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Display: 20

    • 1908, page 37

    • 1908, page 37
    •  

    • 37 STATE NORMAL SCHOOL. GERMAN. MR. JONES. German 1. Joynes-Meissner's German Grammar, Altes and Neues and a number of short comedies by Benedict and Mosher. At least 400 pages of simple narrative prose should be read. Daily...
    • Branch Normal School Catalogs
    • 1908, page 38

    • 1908, page 38
    •  

    • 38 SOUTHERN BRANCH Latin 4. Six books of Vergil's Aeneid with a course of reading and lectures on mythology. Advanced Latin courses will be given if above work has been completed. GREEK. MR. HUSSONG. Greek...
    • Branch Normal School Catalogs
    • 1909, page 41

    • 1909, page 41
    •  

    • 41 STATE NORMAL SCHOOL. Mosher. At least four hundred pages of simple narrative prose should be read. Daily exercises in conversation, practice in pronunciation, and composition will be part of the work, Four times a week. German 2....
    • Branch Normal School Catalogs
    • 1909, page 42

    • 1909, page 42
    •  

    • 42 SOUTHERN BRANCH. GREEK. MR. HUSSONG. Greek I. Thoro attention to Greek inflections, writing Greek with proper accentuation and developing a vocabulary for the Anabasis. Gleason and Atherton's first Greek Book is used. Daily...
    • Branch Normal School Catalogs
    • 1910, page 49

    • 1910, page 49
    •  

    • 49 man and Dorothea," Koepenickerstrasse 120, Suddermann, der Katzentag and Johannes. Three times a week. German 3. Schiller's Trilogy, Lager, Piccolomini und Tod. Goethe's Goetz von Berlichidgen, a literary study of same, Nathan der...
    • Branch Normal School Catalogs
    • 1903, page 28

    • 1903, page 28
    •  

    • 28 SOUTHERN BRANCH understanding of spoken German and a real appreciation of the literary language. Conversational exercises, dictation, talks on German life, etc., are interspersed as the occasion permits. The principles of the relationship...
    • Branch Normal School Catalogs
    • 1904, page 26

    • 1904, page 26
    •  

    • 26 SOUTHERN BRANCH GERMAN. MR. MABEY. German 1. ELEMENTARY COURSE. The object of the first year's work is to familiarize the student with German construction so far as to enable him to read easy German text without difficulty....
    • Branch Normal School Catalogs
    • 1905, page 30

    • 1905, page 30
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    • 30 SOUTHERN BRANCH. tion for a systematic acquisition of vocabulary. The grammar and composition work is equivalent to that comprised in part f of Thomas's Practical German Grammar.. A number of easy texts are read and short poems memorized....
    • Branch Normal School Catalogs
    • 1906, page 30

    • 1906, page 30
    •  

    • 30 SOUTHERN BRANCH Commercial Law. This course embraces a study of the laws governing the transaction of business in the world of commerce, including a knowledge of contracts, agency, partnership, corporations, business paper, liens,...
    • Branch Normal School Catalogs
    • 1907, page 32

    • 1907, page 32
    •  

    • 32 SOUTHERN BRANCH GERMAN MR. DU PONCET German 1. ELEMENTARY COURSE. The object of the first year's work is to familiarize the student with German construction so far as to enable him to read easy German text without difficulty....
    • Branch Normal School Catalogs
    • 1911, page 46

    • 1911, page 46
    •  

    • 46 LATIN. Mr. ______________ The course offered in Latin will be the same in sequence as those at the State University. Latin 1. All inflections of the Latin language are taught thoroughly. Sufficient prose will be read to obtain...
    • Branch Normal School Catalogs
    • 1912, page 51

    • 1912, page 51
    •  

    • 51 taught thoroughly. Sufficient prose will be read to obtain a vocabulary adequate for reading Caesar proficiently. Four recitations throughout the year. Latin 2. Four books of Caesar's Gallic War, additional Latin syntax and turning...
    • Branch Normal School Catalogs
    • Page 22

    • Page 22
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    • 16 reading achievement among children across most of the countries, and that higher economic levels of a country were related to richer home-literacy environments, whereas lower economic levels were associated with poorer home-literacy...
    • Scholar Archive
    • Page 24

    • Page 24
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    • 18 discovery that emerged from this qualitative study were the differences in the amounts of literacy activities that took place per hour. For example, even though these families were all from low- SES backgrounds, researchers categorized them into...
    • Scholar Archive
    • Page 27

    • Page 27
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    • 21 there is a possibility that someone else in the home is (Haneda, 2006). ELL out-of-school “literacy practices are typically bilingual or multilingual in nature” (Haneda, 2006, p. 339), as they are associated with religion and parental...
    • Scholar Archive
    • Page 29

    • Page 29
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    • 23 of the school, McLaughlin noticed that other Western-based institutions, such as the local Christian churches, provided religious reading material in Navajo and that Navajo literacy classes were established by members of the community. In terms...
    • Scholar Archive
    • Page 31

    • Page 31
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    • 25 considered more popular modes of receiving printed messages. If educators understand this multimedia culture, and how students in the digital era interpret messages, they can use this knowledge to build on students’ current interests and...
    • Scholar Archive
    • Page 32

    • Page 32
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    • 26 One of the co-authors of Treasures is Dr. Jana Echevarria, a professor of educational psychology who specializes in bilingual education and is an expert in teaching ELLs. Echevarria (2005) stated, “In order to tailor instruction appropriately,...
    • Scholar Archive

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