SCDC Spanish Curricula Units. Spanish SL Strand, Unit 1, Grade One, Teacher's Guide--Multi-Ethnic Edition.

Institution	Spanish Curricula Development Center, Miami Beach, FL.; Dissemination and Assessment Center for Bilingual Education, Austin, TX.
Titel	SCDC Spanish Curricula Units. Spanish SL Strand, Unit 1, Grade One, Teacher's Guide--Multi-Ethnic Edition.
Quelle	(1974), (194 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	spanisch; englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Basic Vocabulary; Bilingual Education; Classroom Environment; Color; Communicative Competence (Languages); Grade 1; Instructional Materials; Language Experience Approach; Language Instruction; Learning Activities; Learning Modules; Primary Education; Second Language Learning; Sentence Structure; Spanish; Speech Skills; Student Evaluation; Teaching Guides; Units of Study; Verbs; Vocabulary Development + Suchen Sie Ihr Suchwort? Grundwortschatz; Bilingual teaching; Bilingualer Unterricht; Klassenklima; Unterrichtsklima; Colour; Farbbezeichnung; Farbe; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; School year 01; 1. Schuljahr; Schuljahr 01; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language; Experience; Erfahrung; Lernaktivität; Learning module; Lernmodul; Primarbereich; Zweitsprachenerwerb; Satzbau; Satzstruktur; Spanisch; Mündliche Leistung; Sprachfertigkeit; Schulnote; Studentische Bewertung; Lehrerhandbuch; Lerneinheit; Wortschatzarbeit
Abstract	Basic theme of this teacher's guide is the child in the classroom. Learning and assessment activities are designed to provide the English-dominant child with structures and vocabulary for effective communication in a bilingual environment. Activities help the child build concepts in a new language through formal and informal language experiences and allow him to actively participate so that he may associate language with his experiences. Kits one through four, each intended for a two- to three-week teaching period, focus on who the child is, what his needs, wants, and resources are, and his use of resources in the classroom. Specific activities include greeting others, identifying himself and classmates by name, giving and following directions for identifying and locating objects in the classroom, locating others via their possessions, identifying classroom wants and needs, identifying and locating new classroom objects, classifying and grouping objects by size and function, sharing classroom resources, describing function of learned objects, identifying primary colors, and following directions for coloring, cutting, folding, pasting, and helping in the classroom. (RS)
Anmerkungen	Dissemination and Assessment Center for Bilingual Education, 7703 N. Lamar Blvd., Austin, Texas 78752 (Order No. 131-3, $5.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01