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Key facts about Asian Americans, a diverse and growing population. Direct quotations from sources that do not contain pages should not reference a page number. Instead, you may reference another logical identifying element: a paragraph, a chapter number, a section number, a table number, or something else. Older works like religious texts can also incorporate special location identifiers like verse numbers. In short: pick a substitute for page numbers that makes sense for your source.
If you are paraphrasing an idea from another work, you only have to make reference to the author and year of publication in your in-text reference and may omit the page numbers. APA guidelines, however, do encourage including a page range for a summary or paraphrase when it will help the reader find the information in a longer work. If you refer to the title of a source within your paper, capitalize all words that are four letters long or greater within the title of a source: Permanence and Change.
When capitalizing titles, capitalize both words in a hyphenated compound word: Natural-Born Cyborgs. She added that she had decided to open her store in Boulevard during Riyadh Season as a marketing ploy for a startup concept store that will open in December in a different location.
She said that her startup store will have a bowling alley and a coffee shop alongside the concept store. Visitors can enjoy themselves by playing games, eating, drinking, and shopping all in the same place at the same time. Because of the huge success of sales and interactions, these businesses are planning to continue their business in Boulevard even after Riyadh Season is over. JEDDAH: Experts, historians, architects and students alike are set to view the historical evolution, meanings and functions of mosques at an international conference held at the King Abdulaziz Center for World Culture — Ithra.
From Nov. Shatr Almasjid: The Art of Orientation, an adjoining exhibit on the sidelines of the event, takes guests into a journey where they can view the historical meaning, evolution and function of mosques while examining the meanings and contexts behind the structures, their interiors and their artifacts, looking at how they served not only as places of worship, but also as community spaces with diverse functions. The events will feature more than 25 international, local and regional experts.
The Award possesses an international database for mosque architecture data, as well as a global professional network for all architects, researchers and professionals working in mosque architecture. JEDDAH: For hundreds of years, houses built on the Farasan Islands withstood the sands of time while enduring storms, extreme heat, and humidity, as they also stood firm against battles. Their facades were adorned with inscriptions inspired by the Indian and Roman civilizations.
The inhabitants were known to the pearl divers and merchants, and if you look deeper, there is more than meets the eye. The presence of Sabean and Himyaritic inscriptions dated back more than 2, years, Muftah said. He also said inhabitants used to grind and burn plaster and lime found in mines to paint the facades of their homes and walls. If the language objective for a middle school social studies lesson is for the students to orally retell the key characteristics in a historical event using sequential language, it is important that the teacher previews sequential language with the students, such as providing sentence stems or frames, and builds into the lesson some structured pair work so the students have an opportunity to retell the event to a peer.
Therefore, careful lesson planning is another essential step in preparing effective language objectives. In this co-planning scenario, each teacher used his expertise to better integrate content and language instruction for the language learners. This type of collaboration can help a teacher like Mr. Zhang learn more about the second language acquisition process of his students and can help a teacher like Mr. Lewis become more familiar with the grade-level content expectations that his English learners encounter in content area classes.
The language objective that the teacher selects will depend on what the English learners in the class need most at that point in the year and what language is most important to understanding the content concepts.
If the students have already spent a good deal of time working with new vocabulary, then the teacher might consider having students use that vocabulary to develop their writing skill by writing a summary of the process they followed.
Conversely, the teacher might want to help students become more proficient with a particular type of graphic organizer in order to develop more strategic language learning.
As all teachers know, teaching is a dynamic and complex process that requires a multitude of decisions to be made. However, the advance planning required in creating language objectives allows teachers to better anticipate the academic English needs of all students thus increasing the comprehensibility of the lessons. It is important for teachers to realize that even though their lesson may include all four language skills it is good if they do, since the language skills reinforce one another , they do not need to post a language objective for every language-related item addressed in the lesson.
Teachers address many instructional needs in a or minute class period. Rather than highlighting all language uses in a particular lesson, it is important for the teacher to think about what is non-negotiable in that lesson.
In other words, the teacher should keep the perspective of the English learner in mind and ask, "Of all of the skills and functions addressed in my lesson, which is most important for helping students meet the grade-level standard and develop their language proficiency?
A language objectives for a high school English Language Arts class might look something like this:. Students will be able to orally justify their character's actions during a discussion group. Both of the above objectives are measurable, but both also take into account appropriate developmental stages of the students. Teachers of young students e. For example, we have seen kindergarten teachers use symbols such as a pencil to symbolize "write" and a mouth to symbolize "talk" when they post their objectives for the children to see.
We have also seen teachers of young learners rely on pictures to show the key terms they want the students to use or to convey the topic of the lesson e.
One way that teachers can ensure that their language objectives are measureable and student-friendly is by using appropriate verbs. Because language objectives should provide students with practice in the four language skills of reading, writing, listening, and speaking, verbs related to those skills might include, but are not limited to, the following:.
It is also important to not equate low language proficiency with limited cognitive ability. Therefore, teachers will want to make sure that the language objectives they create also reflect tasks that fall on the higher end of Bloom's Taxonomy and use verbs e.
As noted above in the guidelines to creating language objectives, language functions are also a potential source for language objectives. Verbs related to language functions might include:. Math task: Solve multi-step inequalities that involve multiplying or dividing by variables. How this happens may differ according to the grade level and content area of the class.
Some teachers like to have the students choral read the objectives, while teachers of older students sometimes have them record the language objectives in their journal in addition to asking an individual student to read them aloud. Although all teachers have students of varying language proficiency and skill levels in their classes, it is not necessary to differentiate language objectives by creating and posting multiple language objectives that reflect these proficiency levels.
Rather, teachers should have one language objective that is appropriate for all students to meet. To provide the appropriate differentiation, the teacher would provide different scaffolds e. For example, an appropriate language objective for an upper elementary language arts class might be for the students to be able to orally list text features found in a non-fiction book.
For lower proficiency language learners, the teacher may give them a word bank from which to choose the text features; therefore, the students are meeting the same objective but with the appropriate amount of linguistic support from the teacher.
While teachers like Ms. Shell understand that the characteristics of good teaching for English learners does not change in a virtual environment, they do understand that instruction will necessarily need to look different in order to account for the challenges that distance learning presents for many learners. Many different ways exist for teachers to present language objectives in remote learning. For example, teachers might:. Teachers in distance learning environments must also carefully consider how they will assess learner understanding and engagement throughout the lesson.
Given the challenges virtual learning platforms present towards capturing data on learner comprehension e. It is also essential that students understand how teachers will measure their progress towards meeting each objective.
Towards this aim, teachers must build in multiple comprehension checks throughout the lesson that align to the lesson's objectives.
Teachers can:. At the conclusion of a lesson, teachers can assess student progress towards meeting objectives via:.
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