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CEU courses open for enrollment

Crossing Cultures: An Introduction to Cross-Cultural Understanding: Increase your effectiveness in interacting with people of different cultures. You will gain a greater awareness of your own cultural background, as well as acquire tools to interact appropriately and effectively with people from a variety of cultures.; Take this course: Begins April 21.

whole language: Instructional philosophy that emphasizes reading for meaning and reading in context. Whole language instruction focuses on a variety of strategies (for example, open-ended questions, discussions) to facilitate students' meaningful interpretations of texts, and does not advocate breaking language study into isolated skill components as practiced in phonics instruction.
English as a second language: Designation for students whose native language is not English or for programs designed to teach such students. As a method of instruction, ESL usually involves pulling students out of the regular classroom for English instruction.
English language development: Curriculum of instruction for English language learners.
English language learners: Students (in U.S. schools) whose native language is other than English working to master English. They may be immigrants or children born in the United States. Usually such students receive bilingual education or English as a second language services.
English as a foreign language: The study of English by non-native speakers or the teaching of English to such learners.
cognitive academic language proficiency: Academic language students experience in school. CALP develops over a five to seven year period in the language acquisition of English (or foreign) language learners.

Reading for relevance in literature: A unit-length instructional plan for using graphic organizers to promote active reading of novels, using The Count of Monte Cristo as an example.; By Suzanne Micallef.

High school history and English: Natural partners: In Where English and history meet: A collaboration guide, page 1; Strategically plan a collaborative unit and overcome those everyday obstacles that prevent success. While this article focuses specifically on English-history collaboration, there is much to kindle the interest of any high school teachers.; By Karen Cobb Carroll, Ph.D., and NBCT.

Comics in the classroom: Graphic novels aren't just “literature lite”: they're a genre you can use to explore philosophy, history, human interactions, visual literacy, and more with soon-to-be adults in a high school English class.; Format: article; By Ross White.

Celebrating the freedom to read: Banned Books Week teaches the importance of our First Amendment rights and draws attention to the danger of restricting information in a free society.; By Melissa Thibault.

Children's literature promotes understanding: Bibliotherapy and critical literacy are two ways to use books to help children better understand themselves, others, and the world around them. This article explains both strategies and provides resources for selecting appropriate books.; Format: article; By Melissa Thibault.

Persuasive speaking: A classroom model: In Arts of persuasion, page 3; A plan for teaching persuasive speaking in the middle school classroom, with tips for speakers and on how to recognize bias.; By Pamela Myrick and Sharon Pearson.

Persuasive writing: A classroom model: In Arts of persuasion, page 4; A plan for modeling persuasive writing with middle school students, using homework as the topic.; By Pamela Myrick and Sharon Pearson.

Assessing the learning process: In Math for multiple intelligences, page 3; Assessment, like instruction, needs to be geared toward various learning styles, and teachers can create rubrics for ongoing assessment that keep a formal daily record of what students are learning.; By Gretchen Buher and David Walbert.

Evaluating multimedia presentations: A PowerPoint presentation is just another form of communication, and the same rules apply to multimedia that apply to writing or verbal communication. This article offers guidelines for using and assigning multimedia presentations in the classroom and includes a rubric based on the Five Features of Effective Writing.; Format: article; By David Walbert.

Holding a poetry slam: Introducing students to “the competitive art of performance poetry” builds enthusiasm for literature among even reluctant readers. This article explains how a high school in Cleveland County, North Carolina, held its first poetry slam.; By Nancy Blalock.

Reading comprehension on the Web: Sixth-grade students are relatively successful with online reading assignments, but previewing and providing them with strategies for online reading improves their comprehension.; Format: article; By Carrie Bartlett.

Choosing books that are just right: This teacher research study examines how students select books for independent reading and how teachers can help them make choices more appropriate to their reading levels.; By Melinda Parks.

Ongoing assessment strategies for writing: Making final assessment easier by helping students improve the quality of their writing along the way.; By Sherri Phillips Merrit.

Writing and English as a Second Language: Strategies for helping English Language Learners throughout the writing process.; By Frances Hoch.

Managing a classroom with brain food: Tina Maples' eighth-grade language arts students are serious about their work they do. When students work on projects they care about — what Maples calls "brain food" — they manage the classroom themselves.; By Kathleen Casson.

Reading images: an introduction to visual literacy: Images are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.; By Melissa Thibault and David Walbert.

Reading is for the boys (and girls)!: This WebQuest for teachers looks at the difficult issue of how to get — and keep — boys interested in reading. It guides you through the research, then looks at text selection and pedagogy and helps you find specific strategies for narrowing the adolescent "literacy gap."; Format: article; By Kimberly Bowen.

Conventions: In The five features of effective writing, page 6; Conventions — grammar, spelling, and the like — are important to good writing, but should be taught only after the other Features of Effective Writing.; By Kathleen Cali.

Focus: In The five features of effective writing, page 2; Focus, the first Feature of Effective Writing, is the "so what?" in a piece of writing. This article will help you teach students to stay on topic.; By Kathleen Cali.

Further reading: In The five features of effective writing, page 7; An annotated bibliography on the Features of Effective Writing.; By Kathleen Cali.

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