Last but not least this morning, here is a worksheet on the verb grow when used with an infinitive. Perhaps if I used them more, and developed them further, I would grow to like these lackluster documents.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Teacher-Centered: The emphasis is on learning and teaching. If the student is failing, the tendency is to look into what he or she has not learned and how it can be provided by the school. Behavioral and emotional problems are also recognized as possible causes of learning difficulties. But there is a greater emphasis on treating academic difficulties directly, even if the causes are nonacademic.
Student-Centered: The cause for academic difficulties is usually sought in noneducational factors—lack of motivation, emotional problems, or a troubled or dysfunctional home. For students in first grade, a lack of progress is often stated in terms of readiness for schooling.”
Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.
Here is a Cultural Literacy worksheet on the idiom throw the book at someone. This is a half-page worksheet with a reading of two sentences and two comprehension questions; a model, I hope, of effective symmetry and brevity.
The question arises, however: does anyone use this expression anymore?
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Teacher-Centered: Textbooks are important to assure minimal coverage of content. Additional materials are recommended as well, for example, encyclopedias and other reference works, books, newspapers, and magazines, and more recently computer programs.
Student-Centered: Original sources—for example, children’s literature, novels, historical works, original documents, and more recently computers—are preferred to textbooks. Textbooks are not preferred because they are considered dull and not geared to the individual needs and interests of students. For science, hands-on experiences are preferred to reading materials.”
Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.
Here is the fourth lesson plan of the Styling Sentences Unit. This one, as the header on this post indicates, deals with an internal series of appositives or modifiers enclosed by a pair of dashes and parentheses.
This lesson opens with this worksheet on parsing sentences to find the adjectives in each clause. And here is the worksheet with explanatory and mentor texts–the former, of course, the excursus on the use of dashes and parentheses. This worksheet contains no modified cloze exercises or other supported materials, only mentor texts which students will use to draft their own prose using this relatively complicated sentence structure. Obviously, such supported work is possible here, but it will require a lot of thought and careful composition and editing.
Your thoughts?
If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Teacher-Centered: Promotion is largely by achievement. If the achievement is thought to be too low for success in subsequent grades, the student may be retained for a year. Usually, a student is retained twice, at most, in the elementary grades.
Student-Centered: Social promotion is preferred. The student is promoted with his age group even if his achievement is quite low. It is assumed that the student will benefit from predictable promotion since ideally the instruction is matched to the student’s instructional level, not to his or her grade placement. Also, to hold back a student is considered questionable for his or her self-esteem.”
Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.
Finally this morning, here is a worksheet on the verb hope when used with an infinitive. I hope to remember not to waste time developing curricular materials of dubious value.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
Teacher-Centered: Letter and/or percentage grades are given for most subjects. Sometimes scores from standardized achievement tests are also included on the report cards received by parents.
Student-Centered: Oral reports directed to the parent are considered the ideal form of reporting pupil progress. A written report in narrative form may also be used.
Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.
Here is a Cultural Literacy worksheet on the zodiac. This is a half-page document with a reading of two sentences and two comprehension questions. In other words, another succinct, but relatively thorough, introduction to this conception of the heavens.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
Teacher-Centered: The tendency is to prefer more-difficult rather than easier instructional materials.
Student-Centered: The tendency is to prefer easier tasks and materials because students are expected to do much of their learning independently.
Excerpted from: Chall, Jeanne S. The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press, 2002.
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