Instructional Strategies for Second Language Teachers: Exit Exam, 2001.

Institution	North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services.
Titel	Instructional Strategies for Second Language Teachers: Exit Exam, 2001.
Quelle	(2001), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Academic Achievement; Academic Standards; Exit Examinations; Graduation; Graduation Requirements; High Schools; Language Skills; Language Teachers; Minimum Competencies; Second Language Instruction; Second Language Learning; State Standards; Student Evaluation; North Carolina + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Schulleistung; Final examination; Abschlussprüfung; Abschluss; Graduierung; Abschlussordnung; High school; Oberschule; Language skill; Sprachkompetenz; Language teacher; Sprachunterricht; Fundamentum; Mindestwissen; Fremdsprachenunterricht; Zweitsprachenerwerb; Schulnote; Studentische Bewertung
Abstract	This document is intended to help foreign language teachers prepare students for the exit exam of essential skills required by the Student Accountability Standards enacted by the North Carolina State Board of Education. The North Carolina High School Exit Exam (NCHSEE) focuses on skills across all disciplines K-12 rather than content areas. This document contains a matrix that indicates the course goals and objectives that directly and explicitly support the competencies of the NCHSEE in each discipline area. The document is divided into three sections based on the types of items students will encounter on the NCHSEE, offering strategies related to the following: (1) scenarios (e.g., incorporating authentic tasks, becoming familiar with text structures, including sources of information, retelling, including think-alouds, marking text, role playing, and drawing inferences); (2) listening (becoming familiar with text structures, notetaking, and using graphic organizers); and (3) embedded error (e.g., setting clear expectations, self-assessing, peer assessing and proofreading, and teaching mini-lessons). The document also examines exit exam domains and competencies (communication, processing information, problem solving, and using numbers), and it offers sample lessons, activities, and scenarios addressing the Second Language Standard Course of Study and the NCHSEE. (SM)
Anmerkungen	For full text: http://www.ncpublicschools.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC