See the Discussion Try it Tuesday: Fakebook SOS instructional strategy "Fakebook" uses the concept of a well-known social media platform to encourage students to investigate and develop an understanding of another person, a place, or object. Students create simulated profile pages, write status updates, comments, and make friend requests to convey emotions, synthesize events, and demonstrate important connections. Standards-based with content that is relevant and dynamic, Techbook helps teachers differentiate and improve achievement with easy-to-use tools and resources.
The district must provide students the opportunity each year to select courses in which they intend to participate from a list that includes all courses required to be offered in subsection b 2 of this section.
If the school district will not offer the required courses every year, but intends to offer particular courses only every other year, it must notify all enrolled students of that fact. A school district must teach a course that is specifically required for high school graduation at least once in any two consecutive school years.
For a subject that has an end-of-course assessment, the district must either teach the course every year or employ options described in Subchapter C of this chapter relating to Other Provisions to enable students to earn credit for the course and must maintain evidence that it is employing those options.
Nothing in this chapter shall be construed to require a district to offer a specific course in the foundation and enrichment curriculum except as required by this subsection.
English Language Proficiency Standards. School districts shall implement this section as an integral part of each subject in the required curriculum.
Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings.
ELLs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. In fulfilling the requirements of this section, school districts shall: These ELLs require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English.
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. The student is expected to: The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas.
ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking.
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.
For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text.
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas.
ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system.
The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. Beginning ELLs have little or no ability to understand spoken English in academic and social settings.
Intermediate ELLs have the ability to understand simple, high-frequency spoken English used in routine academic and social settings. Advanced ELLs have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings.What Is the TSI Assessment?
The TSI Assessment (TSIA) is part of the Texas Success Initiative program designed to help your college or university determine if you are ready for college-level course work in the areas of reading, writing, and mathematics. No matter what subject you teach, Content-Area Writing is for you, especially if you're juggling broad curriculum mandates, thick textbooks, and severe time constraints.
It not only shows that incorporating carefully structured writing activities into your lessons actually increases understanding and achievement, but also proves how writing can save, not consume, valuable instructional time.
Fitness to Drive and Cognition Fitness to Drive and Cognition A document of the Multi-Disciplinary Working Party on Acquired Neuropsychological Deficits. The Purdue Writing Lab Purdue University students, faculty, and staff at our West Lafayette, IN campus may access this area for information on the award-winning Purdue Writing Lab.
This area includes Writing Lab hours, services, and contact information. Modo Labs offers an engaging and flexible mobile solution that meets the needs of all institutions. Our product empowers anyone to create extraordinary apps for special events, campus tours, fundraising, communication, class management and more.
STUDENT OUTCOMES ASSESSMENT PLAN Course Assessments And Program Reviews Dr. Jerry Standahl Office of Assessment and Institutional Research Paul D Camp Community College.