lastmodifieddate: 2008-05-25 11:34:24
Expdate:
Publishdate: 2008-05-26 00:00:00
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Active: 1
Emailed: 1
Isarchived: 1
Contentid:
7816
Content Type: 1
Title: Using the I-Search to Promote Student Investigation (Heritage Learners)
Body: From http://nclrc.org/about_teaching/heritage_learners.html The I-search requires rigorous foot-noting and crediting of sources, with the advantage that each teacher’s requirements can be adjusted to demand more or less academic reading. The crux of the process is that students identify real questions that matter to them. Students express these in terms of problems to solve; the instructions direct them specifically to questions words like how, which or why. This method allows the instructor to combine the motivational power of affect with some real student research, and even some expansion into a more academic mode of discourse. Read about the I-search method and its application with heritage language learners at http://nclrc.org/about_teaching/heritage_learners.html .
Source: NCLRC
Inputdate: 2008-05-25 11:35:25
Lastmodifieddate: 2008-05-25 11:35:25
Expdate:
Publishdate: 2008-05-26 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Using the I-Search to Promote Student Investigation (Heritage Learners)
Body: From http://nclrc.org/about_teaching/heritage_learners.html The I-search requires rigorous foot-noting and crediting of sources, with the advantage that each teacher’s requirements can be adjusted to demand more or less academic reading. The crux of the process is that students identify real questions that matter to them. Students express these in terms of problems to solve; the instructions direct them specifically to questions words like how, which or why. This method allows the instructor to combine the motivational power of affect with some real student research, and even some expansion into a more academic mode of discourse. Read about the I-search method and its application with heritage language learners at http://nclrc.org/about_teaching/heritage_learners.html .
Source: NCLRC
Inputdate: 2008-05-25 11:35:25
Lastmodifieddate: 2008-05-25 11:35:25
Expdate:
Publishdate: 2008-05-26 00:00:00
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Active: 1
Emailed: 1
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Contentid:
7817
Content Type: 1
Title: Kidipede: History for Kids
Body: From http://www.historyforkids.org Kidipede is a site intended for children to learn about history all over the world. Areas include North America, China, India, West Asia, Greece, Egypt, Africa, Rome, Islam, Germany, and the Middle Ages. At this point the strongest area is Greek and Roman history. The site also includes suggestions for teachers. Kidipede is available at http://www.historyforkids.org .
Source: Kidipede
Inputdate: 2008-05-25 11:36:37
Lastmodifieddate: 2008-05-25 11:36:37
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Publishdate: 2008-05-26 00:00:00
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Active: 1
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Content Type: 1
Title: Kidipede: History for Kids
Body: From http://www.historyforkids.org Kidipede is a site intended for children to learn about history all over the world. Areas include North America, China, India, West Asia, Greece, Egypt, Africa, Rome, Islam, Germany, and the Middle Ages. At this point the strongest area is Greek and Roman history. The site also includes suggestions for teachers. Kidipede is available at http://www.historyforkids.org .
Source: Kidipede
Inputdate: 2008-05-25 11:36:37
Lastmodifieddate: 2008-05-25 11:36:37
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Publishdate: 2008-05-26 00:00:00
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Active: 1
Emailed: 1
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Contentid:
7818
Content Type: 1
Title: Foreign Service Institute Language Courses Available Online
Body: From http://fsi-language-courses.com/default.aspx This site is dedicated to making FSI language courses freely available in an electronic format. Courses available are Amharic, Arabic, Bulgarian, Cambodian, Cantonese, Chinese, Chinyanja, Finnish, French, German, Greek, Hausa, Hindi, Hebrew, Hungarian, Igbo, Italian, Kituba, Korean, Lao, Luganda, Moré, Portuguese, Romanian, Russian, Spanish, Sinhala, Swahili, Swedish, Thai, Turkish, Twi, Vietnamese, and Yoruba. As of April, 2008, new material has been added to the following courses: Amharic, Hausa, From Spanish to Portuguese, Kituba, Lao, Luganda, Moré, Sinhala, and Twi. The courses are available at http://fsi-language-courses.com/default.aspx .
Source: FSI Language Courses
Inputdate: 2008-05-25 11:37:46
Lastmodifieddate: 2008-05-25 11:37:46
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Publishdate: 2008-05-26 00:00:00
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Active: 1
Emailed: 1
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Content Type: 1
Title: Foreign Service Institute Language Courses Available Online
Body: From http://fsi-language-courses.com/default.aspx This site is dedicated to making FSI language courses freely available in an electronic format. Courses available are Amharic, Arabic, Bulgarian, Cambodian, Cantonese, Chinese, Chinyanja, Finnish, French, German, Greek, Hausa, Hindi, Hebrew, Hungarian, Igbo, Italian, Kituba, Korean, Lao, Luganda, Moré, Portuguese, Romanian, Russian, Spanish, Sinhala, Swahili, Swedish, Thai, Turkish, Twi, Vietnamese, and Yoruba. As of April, 2008, new material has been added to the following courses: Amharic, Hausa, From Spanish to Portuguese, Kituba, Lao, Luganda, Moré, Sinhala, and Twi. The courses are available at http://fsi-language-courses.com/default.aspx .
Source: FSI Language Courses
Inputdate: 2008-05-25 11:37:46
Lastmodifieddate: 2008-05-25 11:37:46
Expdate:
Publishdate: 2008-05-26 00:00:00
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Active: 1
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