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#4277 From: Glen Hill <glenahill@...>
Date: Tue Nov 17, 2009 2:41 am
Subject: Re: Amelia Bedelia
atsubetsutea...
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Send Email Send Email
 
Ron,
Do those books have an EPER level?  You might be able to reference them to something else if they do, using Rob Waring's previously linked tables of ER level comparisons.
Glenski

On Tue, Nov 17, 2009 at 11:25 AM, Ron Murphy <murphy@...> wrote:
 

Glen, Tom et al....


I should have used the term "level" rather than category.  Our levels are similar to Penguin's.   I did think of providing a page like Tom (Robb) suggests, which would help our lower level readers...





On Nov 16, 2009, at 5:12 PM, Glen Hill wrote:

 

Ron,
What categories do you have now?  I only use fiction and non-fiction, with some subdivisions of non-fiction.
Glenski

On Mon, Nov 16, 2009 at 4:05 PM, Ron Murphy <murphy@...> wrote:
 

Hi all. I'm wondering if anyone would care to comment on my little
"problem"...

I do the categorizing of graded readers for our English Center's
library. I have had a stack of Amelia Bedelia books staring at me
for over a week now daring me to choose what category they will go
in. Much of the language, of course, is within reach of our
students. But there is so much colloquial language that I wonder if
it will leave our students confused and frustrated. After all, we
are advertising GRs as "easy reading".

I am considering putting a note on each Amelia book letting the
students know that the premise of this series rests on the dual/
multiple meanings of certain terms. I recognize the learning
potential that this series play-on- words could represent. But most
of our students are not eager enough to go to the necessary lengths
for such learning to occur.

Just curious what you all think of Amelia Bedelia in a GR library
(not technically GRs, I know), my idea, etc.

Thanks.

Ron






#4276 From: Ron Murphy <murphy@...>
Date: Tue Nov 17, 2009 2:25 am
Subject: Re: Amelia Bedelia
botchan12000
Offline Offline
Send Email Send Email
 
Glen, Tom et al....

I should have used the term "level" rather than category.  Our levels are similar to Penguin's.   I did think of providing a page like Tom (Robb) suggests, which would help our lower level readers...




On Nov 16, 2009, at 5:12 PM, Glen Hill wrote:

 

Ron,
What categories do you have now?  I only use fiction and non-fiction, with some subdivisions of non-fiction.
Glenski

On Mon, Nov 16, 2009 at 4:05 PM, Ron Murphy <murphy@...-u.ac.jp> wrote:
 

Hi all. I'm wondering if anyone would care to comment on my little
"problem"...

I do the categorizing of graded readers for our English Center's
library. I have had a stack of Amelia Bedelia books staring at me
for over a week now daring me to choose what category they will go
in. Much of the language, of course, is within reach of our
students. But there is so much colloquial language that I wonder if
it will leave our students confused and frustrated. After all, we
are advertising GRs as "easy reading".

I am considering putting a note on each Amelia book letting the
students know that the premise of this series rests on the dual/
multiple meanings of certain terms. I recognize the learning
potential that this series play-on- words could represent. But most
of our students are not eager enough to go to the necessary lengths
for such learning to occur.

Just curious what you all think of Amelia Bedelia in a GR library
(not technically GRs, I know), my idea, etc.

Thanks.

Ron





#4275 From: "Thomas N. Robb" <tomrobb@...>
Date: Tue Nov 17, 2009 1:27 am
Subject: Re: Amelia Bedelia
trobb49
Offline Offline
Send Email Send Email
 
We have quite a bit of native speaker "youth literature" in our own library and we have found that we have to place it up rather high in our set of 10 levels.

We have the Baby Sitters Club books and Judy Blume's pegged at Level 7, which is the same as Bookworms Stage 4, Macmillan Pre-Intermediate and Penguin Readers Level 4.
We have the Hardy Boys and Nancy Drew series pegged at level 8 since they are even more complex than the ones previously mentioned.

One thing that might help is to paste into the inside front cover some "cultural notes" that might help them understand some of the complexities.  You could even define the most vexing of the complex language there.

Hope this helps.

Cheers,
  Tom Robb, Kyoto

--
******* Don't miss GLoCALL 2009  in Chiang Mai, Thailand!  *********
************** Dec, 8-11, 2009  http://glocall.org ******************

** Thomas N. Robb, Ph.D., Kyoto Sangyo University, Japan  **
**                       <trobb@...>                        **
**           http://www.cc.kyoto-su.ac.jp/~trobb/index.html            **

#4274 From: hudson murrell <hudson_murrell@...>
Date: Mon Nov 16, 2009 8:13 pm
Subject: Re: ER classes in Japan
hudson_murrell
Offline Offline
Send Email Send Email
 
Atsuko
Yes, please do it!
Hudson



From: Atsuko Takase <atsukot@...>
To: ExtensiveReading@yahoogroups.com
Sent: Mon, November 16, 2009 11:52:31 PM
Subject: Re: [ExtensiveReading] ER classes in Japan

 



Dear Hudson,
 
Thank you very much for your email.
 
In that case, is it OK to put your name, University, and email address, but no availability to visit your ER class?
 
Thank you for your time.
 
Best Wishes,
Atsuko
 
----- Original Message -----
Sent: Monday, November 16, 2009 6:52 AM
Subject: Re: [ExtensiveReading] ER classes in Japan

 

Atsuko
YES we do it here.
1.  Hudson Murrell
2.  Baiko Gakuin University, Shimonoseki, Yamaguchi
3.  hudson_murrell@ yahoo.com   
4.  Ummm... it's usually as homework, so it is difficult to see it 'in practice.' 
We have an English Education Center where the students 'check out' most of the texts from, and that is available for viewing most working days. 



From: Atsuko Takase <atsukot@jttk. zaq.ne.jp>
To: ExtensiveReading@ yahoogroups. com
Cc: 1 ?? ?? <atsukot@jttk. zaq.ne.jp>
Sent: Mon, November 16, 2009 2:07:03 AM
Subject: Re: [ExtensiveReading] ER classes in Japan

 

Dear All,
 
Thank you very much for many replies with the information of your ER classes.
I have found that some of the email sent to me haven't arrived to me or they might have gotten into the spam file and been deleted
(or I might have deleted without noticing). If any of you who sent me email but have not received my return mail, please let me know.
My apologies for the inconveniences. 
 
Though I asked you to send me your information by the 14th (yesterday), I could not finish making the list of ER classes in Japan today.
I will still be working on it during this week. So if any of you who are thinking of offering me your information to be included in the list
I'd like to receive your e-mail.
 
Thank you in advance.
 
Best Regards,
 
Atsuko Takase   
 
 
----- Original Message -----
Sent: Friday, November 06, 2009 1:11 AM
Subject: [ExtensiveReading] ER classes in Japan

 

 
Dear All,
 
I am writing a book on Extensive Reading targeted mainly to Japanese teachers of English.
In the book I'd like to introduce institutions where ER is being practiced in Japan.

I'd appreciate it if you would email me directly with the following information by Nov. 14, if you don't mind being included in the list.
 
1. Your name
2. Your work place where ER is being practiced (with prefecture)
3. Your contact email address (if it can be included in the book)
4. Availability of visiting your ER class for teachers who want to start an ER class
 
Thank you in advance.
 
Atsuko Takese

============ ========= =====



__________________________________________________
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#4273 From: Rosemary Schmid <rosemaryschmid@...>
Date: Mon Nov 16, 2009 4:36 pm
Subject: Re: Amelia Bedelia
rosemaryschmid
Offline Offline
Send Email Send Email
 
I like this category of Children's Book-Native Speakers.
The illustrations usually show the pun. I have used Amelia with many adults and they were delighted. The illustration shows the strange behavior, and the dictionary work is like working a puzzle - lots of aha moments. Great pair work. Not quiet reading though!

Rosemary Schmid
Charlotte, NC USA

--- On Mon, 11/16/09, tom mccarthy <speakup@...> wrote:

From: tom mccarthy <speakup@...>
Subject: Re: [ExtensiveReading] Amelia Bedelia
To: ExtensiveReading@yahoogroups.com
Date: Monday, November 16, 2009, 5:03 AM

I have a category called "Children's Books-Native Speakers".  And put
all of them in there. As you say, there's a lot of unusual usage and
vocabulary there which tickles the imagination of Native kids, but will
leave L2 learners scratching their noggins and thumbing through their
dictionaries.



#4272 From: "Atsuko Takase" <atsukot@...>
Date: Mon Nov 16, 2009 2:52 pm
Subject: Re: ER classes in Japan
atsukot@...
Send Email Send Email
 

Dear Hudson,
 
Thank you very much for your email.
 
In that case, is it OK to put your name, University, and email address, but no availability to visit your ER class?
 
Thank you for your time.
 
Best Wishes,
Atsuko
 
----- Original Message -----
Sent: Monday, November 16, 2009 6:52 AM
Subject: Re: [ExtensiveReading] ER classes in Japan

 

Atsuko
YES we do it here.
1.  Hudson Murrell
2.  Baiko Gakuin University, Shimonoseki, Yamaguchi
3.  hudson_murrell@yahoo.com   
4.  Ummm... it's usually as homework, so it is difficult to see it 'in practice.' 
We have an English Education Center where the students 'check out' most of the texts from, and that is available for viewing most working days. 



From: Atsuko Takase <atsukot@jttk.zaq.ne.jp>
To: ExtensiveReading@yahoogroups.com
Cc: 1 ?? ?? <atsukot@jttk.zaq.ne.jp>
Sent: Mon, November 16, 2009 2:07:03 AM
Subject: Re: [ExtensiveReading] ER classes in Japan

 

Dear All,
 
Thank you very much for many replies with the information of your ER classes.
I have found that some of the email sent to me haven't arrived to me or they might have gotten into the spam file and been deleted
(or I might have deleted without noticing). If any of you who sent me email but have not received my return mail, please let me know.
My apologies for the inconveniences. 
 
Though I asked you to send me your information by the 14th (yesterday), I could not finish making the list of ER classes in Japan today.
I will still be working on it during this week. So if any of you who are thinking of offering me your information to be included in the list
I'd like to receive your e-mail.
 
Thank you in advance.
 
Best Regards,
 
Atsuko Takase   
 
 
----- Original Message -----
Sent: Friday, November 06, 2009 1:11 AM
Subject: [ExtensiveReading] ER classes in Japan

 

 
Dear All,
 
I am writing a book on Extensive Reading targeted mainly to Japanese teachers of English.
In the book I'd like to introduce institutions where ER is being practiced in Japan.

I'd appreciate it if you would email me directly with the following information by Nov. 14, if you don't mind being included in the list.
 
1. Your name
2. Your work place where ER is being practiced (with prefecture)
3. Your contact email address (if it can be included in the book)
4. Availability of visiting your ER class for teachers who want to start an ER class
 
Thank you in advance.
 
Atsuko Takese

============ ========= =====



#4271 From: "Thomas N. Robb" <tomrobb@...>
Date: Mon Nov 16, 2009 2:41 pm
Subject: Re: [Norton AntiSpam] Re: ER classes in Japan
trobb49
Offline Offline
Send Email Send Email
 
Hi Atsuko,

Yes, by all means DO mention it.  The object is to get as many teachers and schools using it as possible.

Yoroshiku!

Cheers,
  Tom

On Mon, Nov 16, 2009 at 11:25 PM, Atsuko Takase <atsukot@...> wrote:
 

Hi Tom,
 
Thank you for your mail.
 
In the manuscript I have actually mentioned the Moodle Reader module in the book. 
Is it OK to introduce your name and University there as well as in the list in the appendix?
 
Thank you.
 
Atsuko
 
 
 
----- Original Message -----
Sent: Monday, November 16, 2009 8:02 AM
Subject: [Norton AntiSpam] Re: [ExtensiveReading] ER classes in Japan

 

Hi Atsuko,

We do ER but we don't have ER classes but teachers could observe students taking the ER quizzes in one of our computer rooms. 

Would there be an appropriate place in the book to mention the MoodleReader module?  http://moodlereader.org

Thomas Robb
trobb@...
Kyoto Sangyo University, Kyoto-fu

Cheers,
  Tom

On Fri, Nov 6, 2009 at 1:11 AM, Atsuko Takase <atsukot@...> wrote:
 

 
Dear All,
 
I am writing a book on Extensive Reading targeted mainly to Japanese teachers of English.
In the book I'd like to introduce institutions where ER is being practiced in Japan.

I'd appreciate it if you would email me directly with the following information by Nov. 14, if you don't mind being included in the list.
 
1. Your name
2. Your work place where ER is being practiced (with prefecture)
3. Your contact email address (if it can be included in the book)
4. Availability of visiting your ER class for teachers who want to start an ER class
 
Thank you in advance.
 
Atsuko Takese

==========================



--
******* Don't miss GLoCALL 2009  in Chiang Mai, Thailand!  *********
************** Dec, 8-11, 2009  http://glocall.org ******************

** Thomas N. Robb, Ph.D., Kyoto Sangyo University, Japan  **
**                       <trobb@...>                        **
**           http://www.cc.kyoto-su.ac.jp/~trobb/index.html            **




--
******* Don't miss GLoCALL 2009  in Chiang Mai, Thailand!  *********
************** Dec, 8-11, 2009  http://glocall.org ******************

** Thomas N. Robb, Ph.D., Kyoto Sangyo University, Japan  **
**                       <trobb@...>                        **
**           http://www.cc.kyoto-su.ac.jp/~trobb/index.html            **

#4270 From: "Atsuko Takase" <atsukot@...>
Date: Mon Nov 16, 2009 2:25 pm
Subject: Re: [Norton AntiSpam] Re: ER classes in Japan
atsukot@...
Send Email Send Email
 
Hi Tom,
 
Thank you for your mail.
 
In the manuscript I have actually mentioned the Moodle Reader module in the book. 
Is it OK to introduce your name and University there as well as in the list in the appendix?
 
Thank you.
 
Atsuko
 
 
 
----- Original Message -----
Sent: Monday, November 16, 2009 8:02 AM
Subject: [Norton AntiSpam] Re: [ExtensiveReading] ER classes in Japan

 

Hi Atsuko,

We do ER but we don't have ER classes but teachers could observe students taking the ER quizzes in one of our computer rooms. 

Would there be an appropriate place in the book to mention the MoodleReader module?  http://moodlereader.org

Thomas Robb
trobb@...-su.ac.jp
Kyoto Sangyo University, Kyoto-fu

Cheers,
  Tom

On Fri, Nov 6, 2009 at 1:11 AM, Atsuko Takase <atsukot@jttk.zaq.ne.jp> wrote:
 

 
Dear All,
 
I am writing a book on Extensive Reading targeted mainly to Japanese teachers of English.
In the book I'd like to introduce institutions where ER is being practiced in Japan.

I'd appreciate it if you would email me directly with the following information by Nov. 14, if you don't mind being included in the list.
 
1. Your name
2. Your work place where ER is being practiced (with prefecture)
3. Your contact email address (if it can be included in the book)
4. Availability of visiting your ER class for teachers who want to start an ER class
 
Thank you in advance.
 
Atsuko Takese

==========================



--
******* Don't miss GLoCALL 2009  in Chiang Mai, Thailand!  *********
************** Dec, 8-11, 2009  http://glocall.org ******************

** Thomas N. Robb, Ph.D., Kyoto Sangyo University, Japan  **
**                       <trobb@...-su.ac.jp>                        **
**           http://www.cc.kyoto-su.ac.jp/~trobb/index.html            **


#4269 From: tom mccarthy <speakup@...>
Date: Mon Nov 16, 2009 10:03 am
Subject: Re: Amelia Bedelia
unavailable_...
Offline Offline
Send Email Send Email
 
I have a category called "Children's Books-Native Speakers".  And put
all of them in there. As you say, there's a lot of unusual usage and
vocabulary there which tickles the imagination of Native kids, but will
leave L2 learners scratching their noggins and thumbing through their
dictionaries.

BTW, my great-grandmother's name was Amelia Adelia.
On Nov 16, 2009, at 4:05 PM, Ron Murphy wrote:

> Hi all. I'm wondering if anyone would care to comment on my little
>  "problem"...
>
>  I do the categorizing of graded readers for our English Center's
>  library. I have had a stack of Amelia Bedelia books staring at me
>  for over a week now daring me to choose what category they will go
>  in. Much of the language, of course, is within reach of our
>  students. But there is so much colloquial language that I wonder if
>  it will leave our students confused and frustrated. After all, we
>  are advertising GRs as "easy reading".
>
>  I am considering putting a note on each Amelia book letting the
>  students know that the premise of this series rests on the dual/
>  multiple meanings of certain terms. I recognize the learning
>  potential that this series play-on- words could represent. But most
>  of our students are not eager enough to go to the necessary lengths
>  for such learning to occur.
>
>  Just curious what you all think of Amelia Bedelia in a GR library
>  (not technically GRs, I know), my idea, etc.
>
>  Thanks.
>
>  Ron
>

#4268 From: hudson murrell <hudson_murrell@...>
Date: Sun Nov 15, 2009 9:52 pm
Subject: Re: ER classes in Japan
hudson_murrell
Offline Offline
Send Email Send Email
 
Atsuko
YES we do it here.
1.  Hudson Murrell
2.  Baiko Gakuin University, Shimonoseki, Yamaguchi
3.  hudson_murrell@...   
4.  Ummm... it's usually as homework, so it is difficult to see it 'in practice.' 
We have an English Education Center where the students 'check out' most of the texts from, and that is available for viewing most working days. 



From: Atsuko Takase <atsukot@...>
To: ExtensiveReading@yahoogroups.com
Cc: 1 ?? ?? <atsukot@...>
Sent: Mon, November 16, 2009 2:07:03 AM
Subject: Re: [ExtensiveReading] ER classes in Japan

 

Dear All,
 
Thank you very much for many replies with the information of your ER classes.
I have found that some of the email sent to me haven't arrived to me or they might have gotten into the spam file and been deleted
(or I might have deleted without noticing). If any of you who sent me email but have not received my return mail, please let me know.
My apologies for the inconveniences. 
 
Though I asked you to send me your information by the 14th (yesterday), I could not finish making the list of ER classes in Japan today.
I will still be working on it during this week. So if any of you who are thinking of offering me your information to be included in the list
I'd like to receive your e-mail.
 
Thank you in advance.
 
Best Regards,
 
Atsuko Takase   
 
 
----- Original Message -----
Sent: Friday, November 06, 2009 1:11 AM
Subject: [ExtensiveReading] ER classes in Japan

 

 
Dear All,
 
I am writing a book on Extensive Reading targeted mainly to Japanese teachers of English.
In the book I'd like to introduce institutions where ER is being practiced in Japan.

I'd appreciate it if you would email me directly with the following information by Nov. 14, if you don't mind being included in the list.
 
1. Your name
2. Your work place where ER is being practiced (with prefecture)
3. Your contact email address (if it can be included in the book)
4. Availability of visiting your ER class for teachers who want to start an ER class
 
Thank you in advance.
 
Atsuko Takese

============ ========= =====



#4267 From: Glen Hill <glenahill@...>
Date: Mon Nov 16, 2009 8:12 am
Subject: Re: Amelia Bedelia
atsubetsutea...
Offline Offline
Send Email Send Email
 
Ron,
What categories do you have now?  I only use fiction and non-fiction, with some subdivisions of non-fiction.
Glenski

On Mon, Nov 16, 2009 at 4:05 PM, Ron Murphy <murphy@...> wrote:
 

Hi all. I'm wondering if anyone would care to comment on my little
"problem"...

I do the categorizing of graded readers for our English Center's
library. I have had a stack of Amelia Bedelia books staring at me
for over a week now daring me to choose what category they will go
in. Much of the language, of course, is within reach of our
students. But there is so much colloquial language that I wonder if
it will leave our students confused and frustrated. After all, we
are advertising GRs as "easy reading".

I am considering putting a note on each Amelia book letting the
students know that the premise of this series rests on the dual/
multiple meanings of certain terms. I recognize the learning
potential that this series play-on- words could represent. But most
of our students are not eager enough to go to the necessary lengths
for such learning to occur.

Just curious what you all think of Amelia Bedelia in a GR library
(not technically GRs, I know), my idea, etc.

Thanks.

Ron



#4266 From: Ron Murphy <murphy@...>
Date: Mon Nov 16, 2009 7:05 am
Subject: Amelia Bedelia
botchan12000
Offline Offline
Send Email Send Email
 
Hi all.  I'm wondering if anyone would care to comment on my little
"problem"...

I do the categorizing of graded readers for our English Center's
library.  I have had a stack of Amelia Bedelia books staring at me
for over a week now daring me to choose what category they will go
in.   Much of the language, of course, is within reach of our
students.  But there is so much colloquial language that I wonder if
it will leave our students confused and frustrated.  After all, we
are advertising GRs as "easy reading".

I am considering putting a note on each Amelia book letting the
students know that the premise of this series rests on the dual/
multiple meanings of certain terms.   I recognize the learning
potential that this series play-on- words could represent.  But most
of our students are not eager enough to go to the necessary lengths
for such learning to occur.

Just curious what you all think of Amelia Bedelia in a GR library
(not technically GRs, I know), my idea, etc.

Thanks.

Ron

#4265 From: "Thomas N. Robb" <tomrobb@...>
Date: Sun Nov 15, 2009 11:02 pm
Subject: Re: ER classes in Japan
trobb49
Offline Offline
Send Email Send Email
 
Hi Atsuko,

We do ER but we don't have ER classes but teachers could observe students taking the ER quizzes in one of our computer rooms. 

Would there be an appropriate place in the book to mention the MoodleReader module?  http://moodlereader.org

Thomas Robb
trobb@...
Kyoto Sangyo University, Kyoto-fu

Cheers,
  Tom

On Fri, Nov 6, 2009 at 1:11 AM, Atsuko Takase <atsukot@...> wrote:
 

 
Dear All,
 
I am writing a book on Extensive Reading targeted mainly to Japanese teachers of English.
In the book I'd like to introduce institutions where ER is being practiced in Japan.

I'd appreciate it if you would email me directly with the following information by Nov. 14, if you don't mind being included in the list.
 
1. Your name
2. Your work place where ER is being practiced (with prefecture)
3. Your contact email address (if it can be included in the book)
4. Availability of visiting your ER class for teachers who want to start an ER class
 
Thank you in advance.
 
Atsuko Takese

==========================



--
******* Don't miss GLoCALL 2009  in Chiang Mai, Thailand!  *********
************** Dec, 8-11, 2009  http://glocall.org ******************

** Thomas N. Robb, Ph.D., Kyoto Sangyo University, Japan  **
**                       <trobb@...>                        **
**           http://www.cc.kyoto-su.ac.jp/~trobb/index.html            **

#4264 From: "Atsuko Takase" <atsukot@...>
Date: Sun Nov 15, 2009 5:07 pm
Subject: Re: ER classes in Japan
atsukot@...
Send Email Send Email
 
Dear All,
 
Thank you very much for many replies with the information of your ER classes.
I have found that some of the email sent to me haven't arrived to me or they might have gotten into the spam file and been deleted
(or I might have deleted without noticing). If any of you who sent me email but have not received my return mail, please let me know.
My apologies for the inconveniences. 
 
Though I asked you to send me your information by the 14th (yesterday), I could not finish making the list of ER classes in Japan today.
I will still be working on it during this week. So if any of you who are thinking of offering me your information to be included in the list
I'd like to receive your e-mail.
 
Thank you in advance.
 
Best Regards,
 
Atsuko Takase   
 
 
----- Original Message -----
Sent: Friday, November 06, 2009 1:11 AM
Subject: [ExtensiveReading] ER classes in Japan

 

 
Dear All,
 
I am writing a book on Extensive Reading targeted mainly to Japanese teachers of English.
In the book I'd like to introduce institutions where ER is being practiced in Japan.

I'd appreciate it if you would email me directly with the following information by Nov. 14, if you don't mind being included in the list.
 
1. Your name
2. Your work place where ER is being practiced (with prefecture)
3. Your contact email address (if it can be included in the book)
4. Availability of visiting your ER class for teachers who want to start an ER class
 
Thank you in advance.
 
Atsuko Takese

==========================


#4263 From: "Kieran" <gradedreading@...>
Date: Wed Nov 11, 2009 7:51 am
Subject: Writing Original Readers
gradedreading
Offline Offline
Send Email Send Email
 
Sue Leather has very kindly allowed me to host an edited version of her
'Writing a Really Good Original Reader' on my site. You can find it here:

http://www.eslreading.org/readers/readers/writingareader.html

There's also a link back to the original article.

Many thanks


Kieran

http://www.eslreading.org

#4262 From: Akio FURUKAWA <fakio@...>
Date: Mon Nov 9, 2009 3:19 pm
Subject: In class reading s Important
fakio11015
Offline Offline
Send Email Send Email
 
Dear Glen,

Students have 70  minutes of SSR in one 80 minutes lesson.
They have some time for selecting books and girls' talking,
so they actuarlly read averagely 60 minutes of SSR in a lesson.
And they also have 10 minutes reading aloud and listening time for
simultaneous reading.

I think "In class reading" is the key to the successful extensive reading.

Akio



>
>
> Akio,
> Do they actually read for the whole 80 minutes or just 30 minutes of
> SSR (which is what I thought you wrote earlier)?  If it's 30 minutes,
> then their reading speed averages out to more than 230 WPM.
> Glenski
>
> On Fri, Nov 6, 2009 at 3:37 PM, Akio FURUKAWA <fakio@...
> <mailto:fakio@...>> wrote:
>
>     Dear Glenn and all,
>
>     In my school, the average total amount of words the students have read
>     in three academic years is about 1 million words.
>     However, a half of the students read English books only in the ER
>     class.
>     (We have 48  80 mitunes lessons in a year. Therefore, they only read
>     78.125 words per minutes.)
>     This the reallity.
>     We have the students read in class, if we want them to read.
>
>     Akio
>
>
>

#4261 From: "Kieran" <gradedreading@...>
Date: Mon Nov 9, 2009 2:55 pm
Subject: +Re: eBooks: a writer's view
gradedreading
Offline Offline
Send Email Send Email
 
Many thanks for this info, Tom. These sites look very promising, particularly
the comic-strip one. I'm experimenting at the moment with the 'sliding page'
format for telling stories - will post when I've got something together.

Kieran
http://www.eslreading.org

--- In ExtensiveReading@yahoogroups.com, t mccarthy <speakup@...> wrote:
>
> I don't know if this has been brought to the attention of this list yet or
not, but this site:
> http://tarheelreader.org/
> allows users to easily create their own readers (which can be viewed on-line
or downloaded in a variety of formats).
> Over 5000 English books. The next highest number is Latin (by which I learned
about this service-- believe me, some of the most modern teachers I know teach
Latin.)
>
> There is also:
> http://www.makebeliefscomix.com/
>
> cheers,
> tom mccarthy
> -----
> st. catalina girls high school
> matsuyama, japan
> -----
>
>
> On Monday, November 09, 2009, at 08:13PM, "dk" <davekees1@...> wrote:
> >
>

#4260 From: t mccarthy <speakup@...>
Date: Mon Nov 9, 2009 1:31 pm
Subject: RE: +Re: eBooks: a writer's view
unavailable_...
Offline Offline
Send Email Send Email
 
I don't know if this has been brought to the attention of this list yet or not, but this site:
http://tarheelreader.org/
allows users to easily create their own readers (which can be viewed on-line or downloaded in a variety of formats).
Over 5000 English books. The next highest number is Latin (by which I learned about this service-- believe me, some of the most modern teachers I know teach Latin.)
There is also:
http://www.makebeliefscomix.com/
cheers,
tom mccarthy
-----
st. catalina girls high school
matsuyama, japan
-----
On Monday, November 09, 2009, at 08:13PM, "dk" <davekees1@...> wrote:
>
 

If there were 100 people on this list and if each produced one reader or simplified some text or story per year we would have 500 in five years.

 

 

From: ExtensiveReading@yahoogroups.com [mailto:ExtensiveReading@yahoogroups.com] On Behalf Of Kieran Mcgovern
Sent: Monday, November 09, 2009 2:20 PM
To: ExtensiveReading@yahoogroups.com
Subject: [ExtensiveReading] +Re: eBooks: a writer's view

 

 

I have also noted that many of my (16-19) students prefer reading onscreen -
even with the problems that conventional screens pose. Personally I
instinctively print off articles etc but I think kids see this as
unnecessary fuss. And from a webmaster's point of view, printing is a
nightmare - I have taken to using Scribd for my site but have only recently
discovered that there are printing problems related to this. Interestingly
none of my visitors have informed me of this, which perhaps suggests that
the materials are being used online

I am also seriously thinking of getting a mini-series of e-readers. With
regard to having an 'official' standard I have mixed feelings. I think it
would be good from the point of view of pointing potential readers in the
right direction but it would need to flexible in terms of allowing different
approaches. I don't want to return to the world where the Penguin editor
told me I couldn't use the word Jaws in the eponymous reader because it was
not on his official list!

Kieran

http://www.eslreading.org/


#4259 From: "dk" <davekees1@...>
Date: Mon Nov 9, 2009 11:13 am
Subject: RE: +Re: eBooks: a writer's view
davkees
Offline Offline
Send Email Send Email
 

If there were 100 people on this list and if each produced one reader or simplified some text or story per year we would have 500 in five years.

 

 

From: ExtensiveReading@yahoogroups.com [mailto:ExtensiveReading@yahoogroups.com] On Behalf Of Kieran Mcgovern
Sent: Monday, November 09, 2009 2:20 PM
To: ExtensiveReading@yahoogroups.com
Subject: [ExtensiveReading] +Re: eBooks: a writer's view

 

 

I have also noted that many of my (16-19) students prefer reading onscreen -
even with the problems that conventional screens pose. Personally I
instinctively print off articles etc but I think kids see this as
unnecessary fuss. And from a webmaster's point of view, printing is a
nightmare - I have taken to using Scribd for my site but have only recently
discovered that there are printing problems related to this. Interestingly
none of my visitors have informed me of this, which perhaps suggests that
the materials are being used online

I am also seriously thinking of getting a mini-series of e-readers. With
regard to having an 'official' standard I have mixed feelings. I think it
would be good from the point of view of pointing potential readers in the
right direction but it would need to flexible in terms of allowing different
approaches. I don't want to return to the world where the Penguin editor
told me I couldn't use the word Jaws in the eponymous reader because it was
not on his official list!

Kieran

http://www.eslreading.org/


#4258 From: Rob Waring <waring_robert@...>
Date: Mon Nov 9, 2009 10:37 am
Subject: Re: +Re: eBooks: a writer's view
waring_robert
Offline Offline
Send Email Send Email
 
At 03:20 PM 11/9/2009, Kieran Mcgovern wrote:
I don't want to return to the world where the Penguin editor
told me I couldn't use the word Jaws in the eponymous reader because it was
not on his official list!

Yikes! Jaws is a proper noun... It's the name of the shark.

My view is that if the word can be glossed within the text or is clear from the context, provided it's not interfering with comprehension, then it's okay to use any word. Flexibility is the key.


Cheers

Rob

waring_robert@...
Skype: waring_robert


#4257 From: Kieran Mcgovern <gradedreading@...>
Date: Mon Nov 9, 2009 6:20 am
Subject: +Re: eBooks: a writer's view
gradedreading
Offline Offline
Send Email Send Email
 
I have also noted that many of my (16-19) students prefer reading onscreen -
even with the problems that conventional screens pose. Personally I
instinctively print off articles etc but I think kids see this as
unnecessary fuss. And from a webmaster's point of view, printing is a
nightmare - I have taken to using Scribd for my site but have only recently
discovered that there are printing problems related to this. Interestingly
none of my visitors have informed me of this, which perhaps suggests that
the materials are being used online

I am also seriously thinking of getting a mini-series of e-readers. With
regard to having an 'official' standard I have mixed feelings. I think it
would be good from the point of view of pointing potential readers in the
right direction but it would need to flexible in terms of allowing different
approaches. I don't want to return to the world where the Penguin editor
told me I couldn't use the word Jaws in the eponymous reader because it was
not on his official list!

Kieran

http://www.eslreading.org/

#4256 From: Glen Hill <glenahill@...>
Date: Fri Nov 6, 2009 6:53 am
Subject: Re: In class reading Is important
atsubetsutea...
Offline Offline
Send Email Send Email
 
Akio,
Do they actually read for the whole 80 minutes or just 30 minutes of SSR (which is what I thought you wrote earlier)?  If it's 30 minutes, then their reading speed averages out to more than 230 WPM.
Glenski

On Fri, Nov 6, 2009 at 3:37 PM, Akio FURUKAWA <fakio@...> wrote:
Dear Glenn and all,

In my school, the average total amount of words the students have read
in three academic years is about 1 million words.
However, a half of the students read English books only in the ER class.
(We have 48  80 mitunes lessons in a year. Therefore, they only read
78.125 words per minutes.)
This the reallity.
We have the students read in class, if we want them to read.

Akio




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#4255 From: Akio FURUKAWA <fakio@...>
Date: Fri Nov 6, 2009 6:37 am
Subject: In class reading Is important
fakio11015
Offline Offline
Send Email Send Email
 
Dear Glenn and all,

In my school, the average total amount of words the students have read
in three academic years is about 1 million words.
However, a half of the students read English books only in the ER class.
(We have 48  80 mitunes lessons in a year. Therefore, they only read
78.125 words per minutes.)
This the reallity.
We have the students read in class, if we want them to read.

Akio

#4254 From: Mark Brierley <mark2@...>
Date: Fri Nov 6, 2009 6:19 am
Subject: Re: re. Akio's post on reading material is too difficult
mark13867
Offline Offline
Send Email Send Email
 
Hi Richard,

My experience teaching in a national university in Japan is similar to Akio's, although I'd start my students at i-1 where he would maybe prefer i-3! Even on an EPER reading test (which I think over-estimates students' fluent reading ability) a significant number were below level E (i.e. below OBW1). The EPER placement test (which has several cloze passages) puts them a level or two lower.

I also agree that (perceived?) lack of time is a major reason students don't read, but this does not mean that the books are not too difficult. They may not have read enough to realise that they are too difficult, or may judge difficulty by the standards of high school entrance exams, which sometimes make L1-targetted texts look easy!

Mark


2009/11/6 Lemmer Richard <richard@...>
 

Glenski,

Only reporting the facts as presented to me. <grin> Actually I agree with you. It is a matter of (misplaced?) priorities rather than actual free time. The students who took part in this survey were all in elective classes, so I assume there is a certain level of motivation, or at least interest, on their part. Still, there are some days when the only time I can find a few minutes for pleasure reading is in the WC.

Richard




Glen Hill wrote:
 

Richard (and all),
Re: lack of time
I always joke about that with students who give me the same reply.  Yeah, yeah, I know uni students' lives are busy with clubs, meeting new people, learning new surroundings, etc.  HOWEVER, do you have 10 or 15 minutes free every day?  They always say yes, especially if I point out commuting time, time while doing lab experiments or laundry, or lunch time.

Then, I have them.  Use the 10-15 minutes to read.  Since the average student reads 100 words/minute, you can tell them how many pages they can finish.  The trick is to get them to do it daily (or at least very often).

My data on 100 WPM comes from 160 students or so (average was actually 110 WPM), and the range was incredibly large (35-50 at the low end, and 270 at the upper end).  Not all the upper end readers had good speaking or listening ability, either.

No time?  Nope.  I don't buy it, and neither should they be able to use it as an excuse.  Of course, we not only have to point this out to them, but we have to engage them in the act of reading in class first.  Bait, hook, reel them in.

Glenski

On Fri, Nov 6, 2009 at 1:37 PM, Lemmer Richard <richard@...> wrote:
 

Hi Akio,

Thanks for the quick response. The reason I asked is that I conducted a
survey about students' reading habits and preferences and although I
have yet to write it up and finish the analysis of the data, my results
were a little different. It may be an apples and oranges topic since you
were speaking about the level of difficulty in two levels of graded
readers published by one company and I was asking about why each student
did not read more in English. All participants were in ER classes at two
universities in Okayama. The majority were from Okayama University.

Of the 100 respondents, only 33 in the pre and 12 in the post cited
"difficulty" as the reason. Good news as the ER class appears to have
helped them to imporve thier reading skills. The main reason given, and
I believe this mirrors others research, was "lack of time"; 47 for pre
and 62 for post administration. I guess this means that time spent on
their studies, club activities and part-time jobs increased as the
semester progressed. An earlier pilot showed basically the same results.
The participants were from various faculties, including engineering, but
I haven't broken down results by faculty yet.

Richard

" I asked the students who came to my lecures if OBW0 and OBW1 were
easy to read or not. I got the data then.
Most of the students majored in science."


_




--
Mark Brierley
Language Education Centre
School of General Education
Shinshu University
Matsumoto, Nagano, Japan
+81 263 37-2923
mobile 090 4464 6391

#4253 From: Lemmer Richard <richard@...>
Date: Fri Nov 6, 2009 6:10 am
Subject: Re: re. Akio's post on reading material is too difficult
richardlemme...
Offline Offline
Send Email Send Email
 
Glenski,

Only reporting the facts as presented to me. <grin> Actually I agree with you. It is a matter of (misplaced?) priorities rather than actual free time. The students who took part in this survey were all in elective classes, so I assume there is a certain level of motivation, or at least interest, on their part. Still, there are some days when the only time I can find a few minutes for pleasure reading is in the WC.

Richard


Glen Hill wrote:
 

Richard (and all),
Re: lack of time
I always joke about that with students who give me the same reply.  Yeah, yeah, I know uni students' lives are busy with clubs, meeting new people, learning new surroundings, etc.  HOWEVER, do you have 10 or 15 minutes free every day?  They always say yes, especially if I point out commuting time, time while doing lab experiments or laundry, or lunch time.

Then, I have them.  Use the 10-15 minutes to read.  Since the average student reads 100 words/minute, you can tell them how many pages they can finish.  The trick is to get them to do it daily (or at least very often).

My data on 100 WPM comes from 160 students or so (average was actually 110 WPM), and the range was incredibly large (35-50 at the low end, and 270 at the upper end).  Not all the upper end readers had good speaking or listening ability, either.

No time?  Nope.  I don't buy it, and neither should they be able to use it as an excuse.  Of course, we not only have to point this out to them, but we have to engage them in the act of reading in class first.  Bait, hook, reel them in.

Glenski

On Fri, Nov 6, 2009 at 1:37 PM, Lemmer Richard <richard@cjc.ac.jp> wrote:
 

Hi Akio,

Thanks for the quick response. The reason I asked is that I conducted a
survey about students' reading habits and preferences and although I
have yet to write it up and finish the analysis of the data, my results
were a little different. It may be an apples and oranges topic since you
were speaking about the level of difficulty in two levels of graded
readers published by one company and I was asking about why each student
did not read more in English. All participants were in ER classes at two
universities in Okayama. The majority were from Okayama University.

Of the 100 respondents, only 33 in the pre and 12 in the post cited
"difficulty" as the reason. Good news as the ER class appears to have
helped them to imporve thier reading skills. The main reason given, and
I believe this mirrors others research, was "lack of time"; 47 for pre
and 62 for post administration. I guess this means that time spent on
their studies, club activities and part-time jobs increased as the
semester progressed. An earlier pilot showed basically the same results.
The participants were from various faculties, including engineering, but
I haven't broken down results by faculty yet.

Richard

" I asked the students who came to my lecures if OBW0 and OBW1 were
easy to read or not. I got the data then.
Most of the students majored in science."


_


#4252 From: Glen Hill <glenahill@...>
Date: Fri Nov 6, 2009 5:59 am
Subject: Re: re. Akio's post on reading material is too difficult
atsubetsutea...
Offline Offline
Send Email Send Email
 
Richard (and all),
Re: lack of time
I always joke about that with students who give me the same reply.  Yeah, yeah, I know uni students' lives are busy with clubs, meeting new people, learning new surroundings, etc.  HOWEVER, do you have 10 or 15 minutes free every day?  They always say yes, especially if I point out commuting time, time while doing lab experiments or laundry, or lunch time.

Then, I have them.  Use the 10-15 minutes to read.  Since the average student reads 100 words/minute, you can tell them how many pages they can finish.  The trick is to get them to do it daily (or at least very often).

My data on 100 WPM comes from 160 students or so (average was actually 110 WPM), and the range was incredibly large (35-50 at the low end, and 270 at the upper end).  Not all the upper end readers had good speaking or listening ability, either.

No time?  Nope.  I don't buy it, and neither should they be able to use it as an excuse.  Of course, we not only have to point this out to them, but we have to engage them in the act of reading in class first.  Bait, hook, reel them in.

Glenski

On Fri, Nov 6, 2009 at 1:37 PM, Lemmer Richard <richard@...> wrote:
 

Hi Akio,

Thanks for the quick response. The reason I asked is that I conducted a
survey about students' reading habits and preferences and although I
have yet to write it up and finish the analysis of the data, my results
were a little different. It may be an apples and oranges topic since you
were speaking about the level of difficulty in two levels of graded
readers published by one company and I was asking about why each student
did not read more in English. All participants were in ER classes at two
universities in Okayama. The majority were from Okayama University.

Of the 100 respondents, only 33 in the pre and 12 in the post cited
"difficulty" as the reason. Good news as the ER class appears to have
helped them to imporve thier reading skills. The main reason given, and
I believe this mirrors others research, was "lack of time"; 47 for pre
and 62 for post administration. I guess this means that time spent on
their studies, club activities and part-time jobs increased as the
semester progressed. An earlier pilot showed basically the same results.
The participants were from various faculties, including engineering, but
I haven't broken down results by faculty yet.

Richard

" I asked the students who came to my lecures if OBW0 and OBW1 were
easy to read or not. I got the data then.
Most of the students majored in science."



#4251 From: Lemmer Richard <richard@...>
Date: Fri Nov 6, 2009 4:37 am
Subject: re. Akio's post on reading material is too difficult
richardlemme...
Offline Offline
Send Email Send Email
 
Hi Akio,

Thanks for the quick response. The reason I asked is that I conducted a
survey about students' reading habits and preferences and although I
have yet to write it up and finish the analysis of the data, my results
were a little different. It may be an apples and oranges topic since you
were speaking about the level of difficulty in two levels of graded
readers published by one company and I was asking about why each student
did not read more in English. All participants were in ER classes at two
universities in Okayama. The majority were from Okayama University.

Of the 100 respondents, only 33 in the pre and 12 in the post cited
"difficulty" as the reason. Good news as the ER class appears to have
helped them to imporve thier reading skills. The main reason given, and
I believe this mirrors others research, was "lack of time"; 47 for pre
and 62 for post administration.  I guess this means that time spent on
their studies, club activities and part-time jobs increased as the
semester progressed. An earlier pilot showed basically the same results.
The participants were from various faculties, including engineering, but
I haven't broken down results by faculty yet.

Richard


" I asked the students who came to my lecures if OBW0 and OBW1 were
easy to read or not. I got the data then.
Most of the students majored in science."

#4250 From: Mark Brierley <mark2@...>
Date: Fri Nov 6, 2009 3:56 am
Subject: Re: quoting people from this site
mark13867
Offline Offline
Send Email Send Email
 
This doesn't make any difference to the moderator's rules for conduct among members of the group, but as far as I can tell all of our messages can be seen on http://groups.yahoo.com/group/ExtensiveReading without logging in. This is not a private discussion. It's out there for anyone to google and cite!

2009/11/6 Vanessa Crary Vaile <vcrary@...>
 

My apologies for unintended kerfuffle or ruffled feathers. I thought it was understood that "privacy" referred to citing posts off list, especially in papers submitted for publication or presentation. If you want to forward a message off list without permission, it would, of course, be next to impossible to monitor ... just as so much other "text recycling" off the web is impossible to monitor. Nevertheless, private discussion lists are not the same as public forums, blogs and wikis. 

Asking permission before using someone else's words makes sense. How hard can it be to send a private note expressing appreciation of content and asking permission to cite?

There are established academic lists that will suspend or ban members who forward or repost messages without permission. If you publish in an academic journal, aren't you expected to follow that journal's style sheet and guides for documentation? Accuse them of cultural imperialism. Not me. Personally, I could care less and think all knowledge should be open and shared ~ but would hope for the kindness of strangers to ask and credit.

Back to reading only ~ 

Vanessa



--
Mark Brierley
Language Education Centre
School of General Education
Shinshu University
Matsumoto, Nagano, Japan
+81 263 37-2923
mobile 090 4464 6391

#4249 From: "carlos_teacher_77" <carlos_teacher_77@...>
Date: Thu Nov 5, 2009 8:19 pm
Subject: On recent activity
carlos_teach...
Offline Offline
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Hi all,

Well I've been lurking for a while, sorry. But the activity of recent days has prompted me to "delurk". I'll try to make brief comments on some of the topics.

Reading on line

For some people reading online is a whole different process from traditional reading. For others, it is the same process with a few differences imposed by the medium. Reading rates are slowewrs in on-the-screen reading but studies on strategies used report similar strategies to those in well-established inventories. There are of course new skills involved like clicking on links, going back and evaluation the credibility/validity of information found in online sources. For me, it is the same process. The reader will still need to construct meaning from the text, skim, scan, make predictions, confirm hypothesis, guess new words, etc. This being said, then online ER is still ER. In 2007 Krashen puvlished a chapter entitled Free Voluntary Web Surfing in which he claimed that letting students browse the texts (self selection) they select (interesting/relevant) and in large amounts (any search engine gives thousands even millions of entries for almost any search you might run) was key to online reading. Regarding text difficulty he advocated for his old concept of narrow reading -reading many texts over a single topic or genre. This is claim to be facilitative of reading comprehension and vocabulary acquisition given that students are more likely to encounter and re-encounter discoursive conventions, vocabulary items (not only words, but frequent collocations, idioms, etc). The more they read, the more they get familiar with this. To the best of my knowledge, articles on Online ER have focused on students' reported advantages and their perceptions. In Juan's article (Pino-Silva 2006) and Arnold's (2009 in Foreign Language Annals) students have reported favorable attiitudes towards online ER even when the i-1 or i+1 criteria were not always met by texts used.

ER comprehension tasks

I have often seen authors suggesting that ER should not be accompanied by tasks (and some call it the reading only approach). However, definitions by some authors (See Renandya, Jacobs and even Krashen) clearly state that tasks are part of ER. What tasks are better? Well, the jury is still out on this question raging from verbal reports, recall tasks in the students' L1, writing the main idea, library card-like formats, etc. In Venezuela, at schools and universities it is common to find that students don't do something unless it has a score or grade. This is probably the least pedagogical reason to support tasks, but for me is quite a valid one if the goal is to have students read. Assigning a task, of course, does not mean that other motivational strategies should be abandoned, in fact, I would say that these are essential together with a grade -specially if by the end of the day the expected result is students reading more.

Die paper die

I think we are still far from the day nothing is available on paper. Paper materials and electronic ones have co-existed long and I think they will continue to do so for a while. But the point Dave made is a strong one. When changes come we normally tend to resist them but as time passes we get used to them and before we notice it we even become dependent of the new technologies. I used to hate cellphones a few years back and now I feel I lack a limb when my cellphone runs out of battery or I leave it home. I also love pper books and all the emotional appeals other members mentioned, but when the time comes I'm sure I'll survive and continue reading from any electronic device. On the other hand, I have observed that in some casesw, at least in my country, students still prefer to print something to read it. While that reality remains we teachers will have -my point of view- to combine both electronic and printed materials.

Quoting from the forum

I think it is great that this question came up. I've wondered myself many times if that was Ok or not. I really appreciate the fact that the question was posted and all the replies that came after it.

Well, sorry about the long post and I hope I covered -at least briefly- the different topics being discussed.

Carlos

#4248 From: "Atsuko Takase" <atsukot@...>
Date: Thu Nov 5, 2009 4:11 pm
Subject: ER classes in Japan
atsukot@...
Send Email Send Email
 
 
Dear All,
 
I am writing a book on Extensive Reading targeted mainly to Japanese teachers of English.
In the book I'd like to introduce institutions where ER is being practiced in Japan.

I'd appreciate it if you would email me directly with the following information by Nov. 14, if you don't mind being included in the list.
 
1. Your name
2. Your work place where ER is being practiced (with prefecture)
3. Your contact email address (if it can be included in the book)
4. Availability of visiting your ER class for teachers who want to start an ER class
 
Thank you in advance.
 
Atsuko Takese

==========================

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