Learning to write is a complex process and learning to write well is not a goal that can be achieved if the learner is working without examples, some clear instruction of how and why language works as it does and then opportunities to practice are necessary. My goal in writing this manual was to provide young people with the preceding. In this manual, the basic elements of grammar and composition are laid out in a series of steps that takes the pupil from being able to identify what a word is, understand the role of that word in a sentence, create sound sentences and paragraphs of her own and eventually put all those skills together to be able to express herself clearly and meaningfully. Throughout, the pupil is provided with both opportunities to practice and play with the concepts about which she is learning and, most important, examples of superior writing drawn from a wide selection of quality classic English-language literature. It is hoped that by proceeding thus, the young person will not only become more adept at writing but also develop an appreciation for good books and pursue reading for pleasure. The lessons in this manual are set out in an order to assist the pupil to develop an understanding of the fundamentals of language before proceeding to matters of sentence structure, grammar and paragraph writing. However, any exercise in this book could be used out of context depending on the needs of the pupil and/or the goals of the instructor. The important thing is that the pupil always is allowed to use the means of example, instruction and practice to achieve the desired objectives. Reading Outcomes: read from a wide variety of literary texts both for information and for enjoyment. use simple organizational structures (ie: headings, layout) as a means of locating specific information. use punctuation (ie: periods, commas, question marks) and capitals to recognize separations between ideas in a text. demonstrate an understanding of such stylistic features as quotation marks and paragraphing as means of organizing actions and ideas in a narrative text. Writing Outcomes: use simple and compound sentences with correct punctuation and use of capitals. organize sentences and paragraphs logically to enhance comprehension of the reader. use a variety of resources, including the computer, to check spelling and points of grammar in a piece of personal writing. organize writing creatively and logically for specific purposes.

This book presents a curricular framework for students grades 6–12 that school librarians and teachers can use collaboratively to enhance reading skill development, promote literature appreciation, and motivate young people to incorporate reading into their lives, beyond the required schoolwork. Supporting Reading Grades 6–12: A Guideaddresses head-on the disturbing trend of declining leisure reading among students and demonstrates how school librarians can contribute to the development of lifelong reading habits as well as improve students' motivation and test scores. The book provides a comprehensive framework for achieving this: the READS curriculum, which stands for Read as a personal activity; Explore characteristics, history, and awards of creative works; Analyze structure and aesthetic features of creative works; Develop a literary-based product; and Score reading progress. Each of these five components is explained thoroughly, describing how school librarians can encourage students to read as individuals, in groups, and as school communities; support classroom teachers' instruction; and connect students to today's constantly evolving technologies. Used in combination with an inquiry/information-skills model, the READS curriculum enables school librarians to deliver a dynamic, balanced library program that addresses AASL's Standards for the 21st-Century Learner.

Teaching English, How To . . . . emphasizes three fundamental teaching techniques: directing reading assignments, modeling skills and using students questions to motivate learning and discussion. Three special features are daily ten-minute writing sessions to improve style and correctness, preparing students for the SAT 20-minute essay and a problem-centered grammar program designed to be applied to writing. This book contains specific recommendations for teaching almost every aspect of secondary English.

Reading and understanding the classics is important for college preparation, as well as for personal enjoyment. With the Christian Reading Companion for 50 Classics you can gain a deeper understanding of them from a Christian perspective. Selections include books and plays for both middle school and high school levels. Whether supplementing an existing curriculum or doing a special survey course on classic literature, this is a challenging guide which presents: Short descriptions of each title Objective and discussion questions to stir thought Quotations that give insights into character, plot, and more. The student chapters are in the first part of the volume, and the teacher’s answer keys are available in the back section. The objective test portions are found in each chapter and also offered as a free download for classroom use at nlpg.com/50classicsaids. This guided analysis is also a helpful introduction to the discussions found in Dr. Stobaugh’s American, British, and World Literature curriculum. Get even more out of your literary experiences with a glossary, brief author biographies, and age-appropriate suggestions for your student. A detailed answer guide helps you turn a love of reading into a credited, educational course that will encourage an appreciation of the written word, develop vocabulary skills, and prompt a deeper interaction with books that are foundational for college-prep activities!

This book provides an overview of current K-12 courses and programs offered in the United States as correspondence study, or via such electronic delivery systems as satellite, cable, or the Internet. The Directory includes over 6,000 courses offered by 154 institutions or distance learning consortium members. Following an introduction that describes existing practices and delivery methods, the Directory offers three indexes: • Subject Index of Courses Offered, by Level • Course Level Index • Geographic Index All information was supplied by the institutions. Entries include current contact information, a description of the institution and the courses offered, grade level and admission information, tuition and fee information, enrollment periods, delivery information, equipment requirements, credit and grading information, library services, and accreditation.

The Assessment Guide for TIME FOR KIDS®: Nonfiction Readers offers an exciting mix of support materials for science, mathematics, and social studies lessons plans. Developed by one of the leading experts in reading research - Timothy Rasinski - this Assessment Guide provides evidence-based methods to boost student reading skills. The Assessment Guide features fluency and writing ruberics, comprehension assignments for each reader, as well as teacher best practices.