(1976). Chinese (Cantonese) as a Second Language Reader. Level II. This illustrated reader contains ten one-page stories written in Chinese (Cantonese). The titles in English are: (1) "The Dictionary"; (2) "Come, Have Some Rice Noodles"; (3) "Where Shall We Go"; (4) "Beautiful Day"; (5) "The Little Dog's Wish"; (6) Let's Go to the Movies"; (7) "Going to Los Angeles"; (8) "Spot's Birthday"; (9) "Visit to Siu Ming"; and (10) "Who's Up There." Each story is illustrated with a black-and-white drawing. The words in the glossary, which follows the stories, are arranged according to the number of strokes they contain. (CFM)… [PDF]
(1977). Bilingual-Bicultural Curriculum for Grade 1 – Social Studies. Connecticut Migratory Children's Program. This curriculum guide is part of a series designed by the Connecticut Migratory Children's Program to assist bilingual teachers in providing a coordinated program of studies for pre-school through grade three students whose dominant language is Spanish. Formal descriptions of skills and activities are written in English, but materials to be used directly with children are in Spanish. This guide is designed for grade one social studies. It is divided into two main sections. Section one, \Units, Skills, and Vocabulary,\ is centered around these units: (1) Myself, (2) My School, (3) My Family, (4) My Home, (5) My Community, (6) Transportation, (7) Communication, and (8) Animals. For each unit, vocabulary and appropriate skills and concepts are listed. Section two contains activities to accompany the development of the concepts associated with the topics in section one. The activities are graphically illustrated. (AM)…
(1977). A Multicultural Social Studies Series. Book 1. Europe. The text is designed primarily for students who are continuing in the Chinese Bilingual Pilot Program, ESEA Title VII, at the seventh grade level. This text was written because there is an insufficient amount of Chinese bilingual materials in the area of social studies at the junior high school level. The two emphases of the Multicultural Social Studies Series are (1) Social Studies: geography, people, climate, and culture of the countries; and (2) Chinese Language Arts: vocabulary, reading and writing skills, oral language development and comprehension. This is the first book in the Multicultural Social Studies Series which also includes volumes on Asia, Latin America and Africa. These books are to be used in conjunction with the World Studies Inquiry Series. The same topics are covered in the World Studies Inquiry Series, which contain pictures and discussion of the subject matter in depth. There is a maximum of 200 words per lesson and 25 lessons per text. Main ideas were…
(1981). Interdependence and Management in Bilingual Classrooms. Final Report. Using a sociological conceptualization of curriculum implementation, this study looked at the relationship between implementation and learning outcomes. The specific curriculum examined was a complex math-science curriculum for language minority students in grades 2-4. The study looked particularly at the effect on learning outcomes of allowing students to assist each other or work together. More generally, it examined the relationship of several aspects of curriculum implementation on learning. Subjects were teachers and students in nine bilingual classrooms in San Jose (California). Data were gathered through observation of students and teachers and through content-referenced and standardized tests of student achievement. Major results include the following: (1) Talking and working together was a predictor of achievement gains on the content-referenced test. (2) Reading and writing behavior was a predictor of gains on the standardized test. (3) The quality of performance on the… [PDF]
(1978). Juegos – Cuentos – Cantos – Y – Rimas. Programa Piloto de Entrenamiento Para El Asociado Bilinque y Bicultural En El Desarrollo del Nino: Guia XII [Games – Stories – Songs -And – Rhymes. Pilot Program for the Training of Bilingual and Bicultural Teachers for the Cognitive Development of the Child: Guide XII]. This Child Development Associate (CDA) training module, the twelfth in a series of 16, is designed for preschool teachers and paraprofessional trainees and contains (in four separate sections) games, stories, songs and rhymes in Spanish that can be used in a bilingual, multicultural classroom setting. The module, written in Spanish, offers objectives, techniques, and activities for each of the four sections. Stressing the special use of fantasy for augmenting language and motor development, the module includes 13 traditional fairy tales, directions for 21 group games and more than 25 traditional Spanish songs and rhymes for children. This module focuses on specific behaviors that directly relate to CDA Competency 2. (CW/RH)…
(1980). Evaluation of Title I ESEA Projects, 1979-1980: Abstracts, Report No. 8103. For the past twelve years, the School District of Philadelphia has conducted an annual evaluation of the projects funded under the Elementary Secondary Education Act Title I. Since 1973, the annual evaluations have been produced in two volumes – The Technical Report and the Abstracts. This volume contains abstracts of 31 project reports. The projects are organized into six categories which include: comprehensive reading, comprehensive mathematics, programs for limited-English-speaking-ability pupils, social sciences, supportive services and nonpublic school projects. Project categories are discussed in terms of programmatic goals, evaluation techniques, findings, summary and conclusions. Behavioral objectives are stated and student achievement is expressed as gains in grade equivalent units. Subtests of the California Achievement Tests (CAT) were administered to students in grades 2-12 as pre- (February (1979) and post- (February 1980) tests in reading comprehension and mathematics…
(1978). Teaching an Algonkian Language as a Second Language: A Core Program for Kindergarten. Ten units of kindergarten language instruction are presented in English, as a course guide for teachers who are expected to use only an Algonkian language in the classroom. The units, which are thematically titled (e.g. "Let's Eat Together"), cover two to four weeks' teaching time each. Classroom activities involve a variety of realia. Parallel to the list of activities is a guide to the grammatical or lexical principle each activity is intended to rehearse. Several "talking books" with tape scripts, as well as noun and verb charts, are appended as realia for specific units. (JB)…
(1978). Teaching an Algonkian Language as a Second Language: A Core Program for Grade One. Ten units of first grade language instruction are presented in English, as a course guide for teachers who are expected to use only an Algonkian language in the classroom. The units, which are thematically titled (e.g. "The Little House"), cover two to four weeks' teaching time each. Classroom activities involve a variety of realia. Parallel to the list of activities is a guide to the grammatical or lexical principle each activity is intended to rehearse. Several "talking books" with tape scripts are appended as realia for specific units. (JB)…
(1977). U.S. History: A Vietnamese Supplement. A High-School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in United States history is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) basic concepts; and (2) a glossary of technical terms. The first part contains brief "lessons" pertaining to the subject area and provides key concepts in summary form. Preceding the Vietnamese lessons is an outline in English which is meant to serve as a content guide for the teacher. (Author/AMH)…
(1975). Ayumiim Ungipaghaatangi, IV (Stories of Long Ago, IV). This reader contains five traditional stories in St. Lawrence Island Yupik, and is intended for use in advanced levels of reading instruction. The book is part of a series of Siberian Yupik reading materials. (AM)… [PDF]
(1975). Ayumiim Ungipaghaatangi, III (Stories of Long Ago, III). This reader contains three traditional stories in St. Lawrence Island Yupik, and is intended for use in advanced levels of reading instruction. The book is part of a series of Siberian Yupik reading materials. (AMH)… [PDF]
(1975). Ayumiim Ungipaghaatangi, II (Stories of Long Ago, II). This reader contains two traditional stories in St. Lawrence Island Yupik, and is intended for use in advanced levels of reading instruction. The book is part of a series of Siberian Yupik reading materials. (CFM)…
(1972). Ayumiim Ungipaghaatangi, I (Stories of Long Ago, I). This reader contains five traditional stories in St. Lawrence Island Yupik, and is intended for use in advanced levels of reading instruction. The book is part of a series of Siberian Yupik reading materials. (CFM)…
(1975). Pangeghtellghet (Visits to Siberia). This reader contains eight stories in St. Lawrence Island Yupik about visits by St. Lawrence Island people to their relatives and friends in Siberia over a quarter of a century ago. The book, which is intended for use in advanced levels of reading instruction, is part of a series of Siberian Yupik reading materials. (AMH)… [PDF]
(1977). Qateperewaaghmeng Aatkaqelghii Yuuk (The Man Dressed in White). A traditional story in St. Lawrence Island Yupik is presented. The book is intended for use in advanced levels of reading instruction and is part of a series of Siberian Yupik reading materials. (AMH)…