Search

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 9 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health and Personal Life Skills"; (9) "Information and Communication Technology"; (10) "Integrated Occupational Program"; and (11) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 7 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health and Personal Life Skills"; (9) "Information and Communication Technology"; and (10) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 6 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 6 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Language Arts in Language Programs (Immersion and Bilingual)"; (5) "Mathematics"; (6) "Science"; (7) "Social Studies"; (8) "Information and Communication Technology"; (9) "Physical Education"; (10) "Health"; (11) "Fine Arts"; and (12)"Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 3 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 3 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Language Arts in Language Programs (Immersion and Bilingual)"; (5) "Mathematics"; (6) "Science"; (7) "Social Studies"; (8) "Information and Communication Technology"; (9) "Physical Education"; (10) "Health"; (11) "Fine Arts"; and (12)"Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 2 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 2 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Language Arts in Language Programs (Immersion and Bilingual)"; (5) "Mathematics"; (6) "Science"; (7) "Social Studies"; (8) "Information and Communication Technology"; (9) "Physical Education"; (10) "Health"; (11) "Fine Arts"; and (12)"Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 4 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 5 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Language Arts in Language Programs (Immersion and Bilingual)"; (5) "Mathematics"; (6) "Science"; (7) "Social Studies"; (8) "Information and Communication Technology"; (9) "Physical Education"; (10) "Health"; (11) "Fine Arts"; and (12)"Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 1 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 1 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Language Arts in Language Programs (Immersion and Bilingual)"; (5) "Mathematics"; (6) "Science"; (7) "Social Studies"; (8) "Information and Communication Technology"; (9) "Physical Education"; (10) "Health"; (11) "Fine Arts"; and (12)"Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

This teacher's guide, intended for the instruction of both French as a first language and French as a second language in an immersion setting, provides a host of strategies for teaching interactive oral presentation skills in the classroom (Grades 1 through 7). Section 1 is designed to bring the teacher's awareness to the training procedure, discussing the motivation to learn new strategies, preparing for their implementation, and the transfer of knowledge. Section 2 presents the practical aspects of oral presentation and interaction strategies, including preparation, implementation, and evaluation. Thirty-one appendixes provide examples and teaching aids in support of the main document. (AS)

This teacher's guide, intended for the instruction of both French as a first language and French as a second language in an immersion setting, provides a host of strategies for teaching interactive oral presentation skills in the classroom (Grades 6 through 12). Section 1 is designed to bring the teacher's awareness to the training procedure, discussing the motivation to learn new strategies, preparing for their implementation, and the transfer of knowledge. Section 2 presents the practical aspects of oral presentation and interaction strategies, including preparation, implementation, and evaluation. Thirty-two appendixes provide examples and teaching aids in support of the main document. (AS)

This document is the first in a 3-part collection titled "Teaching English Language Arts (ELA) to Francophone Program Students" to be used primarily by ELA teachers in their efforts to ensure that francophone program students build on their established French language skills when learning English. It is designed to show that a strong correlation exists between learning outcomes outlined in the Francais and ELA programs of study and to indicate which specific learning outcomes (SLOs) in the ELA program of studies have corresponding SLOs in the Francais program of study. Part 1 provides the user with the 1998 Alberta Learning ELA program of studies. Part 2 consists of an English translation/version of all the SLOs included in the 1998 Alberta Learning Francais program by grade level. (AS)

This document is designed for use by teachers of French-as-a-first-language kindergarten programs in Alberta. It outlines the vision, elements, and goals of the program, explains the context of the francophone environment in Alberta, and provides practical tools for the implementation of the program in consideration of the specific needs of the province's francophone students. Part 1 (Portraits) discusses how to "read" not only the student in the context of his home, school, and community, but also how to understand the teacher as well as the community (home, school, francophone community, the province, Canada, the world) as a whole. Part 2 (Treasure Chest) addresses the planning and implementation of the curriculum and ways of involving the community in the program. The last chapter discusses evaluations (material learned, self-evaluation of the child, evaluation by the parents) and program evaluation (by the teacher, school staff, parents, students, and the community). Forty-two appendixes provide background information, practical examples, and work sheets in support of the document. (AS)

The document is designed for the use by teachers of French immersion Kindergarten programs in Alberta. It aims at outlining the vision, elements, and goals of the program, explaining the role of a French immersion Kindergarten, and providing practical tools for the implementation of the program. Part 1 (Portraits) focuses on how to "read" not only the student in the context of his home, his school, and his community, but also the teacher and the community (home, school, francophone community, the province, Canada, the world) as a whole. Part 2 (Treasure Chest) addresses the planning and implementation of the curriculum and ways of involving the community in the program. The last chapter discusses evaluations (material learned, self-evaluation of the child, evaluation by the parents) and program evaluation (by the teacher, school staff, parents, students, and the community. Forty-five appendixes provide background information, practical examples, and work sheets in support of the document. (AS)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; (9) "Integrated Occupational Program"; and (10) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

High school students are faced with decisions that will determine future opportunities and endeavors. This handbook provides parents with information about the high school curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Senior High School," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of high school. Following introductory material, the handbook provides a program overview, including diploma requirements, a program planner, and descriptions of adjunct programs such as immersion/bilingual programs, off-campus education, a registered apprenticeship program and distance learning. The handbook then describes the required high school core courses: English Language Arts, Mathematics, Science, Social Studies, Career and Life Management 20, Physical Education 10, and Information and Communication Technology. In addition, the handbook presents information on Optional Courses in Career and Technology Studies, Fine and Performing Arts, Physical Education 20-30, and Second Languages programs. The handbook concludes with frequently asked questions and a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; (9) "Integrated Occupational Program"; and (10) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 5 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 5 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 6 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 6 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 4 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 4 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 3 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 3 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 1 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 1 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 2 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 2 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Kindergarten marks a new beginning for parents and their children, and presents challenges for parents as their child makes the transition between home and school. This handbook describes what parents can expect from their child's kindergarten program in Alberta, Canada. The handbook describes how young children learn, how their learning is evaluated, and how parents can be involved in their children's learning. The sections of the handbook discuss: (1) "What are young children like?" focusing on social, physical, intellectual, creative, and emotional development; (2) "What do children learn in Kindergarten?" including English language arts, mathematics, community and environmental awareness, personal and social responsibility, physical skills and well-being, and creative and cultural expression; (3) "How do young children learn?"; (4) "What will you see in the Kindergarten area?"; (5) "How and why is children's learning assessed in Kindergarten?"; (6) "How will Kindergarten meet special needs?"; (7) "How will Kindergarten prepare children for first grade?"; and (8) "How can parents be involved?" The handbook concludes with questions parents may want to ask the teacher and a one-page questionnaire requesting feedback on the handbook. (HTH)

One of four intermediate- to advanced-level activity books in a series, this student workbook offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. It is intended for use in the instruction of native speakers, heritage language learners, or second language learners of Ukrainian. Also included is a teacher's answer key to accompany the student activity book. (CNP)

One of four intermediate- to advanced-level activity books in a series, this student workbook offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. It is intended for use in the instruction of native speakers, heritage language learners, or second language learners of Ukrainian. Also included is a teacher's answer key to accompany the student activity book. (CNP)

One of four intermediate- to advanced-level activity books in a series, this student workbook offers a selection of exercises, vocabulary builders, dialogs, and writing exercises for language skill development. It is intended for use in the instruction of native speakers, heritage language learners, or second language learners of Ukrainian. Also included is a teacher's answer key to accompany the student activity book. (CNP)

This teacher guide contains teaching and learning activities to accompany "Room for Five," a video series developed by Alberta Learning. The teacher guide is designed to give teachers ideas for using and connecting the videos from the series to the outcomes of the new Alberta curricular programs. It features student activities for the opening credits and each of the nine videos, as well as four units that may be covered with the student activities or separately. The four units in the guide feature scripting, producing a film/video, interviewing, and effective communication; references are made to specific videos and, in some cases, to specific student activities. Each unit in the guide includes: a focus; a connection to particular outcomes from the Alberta "Program of Studies for Senior High School English Language Arts," Pilot Draft (April 2000) and to other particular outcomes; a reference to texts being studied; a reference to the particular text(s) that will be created; an overview, and suggestions for class organization and time; an assignment; notes to teachers, including suggested procedures and information; and ideas for assessment and metacognition. Appended are handouts/blackline masters and sections of the original shooting scripts for two of the videos. (NKA)

This teacher resource focuses on athletic (track and field) skills. It includes various skills and activities that are designed to promote learning opportunities and motivate Alberta (Canada) students to run, jump, and throw. It emphasizes the physical skills that form the basis of the track and field events in the 8th IAAF World Championships in Athletics. This international event will bring together 3,000 athletes and coaches from more than 200 countries as they come to Alberta in August 2001. The resource is intended to support implementation of the new K-12 physical education program of study and to support students' skill development related to running, jumping, and throwing as they correspond to athletic events. (SM)

This document contains profiles of 130 successful programs and partnerships in Career and Technology Studies (CTS) in Alberta, Canada. Following an introduction to the CTS program and its implementation, the profiles are organized into 23 sections that follow the strands of the program. The sections cover the following topics: CTS general; agriculture; career transitions; communication technology; community health; construction technologies; cosmetology studies; design studies; electro-technologies; energy and mines; enterprise and innovation; fabrication studies; fashion studies; financial management; foods; forestry; information processing; legal studies; logistics; management and marketing; mechanics; tourism studies; and wildlife. Two appendices contain CTS credit completion statistics and a CTS release of information form. (KC)

This manual provides information on the identification and evaluation of students with severe disabilities. The first section provides general information related to funding for students with severe disabilities, the funding process, eligibility, types of support, the Individualized Program Plan, and student evaluation. Section 2 provides case studies of students with severe mental disability, severe emotional/behavioral disability, severe physical or medical disability, autism, deafness, and blindness. Case studies illustrate characteristics of students with these disabilities, provide questions and answers addressing eligibility for special services, and include a sample student review form. The questions and answers also discuss documentation required for eligibility, supports and services required, therapeutic services, how the student's program plan should be individualized to address the specific disability, and other supporting documentation relevant to the condition. The final section of the handbook includes appendices that provide sample student review forms, behavioral assessment reports, Individualized Program Plans and a sample occupational therapy report, a physical therapy assessment report, and a speech-language progress report. A list of teacher resources is also provided. (CR)

This guide provides all the ingredients a speaker needs to give an interactive, informative presentation about careers in the trades and the apprenticeship system of training in Alberta. It is designed specifically for those who work or have worked in a trade, who have been asked to present information about careers in the trades, and who need ideas on organizing or packaging their presentation. Section 1 provides questions to be answered to provide a clear background for development of the presentation. Section 2 contains an outline for a presentation. Section 3 presents background reading that will provide some basic information that is needed to develop a presentation, including why one should talk about careers in the trades and the apprenticeship system. Section 4 addresses what career planning is, career planning in the trades, reasons for working, interests, nature of work, and skills. Section 5 provides a general list of trade skills and abilities to help describe the work carried out in a specific trade. Section 6 is comprised of presentation resources, pages that can be reproduced as overheads or used as speaking notes to assist the presenter in describing the apprenticeship system of training and careers in the trades. Section 7 suggests creative ideas for demonstrating in the classroom some skills of a trade or discussing the work of a particular trade. (YLB)

University research is a vital part of Alberta's innovation system. This report presents some facts about university research in Alberta. During fiscal year 1998-1999, approximately $230.9 million (Canadian) in direct external funding was received by Alberta's four universities (University of Alberta, University of Calgary, University of Lethbridge, and Athabasca University) in support of research, an 18.8% increase from 1997-1998. Total sponsored research funding from all sources to Alberta's university system has been growing by about 9.1% per year for the last 5 years. Increases were substantial for the University of Alberta and the University of Calgary; there were fluctuations in the level of government funding for the University of Lethbridge and Athabasca University. Research funding from industry and nonprofit sectors has also increased, an indicator of the relevance and importance of the universities' research effort to the community and business sectors. At three universities, the largest proportion of research funding was in medicine and the sciences, but at Athabasca University, the majority of sponsored research revenue was for the Faculty of Arts. Details are provided for two funding envelope programs in Alberta, the Intellectual Infrastructure Partnership Program and the Research Excellence Envelope, and some information is given about research revenue from investment earnings, networks of Centres of Excellence, and clinical trials. (SLD)

One of four intermediate-level student activity books in a series, this book offers a selection of exercises, word-games, puzzles, cartoons, sentence-completion and vocabulary-building activities in modern Ukrainian. It is intended for both heritage language and second language learners. There is a brief word list in the back of each book. "Deeds and Doers: Answer Key to Student Activity Book" is appended. (CNP)

One of four intermediate-level student activity books in a series, this book offers a selection of exercises, word-games, puzzles, cartoons, sentence-completion and vocabulary-building activities in modern Ukrainian. It is intended for both heritage language and second language learners. There is a brief word list in the back of each book. "In Days Gone By: Answer Key to Student Activity Book" is appended. (CNP)

One of four intermediate-level student activity books in a series, this book offers a selection of exercises, word-games, puzzles, cartoons, sentence-completion and vocabulary-building activities in modern Ukrainian. It is intended for both heritage language and second language learners. There is a brief word list in the back of each book. "Conflict: Answer Key to Student Activity Book" is appended. (CNP)