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APRICOT I KITS (1985) Cat. No. APR201 Manual and 50 Pictures: $135.00
Develop language with these 50 event based pictures! These color pictures uniquely depict the whole context of people sharing actions for the development of basic language. Drawing, signing, reading and writing the stories creates events within thematic units for pre-primary through elementary age students. Includes a manual for group process.
APRICOT II KIT (1989) Cat. No. APR202 Manual and 25 Pictures: $135.00
Social, health and safety issues are depicted in 25 situational black and white pictures. These oversized (12 x 16) pictures may be used as starting points for language units with preadolescents and adolescents. The pictures come with a manual to assist in curricular development.
RISES I Cat. No. APR203 Manual and Work Pages set: $34.95
Cat. No. APR203A Ten Sets of WorkPages for Group use (without manual): $19.95
The RISES I Manual and WorkPages provide a user friendly approach to reading. Teachers and parents find the fomat easy to facilitate. The step-by-step booklet takes a pre-primary/elemetary level non-reader through pictures, picture dictionaries and story scripts into conventional reading and writing. The WorkPages include five, five-page story scripts.
RISES II
The RISES II Story script process guides third through sixth grade (and older) students through a visual process of writing and reading their own meaningful, relational stories about real-life pictured events. Using RISES II students tell, draw, read write and refine their ideas to complete an edited, final draft story. RISES II is easy to use since all instructions are built into the story script process.
TEMPORAL ANALYSIS OF PROPOSITIONS (TemPro) Cat. No. APR206 Examiner's Manual and 20 Protocols: $55.00
Cat. No. APR206A Additional Protocols (set of 20): $15.00
This language assessment tool is used to find out if a student eight years or older is able to connect ideas. Normative data is provided. No "testing" is required--only the collection and recording of a short narrative language sample which is then analyzed as as to how the student represents time relationships. This assessment allows for identification of learning language differences where other instruments fail to provide verifiable data.
A GUIDE TO CARTOONING AND FLOWCHARTING
Cat. No. APR207
Manual, 57 pages, 48 pages contain cartoon examples with instructions: $19.95
This guide describes the academic, behavior and social ways to use cartooning and flowcharting to bridge the differences between a variety of learners in the areas of speaking, reading, and writing. Contains specific examples for each of these three ways to use cartooning followed by examples of flowcharts.
Cat. No. APR208
Event-Based Learning Handbook, part of the "Curriculum Companions" Materials Set: $39.00 Please see the separate sub-page for: "Curriculum Companion" Materials
Cat. No. APR209
Teacher Guide (RISES Process), Part of the "Curriculum Companions" Materials Set: $19.00 Please see the separate sub-page for: "Curriculum Companions" Materials
Cat. No. APR210
A Whale of a Tale, Part of the "Curriculum Companions" Materials Set: $29.00 - Please see the separate sub-page for: "Curriculum Companions" Materials
Cat. No. APR211(3)
All three "Curriculum Companions" Materials, $ 75.00 (A $12.00 savings compared to ordering the three components separately)
Please see the separate sub-page for "Curriculum Companions" Materials
Bird Watching and Bird Habitats, $29.00 Cat. No. APR212
Developed to guide students, grades K-3, through a visual process of writing and reading their own meaningful, relational stories using pictured events based on bird watching and bird habitats. The manual includes 3 pictured events: people building birdhouses, people hanging birdhouses, and people watching birds. The manual also includes story work pages with pictographs for each pictured event. All readers including struggling readers easily read the story work pages. Picture dictionaries, cartoon drawing paper, and final writing paper are also included.
Pond and Stream Habitats, $29.00 Cat. No. APR213
Developed to guide students, grades K-3, through a visual process of writing and reading their own meaningful, relational stories based on pond and stream habitats. The manual includes 3 pictured events: people exploring a pond, people making an aquarium, and people following animal tracks at a stream. The manual also includes story work pages with pictographs for each pictured event. All readers including struggling readers easily read the story work pages. Picture dictionaries, cartoon drawing paper, and final writing paper are also included.
(Pond and Stream Habitats and Bird Watching and Bird Habitats are RISES Reading and Writing Activities by Heidi Sobotka, M.Ed.)
A Guide to Visual Strategies for Young Adults, $19.95
Cat. No. APR214
This handbook is designed to help adolescents and young adults acquire learning strategies related to organization, academics, and social behavior. The use of these strategies will help adolescents and young adults become academically successful and socially competent.
From the introduction to "A Guide to Visual Strategies for Young Adults"
Many adolescents approach high school, community college, and college equipped with the same tools they used for their elementary years. For example, if they learned to say the sounds of the words when they were taught to read in the elementary grades, then often they will self-talk slowly and methodically through reading pages as an adult. At the end of word calling silently what is on the page, many students say they do not remember what they read, that reading is too time consuming, and/or that they don't gain much from reading. As an adult, taking old coping mechanisms such as saying the sounds to read, and using these old learning methods may not work as well as these skills worked in elementary grades. The purpose of this guide is to provide "new tools" for learning, based on how the mind uses language. The adolescent or adult needs more sophisticated tools that what was used in the elementary grades. The better the tools, the better the learning power.
This guide consists of six sections: 1) How do we learn?; 2) How does language work as a tool for learning?; 3)What are some reading strategies?; 4) What are some writing strategies?; 5) How do we put all the visual pieces into life?; and 6) What are some strategies to help us organize ourselves?
Balanced Literacy, $19.95
Cat. No. APR215
Phonics, Viconics, Kinesics "Developing English is not the same as learning" "To see ideas is to learn strategies for literacy"
Publisher: APRICOT, Inc. Authors: Ellyn Lucas Arwood, Ed.D. Mabel M. Brown, M.A.
The preface to Balanced Literacy:
Literacy is a primary focus of education today. Emphasis on professional and scholarly organizations offers standards for language arts and content areas. These standards are aimed at improving children's test scores on reading, writing, listening, and speaking as well as designed to improve students' abilities to communicate, view, and think about the world around them. This focus on literacy suggests that educators must be equipped with a variety of methods to meet the diversity of learners in today's society. Even though we recognize that content supports the development of skills, the methods in the primary grades continue to be on developing skills, not on content. As students age and their skills remain below expectations, the emphasis on skills at the expense of content continues even through the middle and high school grades. Most educators maintain that they seek a balanced approach to literacy. But, on examination of state and district policies in the U.S., there remains the philosophy that literacy refers primarily to teaching a student to read, write, and spell. This notion is further narrowed by legislating a single auditory approach to teaching children the language arts skills for more advanced learning. This auditory approach emphasizes that the learning of phonics and phonemic awareness is necessary and mandatory to reading, writing, speaking, and listening to English. However, this push to emphasize oral fluency as the central measure of reading, and the cultural ethnocentric value that learning to read through phonics and phonemic awareness is only one way to decode, is not balanced. In fact there are other ways to decode English besides using sounds and letters. The purpose of this book is to expose the reader to a truly balanced literacy approach-an approach that includes a multilingual perspective to learning to speak, read, and write. This multilingual approach uses principles of viconics and kinesics to add a visual and motor dimension to learning to read and write English, an auditory language. With the recognition that classrooms consist of different learners, then a multilingual approach to literacy is critical. This multilingual approach is based on what is known about languages, not just English, and how we neurobiologically learn languages. These methods and strategies have been used with hundreds of clients and used by hundreds of teachers providing a database. Many of the students who have successfully used the principles in this book previously failed programs that emphasized strong phonics and phonemic awareness approaches. The approach in this book offers hope to students who struggle with phonics and phonemic awareness and offers to these students a more balanced approach to the multiple ways students learn language for successfully reading, writing, thinking, viewing, speaking, and listening. According to J. David Cooper, "We must view literacy as the ability to communicate in real-world situations, which involves the abilities of individuals to read, write, speak, listen, view, and think," (p. 6). This book will take the reader through the way learners acquire concepts for use in these areas of literacy. This foundation will offer the reader the rationale for using a balanced approach to literacy to include kinesics and viconics. Each of these terms will be defined and strategies for this balanced approach will be provided. We wish the reader the best in offering all students the right to learn to use printed information, to speak English with the fluency of an educated person, and to write with ease and eloquence of being literate. These competencies should reflect the student's ability to think and view the world around each of them.
NURSE EDUCATORS: USING VISUAL LANGUAGE $21.00 Cat. No. APR216
This book emphasizes the use of visual language structures (drawing, flowcharting, etc.) during instruction by nurse educators, to meet the needs of all learners. Drawing ideas helps learners see how concepts connect to spoken or written patterns, as well as helping learners acquire more abstract concepts. This instruction guide takes the reader through 1) the differences between learners with visual mental language and auditory mental language,
2) the differences between visual language teaching and auditory language teaching, and 3) the development of visual and auditory concepts. This book also provides the reader with visual language strategies, faculty examples of visual language lessons, and student examples of visual language note taking. The rationale for using visual language structures and information about how to begin using such structures is emphasized.
Authors: Ellyn Arwood, Joanna Kaakinen, and Anita Lee Wynne.
NEW PUBLICATION
Make it Visual in the Classroom $34.95.
Cat. No. APR217
This 100 page book describes effective language practices for improved learning to be literate in elementary classrooms. The book is divided into five sections: Why should we concentrate on language development in the classroom? How does language affect classroom learning? How do we apply visual meta-linguistic properties to instruction? How does a classroom teacher meet the learning needs of all students? How am I doing with adding visual language properties to my classroom instruction? In addition to the text material that is illustrated to show auditory text as visual graphics, the reader will find useful the supplementary preface, appendices, and DVD demonstrating some of the classroom methods. This book is easy to understand with emphasis on applications. The text is amply supported by visual graphics, case studies and a teacher narrative of how to set up an elementary classroom for maximum language and learning. Authors: Ellyn Arwood, Mabel Brown, and Bonnie Robb.
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