Sorry but..There is such a thing as intelligence.3/15/16, Teachers.Net Gazette wrote: > So-called "genius" has a recipe... > > A recipe you can also share with your students.
I realize this topic comes up each year about this time, but would someone refresh my brain on why "ser graduado" is used in place of estar? Seems to me that this is a limited event and should be estar, but I can actually see how BOTH might be used.
Not sure which phrase in which language is not understood. If the reference is to the Spanish passive construction "Memito fue graduado," say, then yes, that is 'Billy was graduated.' That was standard English in the middle of the 20th century, and I still hear it occasionally living in the midwest today, though the by-clause might use from. There is little call for the present passive, so 'is graduated,' if it occurred at all, would be likely to have been interpreted with 'graduated' as an adjective.
Again, there are many ways to say this, and depending on what else you want to squeeze into the sentence, different forms may be used. I think the most common form is something in "graduarse," but the technically more vague "egresar" is also widely used. There are, as usual, regional variations. In Argentina especially, "se recibió de la secundaria" is standard for '[s]he graduated from secondary [school].' I suppose this evolved from "recibió su diploma" but I don't know.
(The following is actually relevant to the question, but I had no excuse to mention it before.) The RAE gives ([link removed]:
"Del lat. mediev. _graduare_ 'obtener un grado académico', der. del lat. _gradus_ 'grado^1'."
In other words, it implies that the original meaning coincided with the current sense in English, with the student doing the graduating (graduándose) rather than the school. The Oxford English dictionary entry for graduate, v., is noncommittal on the medieval Latin meaning, but the earliest instances cited (from 1588 on) all have the school doing the graduating. This usage is described as now rare except in the US; the earliest use in the currently common sense (student graduating) is cited from 1807.
BTW, the Oxford dictionary also claims that the use for a non-university degree is American (and for high school only). As a proud graduate of Geraldine Nursery School (my graduation address: complete recitation of "Jack Be Nimble"), I have a bone to pick with this.
On 3/16/16, Daniel Hanson wrote: > No, I do not think it should count as course credit. Some > teachers use it as a sponge/filler activity and others as > homework. A real teacher could teach more than double what it > teaches. > > On 3/16/16, Sra.M wrote: >> Hola! Would anyone (or does anyone) consider Duolingo a >> good site to receive high school credit? Is this a stretch? >> This concerns a student(Sophomore)who is at risk for not >> graduating. He likes learning German on the site and wants >> to know if it could count towards credit. Our guidance >> counselor is asking for my opinion on this and I don't know >> enough about the site to answer well. Thank you!
On 3/16/16, Daniel Hanson wrote: > No, I do not think it should cou...See MoreI don't know how it works in your district, but in ours, all courses must be approved by the school board, and if the student is planning to apply to a college, the CP (College Prep) courses must be approved by the CSU system and UC system. We can't just offer a class.
On 3/16/16, Daniel Hanson wrote: > No, I do not think it should count as course credit. Some > teachers use it as a sponge/filler activity and others as > homework. A real teacher could teach more than double what it > teaches. > > On 3/16/16, Sra.M wrote: >> Hola! Would anyone (or does anyone) consider Duolingo a >> good site to receive high school credit? Is this a stretch? >> This concerns a student(Sophomore)who is at risk for not >> graduating. He likes learning German on the site and wants >> to know if it could count towards credit. Our guidance >> counselor is asking for my opinion on this and I don't know >> enough about the site to answer well. Thank you!
Does anyone know any children's story that is authentic to a Spanish speaking country? Are Cinderella, Snow White, etc. still popular in Spanish speaking counries?
El MorroOn 3/18/16, Sra E wrote: > Does anyone know any children's story that is authentic > to a Spanish speaking country? Are Cinderella, Snow > White, etc. still popular in Spanish speaking counries?
MafaldaOn 3/19/16, El Morro wrote: > On 3/18/16, Sra E wrote: >> Does anyone know any children's story > that is authentic >> to a Spanish speaking country? Are > Cinderella, Snow >> White, etc. still popular in Spanish > speaking counries? > > 'Infantiles' does not need an accent > mark.
On 3/02/16, Allison wrote: > Someone gave me an idea that seems to work really well. > You set up 6 different stations with desks in a circle. > Have the students number off 1-6 to be put into 6 different > groups. In the first station you can have them write the > acronyms over and over until they have them memorized (I > use small whiteboards for this but they could do it on > paper too). The 2nd station has the one acroynm DOCTOR and > they have to give examples in Spanish for each letter. The > 3rd station has the acronym PLACE and they do the same. > The 4th station has fill in the blanks with ser and estar > and they have an answer key to check their answers when > they're finished. The 5th station has just conjugations of > ser and then just estar with an answer key provided. And > the 6th station has sentences with ser and estar that have > mistakes they have to correct with an answer key provided. > Give them 3-5 min. at each station and then they rotate > until they go to all 6. My students seem to really like > this. Don't know if this is what you're looking for but > it's an idea. > > On 3/02/16, Carolina wrote: >> I will be observed tomorrow and we just took a test. >> Tomorrow I am presenting see and estar. I usually >> introduce this unit by having them take notes on a > handout. >> Side by side. I I have an acronym I use DOCTOR PLACE >> and we write what each letter stands for and a sentence > in >> Spanish as an example. I don't want to be observed >> feeding information. What are some suggestions as to >> what to do after we take notes. They like to see constant >> formative assessment. I'd like to do an exit ticket to. > Any >> brilliant minds want to chime in? GRACIAS y ruegan por >> mí.
KarenOn 3/02/16, Allison wrote: > Someone gave me an idea that seems to work really well. > You set up 6 different stations with desks in a circle. > Have the students number off 1-6 to be put into 6 different > groups. In the first station you can have them write the > acronyms over and over until they have them memorized (I > use sma...See MoreOn 3/02/16, Allison wrote: > Someone gave me an idea that seems to work really well. > You set up 6 different stations with desks in a circle. > Have the students number off 1-6 to be put into 6 different > groups. In the first station you can have them write the > acronyms over and over until they have them memorized (I > use small whiteboards for this but they could do it on > paper too). The 2nd station has the one acroynm DOCTOR and > they have to give examples in Spanish for each letter. The > 3rd station has the acronym PLACE and they do the same. > The 4th station has fill in the blanks with ser and estar > and they have an answer key to check their answers when > they're finished. The 5th station has just conjugations of > ser and then just estar with an answer key provided. And > the 6th station has sentences with ser and estar that have > mistakes they have to correct with an answer key provided. > Give them 3-5 min. at each station and then they rotate > until they go to all 6. My students seem to really like > this. Don't know if this is what you're looking for but > it's an idea. > > On 3/02/16, Carolina wrote: >> I will be observed tomorrow and we just took a test. >> Tomorrow I am presenting see and estar. I usually >> introduce this unit by having them take notes on a > handout. >> Side by side. I I have an acronym I use DOCTOR PLACE >> and we write what each letter stands for and a sentence > in >> Spanish as an example. I don't want to be observed >> feeding information. What are some suggestions as to >> what to do after we take notes. They like to see constant >> formative assessment. I'd like to do an exit ticket to. > Any >> brilliant minds want to chime in? GRACIAS y ruegan por >> mí.
I wish I had read this message sooner! Station learning is the best! I have set up stations for my formal observations and have always gotten high scores due to the fact that you can create different ways to achieve your lesson objectives. It's a lot of prep work but it is worth it because it can go on for a few days. I usually include 6 stations that cover reading, writing, listening, and speaking activities. I always include a technology station as well as a chat station. My students really like it and it keeps them engaged.
In doing simulation activities for the AP Language and Culture test of the reading comprehension/ listening comprehension questions, my students have noticed that the questions seem to go in order of how they were covered in the sources. Anyone know if this is the way it is on the actual AP test?
Also, I have a student that has asked if they can begin answering some of the questions right away upon finishing the reading selection of the test, or if they are not allowed to write any answers until they have finished reading the source and listening to the source. While I don't think it is a good idea that he answer anything without having heard the listening source first, I want to find out the answer.
On 3/11/16, Sra. T wrote: > R...See MoreThis PowerPoint by Ken Stewart answers all your questions and more. If you ever have a chance to go to one of his sessions, make it a priority! If you don't, he has a doc manager website: [link removed]
The PowerPoint is called "Ken's Test-taking Tips." You should also take a look at the
On 3/11/16, Sra. T wrote: > Re-posting, due to screwing up my earlier one! Hope > someone knows the answers :-) > > In doing simulation activities for the AP Language and > Culture test of the reading comprehension/ listening > comprehension questions, my students have noticed that > the questions seem to go in order of how they were > covered in the sources. > Anyone know if this is the way it is on the actual AP > test? > > Also, I have a student that has asked if they can begin > answering some of the questions right away upon finishing > the reading selection of the test, or if they are not > allowed to write any answers until they have finished > reading the source and listening to the source. While I > don't think it is a good idea that he answer anything > without having heard the listening source first, I want > to find out the answer. > > Anyone know??? > > Thank you!!!
Sra. C.> This PowerPoint by Ken Stewart answers all your questions > and more. If you ever have a chance to go to one of his > sessions, make it a priority! If you don't, he has a doc > manager website: > [link removed]!!!