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spanishknowledge

Course: COE 8, Fall 2008
School: UGA
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Initial Education Program Course and Field Experience Alignment with Praxis II Content Table x.xx Course and Field Experience Alignment with Praxis II Content: Spanish Content Knowledge The Spanish: Content Knowledge test is designed to assess the knowledge and competencies necessary for a beginning or entry-year teacher of Spanish. The 120 multiple-choice questions measure the test-takers competence in various...

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Initial Education Program Course and Field Experience Alignment with Praxis II Content Table x.xx Course and Field Experience Alignment with Praxis II Content: Spanish Content Knowledge The Spanish: Content Knowledge test is designed to assess the knowledge and competencies necessary for a beginning or entry-year teacher of Spanish. The 120 multiple-choice questions measure the test-takers competence in various language skills and their knowledge of the cultures of Spanishspeaking regions. Subject Area: I. Interpretive Listening _ Test takers listen to: audio recordings of native Spanish speakers that consist of short conversations, followed by one or more questions; short narrations, followed by one or more questions; and long narrations and dialogues, followed by several questions. _ From the four choices in the test book, the test taker selects the best response. _ Questions are designed to test, correct, or describe phonemic discrimination, understanding of idiomatic expressions, familiarity with vocabulary and structures typical of conversational Spanish, and comprehension of relevant cultural information contained in the spoken material. _ All spoken and written questions in this section are in Spanish. Courses SPAN 2950, 2960, 2970. Study Abroad in Spanish (The study abroad experience aids in development of all categories below, too.) SPAN 3010. Spanish Conversation and Composition SPAN 3011. Spanish Grammar, Composition, and Comprehension for Heritage Speakers SPAN 4003. Medical Spanish SPAN 4010. Advanced Conversation and Composition SPAN 4090. Practicum in Service Learning SPAN 4190. Internship in Spanish SPAN(LING) 3050. Introduction to Spanish Linguistics SPAN(LING) 4650. Spanish Phonetics and Language Variation SPAN 4651. Advanced Spanish Grammar SPAN 3010. Spanish Conversation and Composition SPAN 3011. Spanish Grammar, Composition, and Comprehension for Heritage Speakers SPAN 4003. Medical Spanish SPAN 4010. Advanced Conversation and Composition SPAN 4090. Practicum in Service Learning SPAN 4190. Internship in Spanish SPAN(LING) 3050. Introduction to Spanish Linguistics II. Structure of the Language(Grammatical Accuracy) _ Focus is on the test takers ability to recognize errors and error patterns in spoken and written Spanish and to analyze the structural components of the language, including speech analysis, writing analysis, language analysis, and grammar analysis. _ Speech Analysis: Test takers listen to audio recordings of spoken Spanish and identify, correct, or describe the type of errors and error patterns they hear, such as basic grammatical errors, pronunciation errors, register, false cognates, and use of slang. _ Writing Analysis: Test takers identify, correct, or describe errors and error patterns in grammar, mechanics, including punctuation, spelling, and capitalization, word choice, and register in passages printed in the test book. _ Language Analysis: Test takers demonstrate knowledge of the structure of the Spanish language, including morphology, word analysis, and vocabulary. _ Grammar Analysis: Test takers select the most appropriate completions for sentences and short paragraphs in which words or phrases have been omitted. III. Interpretive Reading _ Reading selections are on a variety of topics at various levels of difficulty, from print and nonprint sources such as periodicals, the Internet, advertisements, and literature. _ Questions focus on content and organization, implied content, and use of language. _ Test takers answer questions in Spanish based on what has been stated or implied in the selections. SPAN(LING) 4650. Spanish Phonetics and Language Variation SPAN 4651. Advanced Spanish Grammar SPAN 3030. Introduction to Literature SPAN 4040. <a href="/keyword/spanish-literature/" >spanish literature</a> and Culture from the Middle Ages through the Baroque SPAN 4050. <a href="/keyword/spanish-literature/" >spanish literature</a> and Culture from the Enlightenment through the Present SPAN 4070. Spanish-American Literature and Culture from Modernism through the Present SPAN 4080. Studies in <a href="/keyword/spanish-literature/" >spanish literature</a> and Culture (Can be repeated 3 times, different topics each time) SPAN 4120/6120. Topics in Spanish Culture, Language, and Literature (Can be repeated 3 times, different topics each time) SPAN 4040. <a href="/keyword/spanish-literature/" >spanish literature</a> and Culture from the Middle Ages through the Baroque SPAN 4050. <a href="/keyword/spanish-literature/" >spanish literature</a> and Culture from the Enlightenment through the Present SPAN 4070. Spanish-American Literature and Culture from Modernism through the Present SPAN 4080. Studies in <a href="/keyword/spanish-literature/" >spanish literature</a> and Culture (Can be repeated 3 times, different topics each time) SPAN 4081. Spanish Film SPAN 4082. Latin American Film IV. Cultural Perspectives _ Questions focus on: history, contemporary issues, geography, literature and the arts, lifestyles and societies of the Spanish-speaking world, and sociolinguistic elements of Spanish. _ The Culture questions are in Spanish.
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UGA - COE - 8
Initial Education Program Course and Field Experience Alignment with Praxis II Content Table x.xx Course and Field Experience Alignment with Praxis II Content: Spanish Productive Language Skills Subject Area:Presentational Speaking Section _ Role-pl
UGA - COE - 1
Alignment of EPSY 2020 Coverage with Professional StandardsTopics in EPSY 2020: Learning and Development in Education 1. Behavioral theories of learning and development G-STEP: Characteristics of Accomplished Teachers II-B understand how learning oc
UGA - COE - 4
Recruitment Benchmarks Oct 2001-Oct 2005For the past four years, recruitment activities have been implemented through the generous support of the Georgia Systemic Teacher Education Program and other grants with recruitment goals. Throughout this wor
UGA - COE - 4
College of Education Teacher Candidate Exit Survey AY 2004-2005 Respondents: 434 Response Rate: 84% Standard 4.1Standard 4:Diversity; The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the kno
UGA - COE - 2
Teacher Education Exit Survey Alignment with Georgia Framework Table of Specifications Georgia Framework for Educators Content and Curriculum The candidate demonstrates knowledge of content and understands how to share it with diverse learners. The c
UGA - MATH - 6
EMAT 4680 - A paper on your views about using technology in the mathematics teaching and learning. Name: Master Copy Your performance levels are highlighted red. Date: August Excellent (10) Good (9) Provides Average (8) Provides Not Addresses (0-7) P
UGA - MATH - 6
Ivey Student 1 EMAT4680 Dr. Oppong 28 August 2003 Technology in the Mathematics Classroom In todays society, technology is advancing at such a rate that on can hardly stay ahead. every person in civilization. Technology surrounds1To not use the t
UGA - MATH - 6
EMAT 4680 - A paper on your views about using technology in the mathematics teaching and learning. Name: Student 1 Your performance levels are highlighted red. Date: August Excellent (10) Good (9) Provides Average (8) Provides Not Addresses (0-7) Pro
UGA - MATH - 6
Student 2 EMAT 4680 N. Oppong Assignment 1 8/26/03 Technology in the classroom, is it good or bad? I think this is a question that will be debated for many years to come. There are those who believe that we must have technology in the classroom so th
UGA - MATH - 6
EMAT 4680 - A paper on your views about using technology in the mathematics teaching and learning. Name: Student 2 Your performance levels are highlighted red. Date: August Excellent (10) Good (9) Provides Average (8) Provides Not Addresses (0-7) Pro
UGA - MATH - 6
Student 3 EMAT 4680 Paper 1 8/28/03Technology Use in the Mathematics ClassroomTechnology is a growing field that affects every aspect of our everyday lives. When I look at centuries past, I am amazed at the technological advances this country has
UGA - MATH - 6
EMAT 4680 - A paper on your views about using technology in the mathematics teaching and learning. Name: Student 3 Your performance levels are highlighted red. Date: August Excellent (10) Good (9) Provides Average (8) Provides Not Addresses (0-7) Pro
UGA - MATH - 6
Student 1 Dr. Oppong EMAT 4680 August 31, 2004 Technology in Mathematics There are many different ideas as to how technology should be used in the mathematical classroom of today. There are those who believe that students will not learn as much if th
UGA - MATH - 6
EMAT 4680 - A paper on your views about using technology in the mathematics teaching and learning. Name: Student 1 Your performance levels are highlighted red. Date: August 31, 2004 Excellent (10) Good (9) Provides Average (8) Provides Not Addresses
UGA - MATH - 6
Student 2 Emat 4680 Technology Views 8/31/04NCTM summarizes the technology principle by saying, technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students learning. Im not sure t
UGA - MATH - 6
EMAT 4680 - A paper on your views about using technology in the mathematics teaching and learning. Name: Student 2 Your performance levels are highlighted red. Date: August 31, 2004 Excellent (10) Good (9) Provides Average (8) Provides clear, clear e
UGA - MATH - 6
Student 3 EMAT 4680 A August 14, 2004 Calculators and computers are reshaping the mathematical landscape, and school mathematics should reflect those changes (NCTM 24). My view of mathematics You have toand geometry is that they go hand in hand.k
UGA - MATH - 6
EMAT 4680 - A paper on your views about using technology in the mathematics teaching and learning. Name: Student 3 Your performance levels are highlighted red. Date: August 31, 2004 Excellent (10) Good (9) Provides Average (8) Provides clear, clear e
UGA - MATH - 6
Student 1 EMAT 4680 Paper Technology is an important part of life and therefore it is an important part of schooling. The National Council for teachers of mathematics states, Calculators and computers are reshaping the mathematical landscape, and sch
UGA - MATH - 6
EMAT 4680 - A paper on your views about using technology in the mathematics teaching and learning. Name: Student 1 Your performance levels are highlighted red. Date: August 26, 2005 Excellent (10) Good (9) Provides Average (8) Provides Not Addresses
UGA - MATH - 6
Student 2 Technology in the Mathematics Classroom While reading the NCTM summary on Technology, it is to my understanding that use of technology is at the teachers discretion. Therefore, the teacher is charged with the responsibility of preparing stu
UGA - MATH - 6
EMAT 4680 - A paper on your views about using technology in the mathematics teaching and learning. Name: Student 2 Your performance levels are highlighted red. Excellent (10) Good (9) Provides Average (8) Provides Not Addresses (0-7) Provides clear,
UGA - MATH - 6
Student 3 Technology in the Classroom Technology is everywhere and used in every part of life. Practically every job uses some form of technology. It is important for students to learn how to use technology in order to function in this technology-bas
UGA - MATH - 6
EMAT 4680 - A paper on your views about using technology in the mathematics teaching and learning. Name: Student 3 Your performance levels are highlighted red. Excellent (10) Good (9) Provides Average (8) Provides Not Addresses (0-7) Provides clear,
UGA - MATH - 7
Ivey1Student 1 EMAT 4680 Dr. Oppong 18 November 2003 Erus Cribbs, Katrina Fonda, and I worked together to teach our geometry lesson at Oconee County High School. The class we taught was an Euclidean Geometry class of tenth graders. I really enjoy
UGA - MATH - 7
Student 1 B. Two rich problems/explorations You will be expected to write two rich mathematics problems or design two explorations. The problems/explorations must lend themselves to the use of technology for effective solution. You will be evaluated
UGA - MATH - 7
Student 2 EMAT4680 Project Paper I chose to do the two rich problems for my project. I was at a GSTEP meeting when I met Patricia Lauderdale. She is a math teacher at Oconee High School, she teaches an informal geometry class. I had asked her about p
UGA - MATH - 7
Student 2 B. Two rich problems/explorations You will be expected to write two rich mathematics problems or design two explorations. The problems/explorations must lend themselves to the use of technology for effective solution. You will be evaluated
UGA - MATH - 7
Student 3 EMAT 4680 Project BProject ReportFor my project, I chose to explore two rich problems and present the explorations to a high school Geometry class. I chose this because I felt that the experience with the students would provide me with v
UGA - MATH - 7
Student 3 B. Two rich problems/explorations You will be expected to write two rich mathematics problems or design two explorations. The problems/explorations must lend themselves to the use of technology for effective solution. You will be evaluated
UGA - MATH - 7
Student 1 Problem One: Centroid (Already Presented)Weve discovered how to find the centroid for a triangle, but what does it actually mean to be the centroid? Initially, we thought that the centroid was the point through which any line could be dra
UGA - MATH - 7
Student 1 A. Rich Problems/Explorations You will be expected to write one rich mathematics problem or design an exploration each week. The problems/explorations must lend themselves to the use of technology for effective solution. You will be evaluat
UGA - MATH - 7
Student 2 EMAT 4680 November 18, 2004 Implementation of Technology Project: An Exploration of Triangle Sum Theorem As a future teacher of mathematics, one of my main concerns is the amount of exposure of technology students receive in the classroom.
UGA - MATH - 7
Student 2 B. Two rich problems/explorations You will be expected to write two rich mathematics problems or design two explorations. The problems/explorations must lend themselves to the use of technology for effective solution. You will be evaluated
UGA - MATH - 7
Student 3 EMAT 4680 Dr. Oppong November 18, 2004 Rich Problems for High School Geometry As a future teacher, the opportunity to present rich geometry problems to a high school geometry class was an invaluable experience for me. At this point in my te
UGA - MATH - 7
Student 3 B. Two rich problems/explorations You will be expected to write two rich mathematics problems or design two explorations. The problems/explorations must lend themselves to the use of technology for effective solution. You will be evaluated
UGA - MATH - 7
Student 1 A. Rich Problems/Explorations You will be expected to write one rich mathematics problem or design an exploration each week. The problems/explorations must lend themselves to the use of technology for effective solution. You will be evaluat
UGA - MATH - 7
Student 2 A. Rich Problems/Explorations You will be expected to write one rich mathematics problem or design an exploration each week. The problems/explorations must lend themselves to the use of technology for effective solution. You will be evaluat
UGA - MATH - 7
Student 3 Rich Problem Set Problem #1:This first problem is one that deals with many different definitions and theorems in geometry, which was all very appropriate for the geometry students we wanted to teach it to. It deals with properties of squar
UGA - MATH - 7
Student 3 B. Two rich problems/explorations You will be expected to write two rich mathematics problems or design two explorations. The problems/explorations must lend themselves to the use of technology for effective solution. You will be evaluated
UGA - COE - 2
INTERIM REPORT SEPTEMBER 2007 ASSESSMENT OF THE PROPOSED COE COURSE EVALUATION FORM PILOT STUDY #12006-2007 COE Faculty Senate Task Force on Course Evaluation members: Diane Samdahl (chair), Gayle Andrews, Nancy Knapp, and John Napier At the end of
UGA - COE - 2
COE Career Track Faculty Promotion Guidelines Draft 9/13/07 Introduction The Board of Regents define faculty in their policy manual as follows: 302.01 FACULTY MEMBERSHIP In all institutions the faculty will consist of the corps of instruction and the
UGA - COE - 2
COE Career Track Faculty Meeting September 12, 2007, 12:00- 1:15 G-23 Aderhold Hall Thank you, Linda Gilbert, for taking notes! Agenda:COE Career Track Faculty Check-in and Catch-up September 12, 2007 HELP: Note taker needed: Some of our topics for
UGA - COE - 2
FacilitateProhttp:/facilitate.coe.uga.edu/4DAction/FC/DoAsynchTop?Z9Q78OE.Year Ending 2006NOTE: This evaluation provides important feedback on the performance of administrators in the College of Education and is used in their annual merit evalua
UGA - COE - 2
College of Education University of GeorgiaCREDIT HOUR PRODUCTION &amp; ENROLLMENT REPORT BY DEPARTMENTFY 2006-07SR.DEPARTMENTSCREDIT HOUR PRODUCTION U / GRAD GRAD TOTAL U / GRADENROLLMENT GRAD TOTAL1 2 3 4 5 6 7 8 9Communication Sciences
UGA - COE - 2
College of Education Credit Hour Production by Department FY 2005-06- FY 2006-07CSSE CHDS EPIT Dean's Office ESSE KINS LLE LEAP MSE WELSF 7,588 7,184 7,479 7,594 8,733 10,204 8,529 8,859 766 713 9,248 10,094 10,905 11,56813,04114,04813,423 14
UGA - COE - 2
TO: FROM: RE: DATE:Dr. Bettie St. Pierre, Faculty Senate President Dr. Sally Zepeda, Chair, COE Curriculum Committee Dr. Kathleen deMarrais, Associate Dean for Academic Programs Curriculum Committee Activity: August 2006-April 2007 April 17, 2007
UGA - COE - 2
TO: FROM: RE: DATE:Dr. Bettie St. Pierre, Faculty Senate President Dr. Kathleen deMarrais, Associate Dean, Students, Curriculum, &amp; Accreditation Curriculum Committee Activity: January 2005- February 2006 March 21st 2006The College of Educations C
UGA - COE - 2
GSTEP: The Georgia Systemic Teacher Education Program For UGA NCATE visitors, October 8, 2007 Grant dates: Funding: Partners: Major work: 2000-2007 (5 year grant with two extensions) USDOE Title II grant, $6.5 million University of Georgia, Valdosta
UGA - COE - 2
College of Education 2004-Assessment-Informed Program Improvements (Graduate) Standard 2.3Department of Communication Sciences &amp; Special Education Program Assessment-Informed Improvement(s) Communication Sciences Installed video cameras to provide
UGA - COE - 2
College of Education Faculty Evaluations*ItemFall 2000 Spring 01 May 01 Summer 01 Fall 01 # Res Mean # Res Mean # Res Mean # Res Mean # Res Mean Total College-wide Item 35 6758 4.02 6554 4.00 187 4.50 2145 4.33 6806 3.94 Item 36 6755 4.13 6549 4.
UGA - COE - 2
College of Education Faculty Senate Task Force on Course Evaluation February 2006 Rationale Behind the Revised COE Course Evaluation Form Assessment of teacher instruction is as old as Horace Manns research on American education in the 19th century.
UGA - COE - 2
Draft 3/26/07 COLLEGE OF EDUCATION COURSE EVALUATIONWhat is your class standing: st nd 1 year 2 year3 yearrd4 yearth5 year or morethGrad studentWas this course required for your degree: No, not required Yes, required What percentage
UGA - COE - 2
College of Education Academic Advising Assessment Report for FY05Prepared by Dr. Jamie B. Lewis Context: The University of Georgia Academic Advising Survey was developed by the campuswide Academic Advising Coordinating Council (AACC) during FY03. Th
UGA - COE - 2
Improvements Summary for COE Budgeting Oversight The initial development of the budget spreadsheets was for FY04, beginning July 2003. The spreadsheets at that time were only to monitor O&amp;E and travel for state accounts. The sheets worked fairly well
UGA - COE - 2
http:/facilitate.coe.uga.edu/4DAction/FC/DoAsynchTop?FAC5CJ.College of Education Technology SurveyThe College of Education seeks data concerning technology (1) access, (2) use and (3)performance. This data will be used to improve programs and tech
UGA - COE - 2
Summary Report of the Teacher Candidate Exit Survey September 2007 Prepared by Meggen R. Kaufmann The following report is a summary of findings for the Teacher Candidate Exit Survey for the College of Education at the University of Georgia. Several a
UGA - COE - 2
Date: September 27, 2007 To: College of Education FacultyFrom: College of Education, Faculty Senate Curriculum Committee: Sally Zepeda, Cathy Brown, Yvette Getch, Rebecca Sisler Marshall, Martha Alexsaht Snider, John Schell Re: 2007-2008 Curriculum
UGA - VMANFRE - 6170
Lesson One Evaluation Given the numerical key below, circle the number that represents your opinion of these points concerning the delivery of the lesson.5 = strongly agree 4 = agree 3 = neutral 2 = disagree 1 = strongly disagree 1 2345 1 2345 1 234
UGA - VMANFRE - 6170
Lesson Two Evaluation Given the numerical key below, circle the number that represents your opinion of these points concerning the lesson.5 = strongly agree 4 = agree 3 = neutral 2 = disagree 1 = strongly disagree 1 2345 1 2345 1 2345 The relevance
UGA - VMANFRE - 6170
Lesson Three Evaluation Given the numerical key below, circle the number that represents your opinion of these points concerning the delivery of the lesson.5 = strongly agree 4 = agree 3 = neutral 2 = disagree 1 = strongly disagree 1 2345 1 2345 1 2