USAP PAETE

[admin]

http://www.starfall.com/

http://www.readinglesson.com/abc.htm

http://www.fonetiks.org/foniks/

http://www.scholastic.com/clifford/read/index.htm

http://www.meddybemps.com/letterary/index.html

http://www.readwritethink.org/.....index.html

http://www.bbc.co.uk/schools/w.....ndex.shtml

http://www.magickeys.com/books/index.html#books

http://www.storyplace.org/

http://www.rif.org/readingplan.....ories.mspx

http://www.eduplace.com/kids/hmr05/

http://www.childrensbooksonline.org/library.htm

http://pbskids.org/lions/paren.....words.html

http://www.gamequarium.com/

[arlene alegre]

Currently, QES are now conducting a remedial classes every afternoon at 4:00 using the internet resources. It is really a great help for our pupils to remedy the class specifically in reading. These links are very suited because it has an exact site wherein we teach the pupils in a very easy way.

[kanoel]

I strongly recomend to Apple Glo and Apple Daisy to aslo please try to use this web pages for your english reading class. I find them quite interesting and very usefull.
Thanks Ka Noel

[adedios]

University of Chicago Press Journals

With right lessons, non-native kindergarteners learn vocabulary faster than native English-speakers

An important study from The Elementary School Journal explores vocabulary development at the kindergarten level among English-only students (EOs) and English-language-learning students (ELLs) who speak another language at home. Analyzing rates of target word acquisition and overall vocabulary development, the study found that students learning English as a second language picked up general vocabulary more quickly and target vocabulary words at the same rate as native English-speaking kindergarteners.

"This study contributes to knowledge about vocabulary instruction by investigating the effects of a vocabulary intervention with children from a variety of backgrounds," writes Rebecca Deffes Silverman, who conducted the research while at Harvard University and is now at the University of Maryland. Past studies have identified vocabulary as the "single most encountered obstacle" for English-language-learning students, Silverman points out, and vocabulary is also the primary determinant of future reading comprehension.

Taking into account that kindergarteners comprehend oral language instruction at a much higher rate than they can read, Silverman developed and implemented a multidimensional vocabulary program incorporating storybook reading and opportunities to say vocabulary words aloud in five kindergarten classrooms. Three of the classrooms were mainstream English, in which both English-only kindergarteners and English-language learners were enrolled. One was structured immersion, in which only ELLs were enrolled. The last classroom was bilingual Spanish-English, attended by both EO and ELL children.

After fourteen weeks, English-language-learning students knew 19 more words on a picture vocabulary assessment than they knew before the program, while native English-speaking students knew 14 more words than before. Similarly, on an oral vocabulary test, English-language-learning kindergarteners could provide definitions for 21 more words than they could before the program, compared to 17 more definitions for the native English-speaking kindergarteners.

Also, though native English-speaking kindergarteners knew more of the target words before the program, there was no difference in knowledge of target words between the English-learning and English-only kindergarteners either immediately after the program or during follow-up six weeks later.

"My study shows that ELLs can grow in general vocabulary at a faster rate than EOs," writes Silverman. "This may indicate that ELLs can eventually catch up to EOs in overall vocabulary knowledge, and it may also suggest that the structure of vocabulary intervention could provide the instructional focus that leads to narrowing the language gap between ELLs and EOs."

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For more than one-hundred years, The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education. ESJ publishes articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching.

Rebecca Deffes Silverman. "Vocabulary Development of English-Language and English-Only Learners in Kindergarten," Elementary School Journal, 107(4), 365-383.

[guest]

Maraming salamat po dahil, dito po unang natuto ang aking anak na bumasa gamit na gamit po ito ng aking anak...muli marami pong salamat...God Bless you...

[Mam warlita]

We are about to start our Saturday Remedial classes. Thank you for all the lessons in Enscima which are of great help to my teachers and especially to my pupils here in QES. The opportunity to enjoy internet access in all the sent subject matter resulted to the improved academic performance. We got a descriptive remarks "moving towards mastery" in the recent National Achievement Test (NAT) as other schools got "average mastery." Though we need to strive more ...( as you know, not all our pupils came from literate families neither from the well-to-do) so these are the pupils who are pulling down our MPS. But of course, still we care for them, public schools are open to all kind of children... mahirap, mayaman, matalino o di matalino, o anupaman. I'm proud of my teachers enthusiasm and patience in teaching and caring for them. Im so grateful also to Prof Angel, your so kind sending us instructional materials by internet. Thank you.
when will you visit us? miss ka namin.

[adedios]

[Mam warlita]

Prof Angel, I remember your last visit in the Phil... you said "m'am help me pray a maging 3 na kami pagbalik ko dito" God is so good! our prayer was granted. By next year, you"ll be coming with them. Kaya lang, by May 2008 retired na ako. Sana ma-inform din ako ng inyong arrival ng makita ko ang apo ko. As you know, nilipat mo na office ko sa kalapit ng computer lab so anytime visitors arrived,(higher officials ng Dep-ed in Laguna ) are impressed lalo na kapag mayroong class na gumagamit ng lesson sa internet. Of course, I'm so proud showing your displayed picture, the very kind prof- Dr Angel. a taga-Paete who studied in Ateneo and now in Georgetown University, USA, etc ....... na nag-start po ng lahat ng ito. thier comment?, "bibihira ang ganyang tao" Again, thank you. Maramiing salamat din sa lahat ng tumulong at di nagsasawang tumulong sa aming paaralan sa ibait ibang proyekto'
God bless you more.

[adedios]

Dear Ma'm Warlita:

We always hope for the best. Of course, I will make sure that if we are able to visit, we would come and see you. I think it is important for my son and my wife to see someone who has dedicated her entire life to the children of Paete. You are truly special and I hope QES will preserve your legacy and bring more fruits from your labor of love.

For the DepEd people who have the opportunity to see the QES computer classroom, please tell them that this is the way to go, start small, work from the ground, get private individuals involved, and have the entire community realize their stake in public school education.

-Angel

[ma'm warlita]

Workways that work- "Obey your earthly masters in everything, and do it, not only when their eye is on you and to win their favor, but with sincerity of heart and reverence for the LORD" Col. 3:22
I'm so flattered by your message but let me say,"All for HIS glory my dear!" And I'm really happy to know it from you. As if fulfilled ko na ang mga dreams ko talaga (he he he) ( Next time .. personal email na lang ..) Regards to my dear Mary, Alex and to you. Take care!
Yes, I must tell the Dep-Ed family who come to QES your advice. Thank you again.

[adedios]

[Mam warlita]

Thank you so much and hope to see you with Mary and Alexl next year! God bless our dreams. Take care.