Skip to main content

Home/ English Teachers/ Group items tagged support and detail

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Graca Martins

History of English - 0 views

www.ielanguages.com/enghist.html

history english language

shared by Graca Martins on 23 Jul 11 - Cached
  • Graca Martins on 23 Jul 11
     
    History of English (Source: A History of English by Barbara A. Fennell) The English language is spoken by 750 million people in the world as either the official language of a nation, a second language, or in a mixture with other languages (such as pidgins and creoles.) English is the (or an) official language in England, Canada, Australia and New Zealand; however, the United States has no official language. Indo-European language and people English is classified genetically as a Low West Germanic language of the Indo-European family of languages. The early history of the Germanic languages is based on reconstruction of a Proto-Germanic language that evolved into German, English, Dutch, Afrikaans, Yiddish, and the Scandinavian languages. In 1786, Sir William Jones discovered that Sanskrit contained many cognates to Greek and Latin. He conjectured a Proto-Indo-European language had existed many years before. Although there is no concrete proof to support this one language had existed, it is believed that many languages spoken in Europe and Western Asia are all derived from a common language. A few languages that are not included in the Indo-European branch of languages include Basque, Finnish, Estonian and Hungarian; of which the last three belong to the Finno-Ugric language family. Speakers of Proto-Indo-European (PIE) lived in Southwest Russia around 4,000 to 5,000 BCE. They had words for animals such as bear or wolf (as evidenced in the similarity of the words for these animals in the modern I-E languages.) They also had domesticated animals, and used horse-drawn wheeled carts. They drank alcohol made from grain, and not wine, indicating they did not live in a warm climate. They belonged to a patriarchal society where the lineage was determined through males only (because of a lack of words referring to the female's side of the family.) They also made use of a decimal counting system by 10's, and formed words by compounding. This PIE language was also highly infl
Leigh Newton

Michelle's Blog - 0 views

www.socialthinking.com/index.php

shared by Leigh Newton on 30 Jun 09 - Cached
  • This requires not only knowledge that people have thoughts that are different from our own (basic Theory of Mind concepts) but that they also can narrate a story across time and/or sequence so the reader can follow and make reasonable conclusions to avoid confusion (this is called narrative language). They also have to recognize that people move from ideas (gestalt or main idea) to thoughts (details). To help the reader the writer has to organize his information so that he introduces his idea and then supports it with a reasonable set of thoughts (details).
    • Leigh Newton
      Leigh Newton on 30 Jun 09
       
      Big ideas are not enough by themselves - they need details in order that the reader can understand.
  • 1. Teach them how we brainstorm information related to the topic we are going to write about. Most 2nd grade students learn about "brainstorming" through the use of what are called, "graphic organizers". "visual organizers" or "mind maps". This lesson needs to be extended for our students and taught much more extensively.
  • 2. Learn to tell the difference between ideas or what we call in writing "main ideas" and how these are different from "details".
  • ...3 more annotations...
  • 3. Work on pruning their thoughts they brainstorm by creating written outlines to serve as guidance for their work.4. For high school students, learn how to talk understand what an "opinion" is.
  • To motivate students to engage at this level of thinking and showing their thoughts by creating visual structures such as graphic organizers or visual outlines, we would provide them a grade for there production of these visual thinking supports. Thus, rather than receive a grade for the final written product, they would receive a grade for creating the graphic organizer and then the outline, etc.
  • By allowing them this time to work on thinking away from working producing written work allows all of us to re-focus and tune up the core skills of writing.
Ms. Nicholson

Adding support and detail without getting arrested! - 0 views

www.learnnc.org/...3276

9-10.W.8 support and detail plagiarism sources analysis writing lesson plan ccss north carolina 9-12

shared by Ms. Nicholson on 03 Aug 13 - No Cached
  • Ms. Nicholson on 03 Aug 13
     
    "9-10.W.8"
1 - 3 of 3
Showing 20▼ items per page