Skip to main content

Home/ English Teachers/ Group items tagged used books

Rss Feed Group items tagged

Graca Martins

History of English - 0 views

  •  
    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
Caroline Bachmann

Free Technology for Teachers: The Super Book of Web Tools for Educators - 0 views

  •  
    "There are many teachers who want to start using technology in their classrooms, but just aren't sure where to start. That's why I got together ten prominent ed tech bloggers, teachers, and school administrators to create The Super Book of Web Tools for Educators. In this book there introductions to more than six dozen web tools for K-12 teachers. Additionally, you will find sections devoted to using Skype with students, ESL/ELL, blogging in elementary schools, social media for educators, teaching online, and using technology in alternative education settings."
Rick Beach

Free Technology for Teachers: Thousands of Free Books - 5 views

  •  
    Using Google Books to access free books
Graca Martins

Chronology: History of English - 0 views

  •  
    Chronology of Events in the History of English pre-600 A.D. THE PRE-ENGLISH PERIOD ca. 3000 B.C. (or 6000 B.C?) Proto-Indo-European spoken in Baltic area. (or Anatolia?) ca. 1000 B.C. After many migrations, the various branches of Indo-European have become distinct. Celtic becomes most widespread branch of I.E. in Europe; Celtic peoples inhabit what is now Spain, France, Germany, Austria, eastern Europe, and the British Isles. 55 B.C. Beginning of Roman raids on British Isles. 43 A.D. Roman occupation of Britain. Roman colony of "Britannia" established. Eventually, many Celtic Britons become Romanized. (Others continually rebel). 200 B.C.-200 A.D. Germanic peoples move down from Scandinavia and spread over Central Europe in successive waves. Supplant Celts. Come into contact (at times antagonistic, at times commercial) with northward-expanding empire of Romans. Early 5th century. Roman Empire collapses. Romans pull out of Britain and other colonies, attempting to shore up defense on the home front; but it's useless. Rome sacked by Goths. Germanic tribes on the continent continue migrations west and south; consolidate into ever larger units. Those taking over in Rome call themselves "Roman emperors" even though the imperial administration had relocated to Byzantium in the 300s. The new Germanic rulers adopted the Christianity of the late Roman state, and began what later evolved into the not-very-Roman "Holy Roman Empire". ca. 410 A.D. First Germanic tribes arrive in England. 410-600 Settlement of most of Britain by Germanic peoples (Angles, Saxons, Jutes, some Frisians) speaking West Germanic dialects descended from Proto-Germanic. These dialects are distantly related to Latin, but also have a sprinkling of Latin borrowings due to earlier cultural contact with the Romans on the continent. Celtic peoples, most of whom are Christianized, are pushed increasingly (despite occasional violent uprisings) into the marginal areas of Britain: Ireland, Scotland, Wales.
Dana Huff

YourNextRead: Book Recommendations (USA) - 7 views

  •  
    Finished a book you really liked? Try YourNextRead to discover a book like it.
Angie Moehlmann

Online Conference Library 2.0 - 1 views

  • Smart Objects on the Cheap: DIY Interactive Digital Exhibits
  • Professor The Evolution of Book Reviewing Practice: New Directions in the 21st Century
  • ntroduction to Digital Game-Based Learning in Libraries
  • ...14 more annotations...
  • Get started circulating eReaders!
  • Professor Project-Based Learning in Higher Education: Developing Information Literacy Skills and Global Competency in Research and Technology Course
  • Digivolution: Meeting eReading & App-etite Needs in Uncharted Territory
  • Toddlers, Touch Technology, and Family Learning at the Library
  • Blogging - a possible solution for readin
  • The Unmined Potential of Ebooks: Create Passionate Patrons & Promote your Library
  • High School Book Clubs in a Digital Age
  • Book Club 2.0: How to Start and Run a 21st Century Book Club
  • Ebooks: Do They Use Them? Do They Care
  • Incorporating Digital Storytelling Into Your Instruction: A Toolkit
  • Live the Literature: Digital Storytelling with Bookcasts
  • Today's Libraries and the Self-Checkout Technology
  • QR Codes in the Classroom
  • Making and Sharing Book Trailers
anonymous

Digital Booktalk - 0 views

  •  
    How do you select books to read? Do you use the jacket cover? Word of mouth? Reading lists? Which comes first, reading a book or watching a movie made from it?
Alison Hall

Project: Middle Years Book Club (MYBC) - 0 views

  •  
    MYBC allows students 10-14 years to share their love of reading. We invite you to tell us what you are reading, post book reviews, participate in discussions and celebrations.
Leigh Newton

BetterWorldBooks.com: Buy Used Books to Fund Literacy Worldwide - 1 views

  •  
    Purchase books and fund world literacy
anonymous

Books Reviews for Schools by Cindy Mitchell - 1 views

  •  
    Books Reviews for Schools
tom campbell

The Best Young Adult Books of 2009 - 0 views

  •  
    Flashlight's Best of 09 Books for Young Adults
  •  
    Anyone using any of these titles? What grade?
Todd Finley

Overview of Bob Broad's Dynamic Criteria Mapping (2005) - 3 views

  •  
    [DOC] Instructions for Classroom Dynamic Criteria Mapping Instructions for Classroom Dynamic Criteria Mapping © 2005 Bob Broad Dynamic Criteria Mapping (DCM) is a process by which you and your students can discover what you, the instructor, value in student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlined form of grounded theory (as summarized by Strauss and Corbin in Basics of Qualitative Research, Sage 1998). Here is a brief set of instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics in Teaching and Assessing Writing by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM in action, and more specific instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and bring them to class on the appointed day. Ask students to prepare by noting specific comments you made, in response to specific aspects of their work, that show something(s) you value. Note: you show what you value both in those qualities whose presence you praise and in those qualities whose absence you lament. On the appointed day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this
t jaffe-notier

Free Downloadable Books - 0 views

  •  
    Full texts useful to teachers of writing
  •  
    Peter Smagorinsky hosts this web site and populates it with links to exceptional, full texts, useful to teachers of writing. Here you'll find George Hillocks' "Observing and Writing," Johannessen, Kahn, & Walter's "Designing and Sequencing Prewriting Activities," and many other works. It's a gold mine.
anonymous

Tim Fredrick's ELA Teaching Blog: Lies ELA Teachers Tell - 0 views

  •  
    Correcting their mistakes is editing, and if that is what you enjoy you should have gotten into book publishing. We are teachers and our job is to teach students how to use the English language.
Sajid Hussain

Vocabulary, Vocabulary games - www.localhost/vocabulary - 0 views

  •  
    vocabulary, vocabulary games - a free resource used in over 24,000 schools to enhance vocabulary mastery & written/verbal skills with Latin & Greek roots.
Ms. Nicholson

Chinua Achebe: Things Fall Apart - 0 views

    • Ms. Nicholson
       
      Students, do you agree with this statement?  How would you use textual evidence to support this author's claim?
  • All too many Africans in his time were ready to accept the European judgment that Africa had no history or culture worth considering.
  • hroughout the novel he shows how African cultures vary among themselves and how they change over time. Look for instances of these variations as you read.
  • ...5 more annotations...
    • Ms. Nicholson
       
      Cite these sources.  Note them as you read and post to moodle.  Let's see how many we can find.
  • He also wrote a famous attack on the racism of Heart of Darkness which continues to be the subject of heated debate.
  • pidgin
  • levated diction which is meant to convey the sense of Ibo speech
  • n this edition, a glossary of Ibo words and phrases is printed at the end of the book. Be sure to consult it whenever you encounter a new Ibo word or phrase.
1 - 17 of 17
Showing 20 items per page