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Contentid:
8918
Content Type: 1
Title: Article: Immigrants See Charter Schools as a Haven
Body: From http://www.nytimes.com/2009/01/10/education/10charter.html?_r=2&pagewanted=1 Charter schools, which are publicly financed but independently run, were conceived as a way to improve academic performance. But for immigrant families, they have also become havens where their children are shielded from the American youth culture that pervades large district schools. The curriculum at the Twin Cities International Elementary School, and at its partner middle school and high school, is similar to that of other public schools with high academic goals. But at Twin Cities International the girls say they can freely wear head scarves without being teased, the lunchroom serves food that meets the dietary requirements of Muslims, and in every classroom there are East African teaching assistants who understand the needs of students who may have spent years in refugee camps. Twin Cities International students are from Ethiopia, Kenya, Somalia and Sudan, with a small population from the Middle East. Read the entire article at http://www.nytimes.com/2009/01/10/education/10charter.html?_r=2&pagewanted=1 .
Source: New York Times
Inputdate: 2009-01-24 07:01:55
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Title: Article: Immigrants See Charter Schools as a Haven
Body: From http://www.nytimes.com/2009/01/10/education/10charter.html?_r=2&pagewanted=1 Charter schools, which are publicly financed but independently run, were conceived as a way to improve academic performance. But for immigrant families, they have also become havens where their children are shielded from the American youth culture that pervades large district schools. The curriculum at the Twin Cities International Elementary School, and at its partner middle school and high school, is similar to that of other public schools with high academic goals. But at Twin Cities International the girls say they can freely wear head scarves without being teased, the lunchroom serves food that meets the dietary requirements of Muslims, and in every classroom there are East African teaching assistants who understand the needs of students who may have spent years in refugee camps. Twin Cities International students are from Ethiopia, Kenya, Somalia and Sudan, with a small population from the Middle East. Read the entire article at http://www.nytimes.com/2009/01/10/education/10charter.html?_r=2&pagewanted=1 .
Source: New York Times
Inputdate: 2009-01-24 07:01:55
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Contentid:
8919
Content Type: 1
Title: California Adopts World Language Content Standards
Body: From http://www.cde.ca.gov/nr/ne/yr09/yr09rel1.asp SACRAMENTO — State Superintendent of Public Instruction Jack O'Connell today commended the State Board of Education (SBE) for voting to adopt his recommended draft World Language Content Standards for California Public Schools, Kindergarten Through Grade Twelve (World Language Content Standards). In 2001, the SBE approved the current Foreign Language Framework for California Public Schools, Kindergarten through Grade Twelve, but California Education Code required the Board to adopt content standards for foreign language, based on recommendations from O'Connell on or before June 1, 2009. The content standards are intended to guide schools that offer programs of instruction in languages other than English. A working group representing diverse languages and language programs provided input to the State Superintendent in drafting the standards. Read the full press release for more information at http://www.cde.ca.gov/nr/ne/yr09/yr09rel1.asp . The Sacramento Bee has an article about the new foreign language standards at http://www.sacbee.com/ourregion/story/1554585.html . The new standards are available on the CLTA website at http://www.clta.net/standards .
Source: California Department of Education
Inputdate: 2009-01-24 07:02:31
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Title: California Adopts World Language Content Standards
Body: From http://www.cde.ca.gov/nr/ne/yr09/yr09rel1.asp SACRAMENTO — State Superintendent of Public Instruction Jack O'Connell today commended the State Board of Education (SBE) for voting to adopt his recommended draft World Language Content Standards for California Public Schools, Kindergarten Through Grade Twelve (World Language Content Standards). In 2001, the SBE approved the current Foreign Language Framework for California Public Schools, Kindergarten through Grade Twelve, but California Education Code required the Board to adopt content standards for foreign language, based on recommendations from O'Connell on or before June 1, 2009. The content standards are intended to guide schools that offer programs of instruction in languages other than English. A working group representing diverse languages and language programs provided input to the State Superintendent in drafting the standards. Read the full press release for more information at http://www.cde.ca.gov/nr/ne/yr09/yr09rel1.asp . The Sacramento Bee has an article about the new foreign language standards at http://www.sacbee.com/ourregion/story/1554585.html . The new standards are available on the CLTA website at http://www.clta.net/standards .
Source: California Department of Education
Inputdate: 2009-01-24 07:02:31
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8920
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Title: Improve Your Life: Learn Russian
Body: Learn Russian: The former Cold War superpower is starting to flex its geopolitical muscles again By Thomas Omestad December 8, 2008 Learning Russian is listed as one of 50 ways to improve your life at US News & World Report. Find out why at http://www.usnews.com/articles/news/50-ways-to-improve-your-life/2008/12/18/learn-russian.html .
Source: US News & World Report
Inputdate: 2009-01-24 07:03:20
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Title: Improve Your Life: Learn Russian
Body: Learn Russian: The former Cold War superpower is starting to flex its geopolitical muscles again By Thomas Omestad December 8, 2008 Learning Russian is listed as one of 50 ways to improve your life at US News & World Report. Find out why at http://www.usnews.com/articles/news/50-ways-to-improve-your-life/2008/12/18/learn-russian.html .
Source: US News & World Report
Inputdate: 2009-01-24 07:03:20
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Contentid:
8922
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Title: Deutsches Theaterfest 2009
Body: DEUTSCHES THEATERFEST Thursday, April 30, 2009 Mount Holyoke College, MA Dramatic presentations in German of 15 minutes in length will be judged by a jury of secondary school and college teachers of German and Theatre Arts, as well as representatives from the Goethe Institute Boston, and the Consulate of the Federal Republic of Germany in Boston. Prizes will be awarded on the elementary, middle school, secondary, and college levels. For further information, check out the Theaterfest website: http://www.mtholyoke.edu/acad/germ/theaterfest .
Source: AATG-L
Inputdate: 2009-01-24 07:05:09
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Title: Deutsches Theaterfest 2009
Body: DEUTSCHES THEATERFEST Thursday, April 30, 2009 Mount Holyoke College, MA Dramatic presentations in German of 15 minutes in length will be judged by a jury of secondary school and college teachers of German and Theatre Arts, as well as representatives from the Goethe Institute Boston, and the Consulate of the Federal Republic of Germany in Boston. Prizes will be awarded on the elementary, middle school, secondary, and college levels. For further information, check out the Theaterfest website: http://www.mtholyoke.edu/acad/germ/theaterfest .
Source: AATG-L
Inputdate: 2009-01-24 07:05:09
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8923
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Title: Making Stargazers out of Pringles Cans
Body: Last week’s InterCom featured an idea for Stargazing Night for classics students. As promised, here are instructions for making and using a Pringles can stargazer: PRINGLES STARGAZERS Supplies needed: Pringles can with lid (regular size - the longer ones with 25% more do not work!), Black construction paper, Tape, Star stickers and/or gel pens, Large push pin, Scissors, Copy paper with constellation patterns (1 per student) 1. Clean crumbs out of Pringles can! 2. Cut 1/4" off the long edge of standard size (9 x 12) piece of black construction paper (this will allow paper to wrap around can with nothing hanging off the edges). 3. Attach with tape the short edge of the black construction to the tube part of the Pringles can. Wrap construction paper around tube and secure other end with more tape. 4. Decorate black tube with star stickers and gel pens. (Have each student also write their names on theirs to avoid confusion.) 5. Cut out circular constellation patterns (prior to this activity, trace six circles the size of the Pringles lid onto a piece of copy paper. In each circle, draw with a black Sharpie one shape of the constellations: Cassiopeia, Andromeda, Cepheus, Perseus, Cetus and Pegasus. These can be found in any constellation book or most likely on the Internet. Be sure to mark the top of the constellation with a "T" inside the circle so they will know which way it goes.) 6. Using the large push pin, punch a hole in the center of the metal part on the bottom of the Pringles can. Once push pin has been inserted into can, twist it around to enlarge the hole a bit. 7. Once the can is decorated and punched and the circular patterns have been cut out, place circular constellations (one at a time) in the lid and put on Pringles can. 8. Point the stargazer at the light and look through the pin hole in the base of the Pringles can to see the constellation. Have each child store their constellation circles in their Pringles can. HELPFUL TIPS: 1. These constellations are of course in the fall night sky. If you want to stage a spring stargazing night, change the constellations to fit. Also, I provide a worksheet with the same constellations and clues about each one and let the students fill in the name of each one from a word bank. Just use the same shapes which you drew for the stargazers. 2. Before making our stargazers, my students research the story of Cassiopeia and Andromeda (I give them each a character and they come to class the next week ready to portray that character in our play). We usually do the play, make the stargazers and then the next week which is when our actual Stargazing Night is planned, they have the worksheet as part of their homework. Contact your local astronomers club and see if they would be willing to bring out their telescopes and share their expertise with you. Or ask parents to bring their telescopes. Madden, S. [Latinteach] Stargazers from Pringles can. The Teaching of the Latin Language listserv (latinteach@nxport.com, 15 Jan 2009). --- Another variation: Each child gets a soup/other (maybe even larger can) metal can. Leave the one end intact. Make sure the other end has no sharp edges. Assign a constellation to each child. Have the child mark the constellation on the intact outer end of the can with a black magic marker. With a hammer and a nail, punch a hole where each major star is marked on the can. Have a thick towel underneath the can when pounding. Usually one or two good or hefty taps with the hammer punctures the can. Each child needs a flashlight. If you want relative accuracy, arrange everyone according to a star chart for your area. Go into a room with no (or covered) windows. Have everyone stick the flashlight (turned on) into his/her own can. Turn off the lights in the room. The constellations should be projected on the ceiling. A. L. Re: [Latinteach] Stargazers from Pringles can. The Teaching of the Latin Language listserv (latinteach@nxport.com, 16 Jan 2009).
Source: Latinteach
Inputdate: 2009-01-24 07:12:31
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Title: Making Stargazers out of Pringles Cans
Body: Last week’s InterCom featured an idea for Stargazing Night for classics students. As promised, here are instructions for making and using a Pringles can stargazer: PRINGLES STARGAZERS Supplies needed: Pringles can with lid (regular size - the longer ones with 25% more do not work!), Black construction paper, Tape, Star stickers and/or gel pens, Large push pin, Scissors, Copy paper with constellation patterns (1 per student) 1. Clean crumbs out of Pringles can! 2. Cut 1/4" off the long edge of standard size (9 x 12) piece of black construction paper (this will allow paper to wrap around can with nothing hanging off the edges). 3. Attach with tape the short edge of the black construction to the tube part of the Pringles can. Wrap construction paper around tube and secure other end with more tape. 4. Decorate black tube with star stickers and gel pens. (Have each student also write their names on theirs to avoid confusion.) 5. Cut out circular constellation patterns (prior to this activity, trace six circles the size of the Pringles lid onto a piece of copy paper. In each circle, draw with a black Sharpie one shape of the constellations: Cassiopeia, Andromeda, Cepheus, Perseus, Cetus and Pegasus. These can be found in any constellation book or most likely on the Internet. Be sure to mark the top of the constellation with a "T" inside the circle so they will know which way it goes.) 6. Using the large push pin, punch a hole in the center of the metal part on the bottom of the Pringles can. Once push pin has been inserted into can, twist it around to enlarge the hole a bit. 7. Once the can is decorated and punched and the circular patterns have been cut out, place circular constellations (one at a time) in the lid and put on Pringles can. 8. Point the stargazer at the light and look through the pin hole in the base of the Pringles can to see the constellation. Have each child store their constellation circles in their Pringles can. HELPFUL TIPS: 1. These constellations are of course in the fall night sky. If you want to stage a spring stargazing night, change the constellations to fit. Also, I provide a worksheet with the same constellations and clues about each one and let the students fill in the name of each one from a word bank. Just use the same shapes which you drew for the stargazers. 2. Before making our stargazers, my students research the story of Cassiopeia and Andromeda (I give them each a character and they come to class the next week ready to portray that character in our play). We usually do the play, make the stargazers and then the next week which is when our actual Stargazing Night is planned, they have the worksheet as part of their homework. Contact your local astronomers club and see if they would be willing to bring out their telescopes and share their expertise with you. Or ask parents to bring their telescopes. Madden, S. [Latinteach] Stargazers from Pringles can. The Teaching of the Latin Language listserv (latinteach@nxport.com, 15 Jan 2009). --- Another variation: Each child gets a soup/other (maybe even larger can) metal can. Leave the one end intact. Make sure the other end has no sharp edges. Assign a constellation to each child. Have the child mark the constellation on the intact outer end of the can with a black magic marker. With a hammer and a nail, punch a hole where each major star is marked on the can. Have a thick towel underneath the can when pounding. Usually one or two good or hefty taps with the hammer punctures the can. Each child needs a flashlight. If you want relative accuracy, arrange everyone according to a star chart for your area. Go into a room with no (or covered) windows. Have everyone stick the flashlight (turned on) into his/her own can. Turn off the lights in the room. The constellations should be projected on the ceiling. A. L. Re: [Latinteach] Stargazers from Pringles can. The Teaching of the Latin Language listserv (latinteach@nxport.com, 16 Jan 2009).
Source: Latinteach
Inputdate: 2009-01-24 07:12:31
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Contentid:
8924
Content Type: 1
Title: ARTFL: A Textual Database of French
Body: From http://humanities.uchicago.edu/orgs/ARTFL/artfl.flyer.html In 1957 the French government initiated the creation of a new dictionary of the French language, the Trésor de la Langue Française. In order to provide access to a large body of word samples, it was decided to transcribe an extensive selection of French texts for use with a computer. At present the corpus consists of nearly 2000 texts, ranging from classic works of French literature to various kinds of non-fiction prose and technical writing. The eighteenth, nineteenth and twentieth centuries are about equally represented, with a smaller selection of seventeenth century texts as well as some medieval and Renaissance texts. ARTFL has also recently added a Provençal database that includes 38 texts in their original spellings. Genres include novels, verse, theater, journalism, essays, correspondence, and treatises. Subjects include literary criticism, biology, history, economics, and philosophy. Access to the database is organized through a consortium of user institutions, in most cases universities and colleges, each of which pay an annual subscription fee. Institutions which have doctoral programs in the humanities and social sciences pay only $500 per year; all other post-secondary institutions pay $250 annually. High Schools can now subscribe to ARTFL for $150 a year. An annual subscription allows all members of an institution (faculty, students, staff and other affiliates) unlimited Web access. Learn more about ARTFL and its resources at http://humanities.uchicago.edu/orgs/ARTFL .
Source: University of Chicago
Inputdate: 2009-01-24 07:13:08
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Title: ARTFL: A Textual Database of French
Body: From http://humanities.uchicago.edu/orgs/ARTFL/artfl.flyer.html In 1957 the French government initiated the creation of a new dictionary of the French language, the Trésor de la Langue Française. In order to provide access to a large body of word samples, it was decided to transcribe an extensive selection of French texts for use with a computer. At present the corpus consists of nearly 2000 texts, ranging from classic works of French literature to various kinds of non-fiction prose and technical writing. The eighteenth, nineteenth and twentieth centuries are about equally represented, with a smaller selection of seventeenth century texts as well as some medieval and Renaissance texts. ARTFL has also recently added a Provençal database that includes 38 texts in their original spellings. Genres include novels, verse, theater, journalism, essays, correspondence, and treatises. Subjects include literary criticism, biology, history, economics, and philosophy. Access to the database is organized through a consortium of user institutions, in most cases universities and colleges, each of which pay an annual subscription fee. Institutions which have doctoral programs in the humanities and social sciences pay only $500 per year; all other post-secondary institutions pay $250 annually. High Schools can now subscribe to ARTFL for $150 a year. An annual subscription allows all members of an institution (faculty, students, staff and other affiliates) unlimited Web access. Learn more about ARTFL and its resources at http://humanities.uchicago.edu/orgs/ARTFL .
Source: University of Chicago
Inputdate: 2009-01-24 07:13:08
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Contentid:
8925
Content Type: 1
Title: Internet Actuel: Reading Passages with Comprehension Questions
Body: From http://www.internetactuel.be Internet Actuel is a free website with reading passages sorted by level and topic, each followed with comprehension questions. The level is based on the series Arcades (Réseau), with lower level numbers corresponding to an easier reading level. Access these reading passages at http://www.internetactuel.be .
Source: Internet Actuel
Inputdate: 2009-01-24 07:13:47
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Title: Internet Actuel: Reading Passages with Comprehension Questions
Body: From http://www.internetactuel.be Internet Actuel is a free website with reading passages sorted by level and topic, each followed with comprehension questions. The level is based on the series Arcades (Réseau), with lower level numbers corresponding to an easier reading level. Access these reading passages at http://www.internetactuel.be .
Source: Internet Actuel
Inputdate: 2009-01-24 07:13:47
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Contentid:
8926
Content Type: 1
Title: Spain’s Prado Museum with Google Earth
Body: From http://www.eschoolnews.com/news/top-news/index.cfm?i=56767 Google makes famous artwork more accessible Students benefit as Spain's Prado Museum teams up with Google Earth to show unprecedented detail in 14 masterpieces January 16, 2009 In a move that will benefit students, art historians, and casual viewers alike, Spain's Prado Museum has teamed up with Google Earth for a project that allows people to view the gallery's main works of art from their computers--and even zoom in on details not immediately discernible to the human eye. The initiative, announced Jan. 13, is said to be the first of its kind involving an art museum. It involves 14 of the Prado's choicest paintings, including Diego Velazquez's "Las Meninas," Francisco de Goya's "Third of May," Peter Paul Rubens' "The Three Graces," and Hieronymus Bosch's "The Garden of Earthly Delights." Learn more about this initiative and how to visit the Prado with Google Earth at http://www.eschoolnews.com/news/top-news/index.cfm?i=56767 .
Source: eSchool News
Inputdate: 2009-01-24 07:14:23
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Title: Spain’s Prado Museum with Google Earth
Body: From http://www.eschoolnews.com/news/top-news/index.cfm?i=56767 Google makes famous artwork more accessible Students benefit as Spain's Prado Museum teams up with Google Earth to show unprecedented detail in 14 masterpieces January 16, 2009 In a move that will benefit students, art historians, and casual viewers alike, Spain's Prado Museum has teamed up with Google Earth for a project that allows people to view the gallery's main works of art from their computers--and even zoom in on details not immediately discernible to the human eye. The initiative, announced Jan. 13, is said to be the first of its kind involving an art museum. It involves 14 of the Prado's choicest paintings, including Diego Velazquez's "Las Meninas," Francisco de Goya's "Third of May," Peter Paul Rubens' "The Three Graces," and Hieronymus Bosch's "The Garden of Earthly Delights." Learn more about this initiative and how to visit the Prado with Google Earth at http://www.eschoolnews.com/news/top-news/index.cfm?i=56767 .
Source: eSchool News
Inputdate: 2009-01-24 07:14:23
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Contentid:
8927
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Title: CORRECTION: Link for Cine con Clase
Body: Last week’s InterCom included a description of the Cine con Clase website with its movie clips, transcripts, exercises, and more. Unfortunately, the wrong web address was given in the article. The correct one is as follows: http://hitchcock.itc.virginia.edu/SpanishFilm/principal.html . First-time visitors will need to click on Register on the left of the screen to get started.
Source: Cine con Clase
Inputdate: 2009-01-24 07:14:48
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Title: CORRECTION: Link for Cine con Clase
Body: Last week’s InterCom included a description of the Cine con Clase website with its movie clips, transcripts, exercises, and more. Unfortunately, the wrong web address was given in the article. The correct one is as follows: http://hitchcock.itc.virginia.edu/SpanishFilm/principal.html . First-time visitors will need to click on Register on the left of the screen to get started.
Source: Cine con Clase
Inputdate: 2009-01-24 07:14:48
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Contentid:
8928
Content Type: 1
Title: Reading Is Fundamental Website in Spanish
Body: From http://www.rif.org The Reading Is Fundamental bilingual website is designed to help Latino families to read, sing, and share stories at home. The interactive, Spanish-language website is available at http://www.rif.org/leer/index_flash.mspx?flash=true .
Source: Reading is Fundamental
Inputdate: 2009-01-24 07:15:29
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Title: Reading Is Fundamental Website in Spanish
Body: From http://www.rif.org The Reading Is Fundamental bilingual website is designed to help Latino families to read, sing, and share stories at home. The interactive, Spanish-language website is available at http://www.rif.org/leer/index_flash.mspx?flash=true .
Source: Reading is Fundamental
Inputdate: 2009-01-24 07:15:29
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