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This document provides an overview of the English Language Arts and Reading (ELAR) Texas Essential Knowledge and Skills (TEKS). It notes that 40% of Texas college freshmen require remedial courses in reading, writing, and math. The ELAR TEKS include five strands: Reading, Writing, Oral and Written Conventions, Research, and Listening and Speaking. Only 1 in 8 first graders who leave at a grade level below their peers will ever catch up. The document directs teachers to specific pages for each strand and provides examples of skills addressed at different grade levels within the strands.
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This research analyzes the effectiveness of using electronic dictionaries versus paper dictionaries for learning English vocabulary among secondary school students. The study will give a pre-test to two classes to assess their current vocabulary knowledge and then have one class use electronic dictionaries and the other use paper dictionaries over a school term. A post-test and questionnaire will evaluate whether memory of vocabulary spellings and pronunciations is more long-lasting, and pronunciation more accurate, for those using electronic versus paper dictionaries. The analysis of variance statistical method will be used to analyze the results.
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The document discusses the TOEFL exam, which tests English proficiency for international students. It has four sections - Reading, Listening, Speaking, and Writing. The Reading section contains academic passages and questions about main ideas, details, and inferences. The Listening section contains lectures and conversations followed by questions. The Speaking section involves answering opinion questions and responding to academic passages. The Writing section tasks test integrating information from reading and listening passages and writing an opinion essay with explanations.
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The document discusses techniques for using repeated reading (RR) to improve reading fluency in a second language classroom. It describes three techniques: 1) classic oral repeated reading, where students read text chunks out loud multiple times; 2) paired repeated reading, where students take turns reading to each other; and 3) reader's theater, where students rehearse and perform scripts. It provides suggestions for implementing each technique, such as modeling fluent reading, dividing texts into chunks, and having students focus on pronunciation. The conclusion emphasizes that RR techniques like oral reading can help less fluent L2 readers improve their decoding, fluency, accuracy and comprehension.
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The document discusses techniques for using repeated reading (RR) to improve reading fluency in second language learners. It describes three techniques: 1) Classic oral repeated reading, where students read text aloud multiple times to improve reading rate, rhythm, and pleasure. 2) Paired repeated reading, where students take turns reading to each other and providing feedback. 3) Reader's Theater, where students rehearse and perform scripts multiple times to build confidence and accuracy through repetition. The techniques emphasize reading text multiple times to improve fluency, comprehension, and reading enjoyment.
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The document provides an overview of the different types of TOEFL (Test of English as a Foreign Language) tests, including the Computer Based Test (CBT), Paper Based Test (PBT), and Internet Based Test (iBT). It describes the sections of the iBT, including reading, listening, speaking, and writing. Each section is tested differently, with multiple choice questions, short answer responses, and essay writing. The document offers tips for taking the test and managing time during the different sections. Overall, the TOEFL aims to test English language proficiency skills required for college-level academic settings.
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Teaching English Pronunciation To 10th Grade Students At Thanh Liêm C High School = Dạy phát âm tiếng Anh cho học sinh lớp 10 trường trung học phổ thông Thanh Liêm C, Hà Nam. M.A Thesis Linguistics : 60 14 10
EC-TOEFL-2.pptx
This document outlines strategies and common mistakes for the TOEFL exam. It begins by explaining what the TOEFL exam is and the two types of tests: TOEFL IBT and TOEFL ITP. Next, it describes the differences between the IBT and ITP formats. Then, it discusses common mistakes in the listening, reading, and structure/written expression sections. Finally, it provides general strategies for the listening, structure/written expression, and reading sections, including managing time and identifying main ideas.
tofel class presentation tofel class presentation
tofel class presentation tofel class presentation tofel class presentation tofel class presentation tofel class presentation tofel class presentation
Cae cambridge english-advanced-faqs
The document provides frequently asked questions (FAQs) about the Cambridge English: Advanced exam. It addresses questions about the exam format, scoring, and preparation. Some key points:
- There is no official vocabulary list for the exam, but candidates should read widely to build vocabulary.
- Scores on the individual papers (Reading, Writing, Listening, Speaking, Use of English) are averaged to calculate the overall exam score. Candidates do not need to pass each paper.
- The Reading & Use of English paper has two sub-scores, one for Reading and one for Use of English. Tasks include multiple choice, matching, and reordering paragraphs. Spelling must be correct.
Explore Student Presentation 2013-14
This document provides a student with their results from the EXPLORE test taken in 8th grade. It includes the student's individual scores in different subject areas compared to national and school averages. It explains what the scores mean and how the student compares to other test takers. The document also provides the student's estimated score range for the PLAN test they will take in 10th grade. It reviews the student's high school course plans and gives recommendations. The document provides information on career exploration resources and important upcoming dates for high school planning. It aims to help the student understand their test results and develop an action plan for high school and beyond.
Post explore studentpresentation2013-14
This document provides a student with their results from the EXPLORE test taken in 8th grade. It includes the student's individual scores in different subject areas compared to national and school averages. It explains what the scores mean and how the student compares to other 8th graders. The document also provides the student's estimated score range for the PLAN test they will take in 10th grade. It reviews the student's high school course plans and areas they may need extra help. Finally, it provides the student with important dates and an action plan to help them prepare for high school and beyond.
Instructional Supervisors' Professional Development Program
This document provides an overview of a professional development program for instructional supervisors. It includes modules on developing literacy leadership with sessions on qualities of literacy leaders and gender equitable and socially inclusive approaches to literacy instruction. It discusses results from literacy assessments of grade 3 students in several regions of the Philippines. It also outlines instructional implications and policy recommendations based on the assessment results, including the need to improve implementation of effective instructional strategies.
JET JHS LESSON PLANNING ORIENTATION
This document provides guidance on effective English lesson planning for Japanese schools. It outlines the basic structure of a lesson plan, including greetings, warm-up, review, new material, practice, and consolidation. Sample lesson plans are presented with details on timing, activities, and materials. Useful teaching activities and resources are also listed, such as word games, poems, and storytelling. The document discusses building lessons based on students' existing knowledge and experiences. It describes the roles of ALTs in modeling pronunciation, presenting dialogues, and enabling real communication practice. Guidelines are offered for student assessment, speech evaluations, and what Japanese teachers want from ALTs in terms of instruction and school involvement.
handbook
This document provides an overview and sample materials for the Language Proficiency Assessment for Teachers (English Language) or LPATE. It includes descriptions and strategies for the four components - Reading, Writing, Listening and Speaking. Sample papers and answers are provided for each section to help candidates understand what is required. The document outlines the objective of the LPATE, describes the proficiency levels assessed, and provides performance descriptors for different skills. It aims to help candidates prepare for the assessment by understanding the format and criteria.
English Langage Development Levels of Proficiency
The document outlines different levels of English language proficiency for students, from beginning to advanced. It describes typical student behaviors and instructional strategies at each level. The beginning level focuses on nonverbal communication and simple speech. The early intermediate level involves basic vocabulary and sentences. The intermediate level includes identifying main ideas and defining new vocabulary. Instructional strategies progress from visuals and read alouds to study skills, writing, and media tools.
TOEFL vs. IELTS
This document compares the TOEFL and IELTS exams, which are two popular English proficiency tests required for graduate admissions. Both tests assess reading, listening, speaking and writing skills, but they differ in structure, question types, scoring and acceptance. The TOEFL is preferred in North America and uses multiple choice questions, while the IELTS is more common in the UK and Europe and includes other question formats. Test takers should choose the exam that better matches their strengths and the requirements of their target universities. Overall, with proper preparation, high scores can be achieved on either test.
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- 3. There will be a common assessment midway through our training
- 8. 40% of Texas college freshman require remedial courses in reading, writing & math
- 9. ELAR TEKS: Five Strands Reading Writing Oral & Written Conventions Research Listening & Speaking
- 10. Take a minute to flag your materials…. Reading Strand begins on page 5 Writing Strand begins on page 31 Oral & Written Conventions begins on page 43 Research Strand begins of page 55 Listening & Speaking Strand begins on page 61
- 11. TAGLINE Strand Component Knowledge & Skill Statement Student Expectation
- 12. Beginning Readiness addressed in grades K - 3 PHONICS & strategies
- 13. Only 1 out 8 first graders who leave the grade level below level will ever catch up with their peers.
- 17. But good teachers know that word study doesn’t stop in 3rd grade.
- 18. On Campus materials for teaching the beginning readiness skills
- 19. Reading/Beginning Reading/Strategies K-3 (page13) notice that second grade 3A includes foreshadowing and 3B includes supporting answers with evidence from text Reading/Fluency K-8 (page 13) notice that the TEK no longer specifies number of WCPM per grade level, so CISD will maintain what we already have in place also notice the interchanging words text/stories due to different groups writing each grade level Reading/Vocabulary Development K- 12 (page 13) notice that first grade 6A mentions verbs and nouns and it is never mentioned again Reading Comprehension of Literary Text/Theme and Genre K-12 (page 15) notice that kindergarten 6A mentions elements of a story and it is never mentioned again The next few pages address poetry, drama, sensory language and media literacy