Jensen’s Vocabulary teaches through repetition for long-term retention by students as well as a simple format to follow with great results. The course provides a systematic approach to learning vocabulary with over 1,000 valuable words from basic roots. With several optional schedules provided, students are given weekly reinforcement so that Greek and Latin-based words become easy with four types of exercises for each set of words. When a student finishes the course, he or she will have increased ability to intelligently guess new words, enhancing and writing skills in any situation. Students completing this course will learn valuable skills. how prefixes, suffixes and roots combine to make all kinds of words.how to figure out the spelling of a word by the parts that make it up.how to think in logical fashion about words and their meanings.a few roots that give you the keys to hundreds of words.how to read and understand as well as express yourself more concisely

Jensen’s Punctuation is a punctuation rule book with page after page of examples for students to work through. It has been developed with constant repetition for long-term retention and includes exercises taken from classical literature. All of the answer keys for exercises and tests are included with this one volume. Students completing this course will learn valuable skills. the five basic rules for compound sentences that solve 75-90% of your punctuation problems.how to use the punctuation index to help you master all the punctuation rules worth knowing.the three types of key words and how they signal what type of punctuation is needed, if any.what kinds of words in what kinds of situations need capitals and how to identify them in sentences.when and when not to use a comma with modifiers occurring in various positions in a sentence.how to correctly use the semicolon in the most common situation in which it occurs.

"Do you have learners in your classroom who speak English as a second language? Are you are a foreign language teacher? This essential resource links brain research-based teaching practices to language learning presents exciting new ways to encourage second language acquisition in students of all ages. Find hundreds of helpful brain research-based techniques for lesson planning and presentation to promote improved vocabulary retention, better understanding of grammar, and enhanced speaking and writing skills"--Publisher description.

A top-selling teacher resource line, The 100+ Series(TM) features over 100 reproducible activities in each book! Ancient Latin and Greek live on in the words we speak every day. Introduce your students to the fun and challenge of word genealogy with Word

In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students. Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals * Smart, purposeful engagement strategies that all teachers can use to expand students' cognitive capacity, increase motivation and effort, and build deep, enduring understanding of content. * The (until-now) unwritten rules for engagement that are essential for increasing student achievement. * How automating engagement in the classroom can help teachers use instructional time more effectively and empower students to take ownership of their learning. * Steps you can take to create an exciting yet realistic implementation plan. Too many of our most vulnerable students are tuning out and dropping out because of our failure to engage them. It's time to set the bar higher. Until we make school the best part of every student's day, we will struggle with attendance, achievement, and graduation rates. This timely resource will help you take immediate action to revitalize and enrich your practice so that all your students may thrive in school and beyond.

English by the by Nature Method. The aim of the natural approach is to develop communicative skills, and it is primarily intended to be used with beginning learners.It is presented as a set of principles that can apply to a wide range of learners and teaching situations, and concrete objectives depend on the specific context in which it is used.Terrell outlines three basic principles of the approach: "Focus of instruction is on communication rather than its form." "Speech production comes slowly and is never forced." "Early speech goes through natural stages (yes or no response, one- word answers, lists of words, short phrases, complete sentences.)"These principles result in classrooms where the teacher emphasizes interesting, comprehensible input and low-anxiety situations.

In most college and university libraries, materials published before 1800 have been moved into special collections, while the post-1923 books remain in general circulation. But books published between these dates are vulnerable to deaccessioning, as libraries increasingly reconfigure access to public-domain texts via digital repositories such as Google Books. Even libraries with strong commitments to their print collections are clearing out the duplicates, assuming that circulating copies of any given nineteenth-century edition are essentially identical to one another. When you look closely, however, you see that they are not. Many nineteenth-century books were donated by alumni or their families decades ago, and many of them bear traces left behind by the people who first owned and used them. In Book Traces, Andrew M. Stauffer adopts what he calls "guided serendipity" as a tactic in pursuit of two goals: first, to read nineteenth-century poetry through the clues and objects earlier readers left in their books and, second, to defend the value of keeping the physical volumes on the shelves. Finding in such books of poetry the inscriptions, annotations, and insertions made by their original owners, and using them as exemplary case studies, Stauffer shows how the physical, historical book enables a modern reader to encounter poetry through the eyes of someone for whom it was personal.