PPT-Teach your language through

Fables This session will show you how to incorporate your language into your favorite Fables Learn how to create your own version using different ipad apps Examples in 7 languages Participants will be given lesson plans and will be able to adapt this lesson to their students level . Improving Patient Education. Janet Grace, RN, BSN. Saline Memorial Hospital. Objectives. Define teach-back and its purpose. Describe the key elements for using teach-back correctly. Apply in the clinical setting. Is Not Linear. How do We Deal with . So Many Different Blobs of Language . in one Classroom?. By Bryce Hedstrom. What we teach. . What we teach. . Our curriculum. What we teach. What we hope our students acquire. . Strengthening Academic Language Skills. at the elementary level. Missy Slaathaug. NDSSOS. ESL/LEP Consultant. missy@pie.midco.net. We vary the language we use. depending on. the setting. the relationship between the speakers. Vocabulary . Grades . K-2. What . does vocabulary instruction look like in your classroom. ?. When?. How often?. How do you plan for it?. Why Teach Vocabulary?. There is a strong correlation between . Fiona Elsted . University of Essex. ‘..while without grammar very little can be conveyed, without vocabulary nothing can be conveyed.’ Wilkins, 1972:111-112. ‘Language consists of . grammaticalised. Chapter 7. Reflections on Vocabulary Building. How do you feel when you’re at a meeting or in class where everyone is using jargon with which you are not familiar? . Do you ask someone to explain what they’re talking about, or do you try to determine meaning from the context?. Structures of . American English. Dr. Freddie Bowles. fbowles@uark.edu. 479-575-3035. Peabody Hall 312. Chapters Two & Three . What’s in a word?. Grammatical Terms. To Teach or Not To Teach. Teaching Grammar. . Promoting Student Achievement by Strengthening Academic Language Skills. Missy Slaathaug. NDSSOS. ESL/LEP Consultant. missy@pie.midco.net. We vary the language we use. depending on. the setting. the relationship between the speakers. What Else can you Say?. Fostering Strategic Processing in early readers. http://. www.slideshare.net/laurenfbuck/rip-ncra15. Lauren . Buck, . MAEd. , NBCT. Chocowinity Primary School, NC. Beaufort County Schools. ELLs. ) in our Long Island schools?. Add photos!. 2014 LILAC Conference: Filling in the Gaps: Ensuring Language Access and . Cultural Competence for Vulnerable Long Islanders. Susanne Marcus, GNPS, ESL Teacher. Chapter 7. Reflections on Vocabulary Building. How do you feel when you’re at a meeting or in class where everyone is using jargon with which you are not familiar? . Do you ask someone to explain what they’re talking about, or do you try to determine meaning from the context?. TRANSLATION. Students complain about having to take a language class. They do not see how languages will help them beyond the classroom.. Other countries teach 2-3 foreign languages and value language learning.. Auditory Processing Disorder. Team . Evaluation and Management. Velvet Buehler, M.A. CCC-SLP/A. Clinical Professor. University of Tennessee Health Science Center. 2014. Disclosure Statement. I have . SATEAL Conference. University of Edinburgh. 17. th. March 2018. Silvia Fiddes Ortiz . Perea. EAL Aberdeenshire Council. Music and Second Language Acquisition . Introduction and Background. Troubadours .