Sentences with phrase «apply vocabulary used»

Objective 1 * Apply vocabulary used by gamer play therapy clients to communicate with child and adolescent (and sometimes adult) clients, using the language that gamers speak.

Not exact matches

To apply preexisting vocabulary to a new theme (colours to space for example) How I used this worksheet / recommended: Teach vocabulary to do with space (I used flashcards for this).

In this lesson − aligned to ACTFL standards − students will apply knowledge of vocabulary related to parts of the body and hair color, demonstrate understanding of descriptive adjectives in plural form, use «tener» in present tense to express appearance, and analyze the literary concept of magical realism through the work of Gabriel García Márquez.

Skills Covered Include: - Apply information - Choose the correct word - Expand vocabulary - Understand meaning of words and ideas - Use context clues - Use dictionary and glossary skills - Develop consumer skills - Find relevant facts - Understand and use reference sources - Understand consumer information - Analyze information - Fill out forms correcUse context clues - Use dictionary and glossary skills - Develop consumer skills - Find relevant facts - Understand and use reference sources - Understand consumer information - Analyze information - Fill out forms correcUse dictionary and glossary skills - Develop consumer skills - Find relevant facts - Understand and use reference sources - Understand consumer information - Analyze information - Fill out forms correcuse reference sources - Understand consumer information - Analyze information - Fill out forms correctly

In this lesson − aligned to ACTFL standards − students will apply knowledge of vocabulary related to the classroom, identify the rules of using articles, including concept, form, and agreement, and analyze general characteristics about México.

Skills Covered Include: - Apply information - Choose the correct word - Expand vocabulary - Understand meaning of words and ideas - Use context clues - Use dictionary and glossary skills - Develop life / survival skills - Find relevant facts - Spell correctly - Understand and use reference sources - Analyze information - Write an original sentence - Classify information - Determine alphabetical order - Express / justify an opinion - Make decisions / choiUse context clues - Use dictionary and glossary skills - Develop life / survival skills - Find relevant facts - Spell correctly - Understand and use reference sources - Analyze information - Write an original sentence - Classify information - Determine alphabetical order - Express / justify an opinion - Make decisions / choiUse dictionary and glossary skills - Develop life / survival skills - Find relevant facts - Spell correctly - Understand and use reference sources - Analyze information - Write an original sentence - Classify information - Determine alphabetical order - Express / justify an opinion - Make decisions / choiuse reference sources - Analyze information - Write an original sentence - Classify information - Determine alphabetical order - Express / justify an opinion - Make decisions / choices

In this lesson − aligned to ACTFL standards − students will demonstrate knowledge of vocabulary related to history and civilizations, apply knowledge of the preterite in regular - ar verbs, know and use adverbs of time to talk about present and past, understand how to use punctuation marks in Spanish, and examine Spanish and European exploration at the time of Columbus.

In this lesson − aligned to ACTFL standards − students will demonstrate knowledge of vocabulary related to geography and countries, apply knowledge of the preterit in regular - er and - ir verbs, use hace to express past time, use ser + de to express origin or nationality, and examine the foundation of American colonies.

Main activity 3: «apply» task: students design their own city / monster / laptop (whatever lesson is based on) using key vocabulary they have learnt.

If they encounter problems with vocabulary or comprehension, they use a checklist to apply simple strategies to solve those reading difficulties.

The report, written in partnership with McREL International and released on August 12, 2016, describes the challenges schools face in implementing literacy programs effective in vocabulary building and retention, and how those challenges can be overcome using programs such as VocabularySpellingCity, which applies research - based word study techniques to provide effective practice.

8.2 The student will apply knowledge of word origins, derivations, and idioms and will use analogies, metaphors, and similes to extend vocabulary development.

Teachers have a tremendous role to play in actually (1) speaking and using the language of math with students in everyday classroom experiences; (2) providing multiple experiences for students to learn, practice, and apply the terminology; (3) helping students understand appropriate word meanings in the context of mathematics, and (4) focusing on the important terms associated with tested concepts and the vocabulary students need for further learning.

The following are common characteristics of gifted children, although not all will necessarily apply to every gifted child: • Has an extensive and detailed memory, particularly in a specific area of interest • Has advanced vocabulary for his or her age; uses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering euses precocious language • Has communication skills advanced for his or her age and is able to express ideas and feelings • Asks intelligent and complex questions • Is able to identify the important characteristics of new concepts and problems • Learns information quickly • Uses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering eUses logic in arriving at common sense answers • Has a broad base of knowledge; a large quantity of information • Understands abstract ideas and complex concepts • Uses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering eUses analogical thinking, problem solving, or reasoning • Observes relationships and sees connections • Finds and solves difficult and unusual problems • Understands principles, forms generalizations, and uses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering euses them in new situations • Wants to learn and is curious • Works conscientiously and has a high degree of concentration in areas of interest • Understands and uses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering euses various symbol systems • Is reflective about learning • Is enraptured by a specific subject • Has reading comprehension skills advanced for his or her age • Has advanced writing abilities for his or her age • Has strong artistic or musical abilities • Concentrates intensely for long periods of time, particularly in a specific area of interest • Is more aware, stimulated, and affected by surroundings • Experiences extreme positive or negative feelings • Experiences a strong physical reaction to emotion • Has a strong affective memory, re-living or re-feeling things long after the triggering event

Similarly, children who received our vocabulary curriculum were able to apply their categorical information to new words, suggesting that they were using the semantic information about categories to make inferences and generalizations.

Using real life connections and context rich examples enables students to apply 8th grade math vocabulary to these abstract math concepts.

By modeling practical uses of MI theory frequently in daily classroom activities, teachers help students internalize the theory and apply the MI vocabulary so that students make better sense of their own learning processes.

a.) He lacks credentials; b.) He hasn't titled dogs in either obedience or in the show dog ring; c.) He uses «old methods» such as leash corrections, e-collars, dominance techniques, the alpha roll; which they claim induces «learned helplessness»; d.) The dogs are stressed when his methods are applied; e.) Some behavioral problems are medically related, are not going to be addressed by any kind of behavior modification program, and Cesar Millan doesn't clarify this in his writings or on his TV show; f.) He doesn't use the accepted behavioral terminology, and makes up his own behavioral vocabulary; and g.) He and his company are being sued by a former customer for allegedly injuring a dog; inferring or charging this is evidence he is a cruel and inhumane trainer.

Then they applied the vocabulary by using it to sing a libretto, which situated the paintings within broader historical themes, including colonialism and slavery.

Various technology tools that make the concept of E-Library indispensable are Easy Access to provide a campus wide access using IP Authentication, Results clustering to familiarize new users with different classes of content by providing an instant, multi faceted analysis of distribution of hits in each result set, flexible display option with inclusion of full featured tools that allow for printing, emailing and saving, interoperability that works with systems one use to manage electronic holdings through e-journals systems, Article linking Federated search, Meta search & Citation export to Reference Works, smart indexing technology to help users to reach the information they need by applying controlled vocabulary terms for several different taxonomies and powerful source selection to identify sources by type, language, topic, geography and other facets.

The need of using a complex vocabulary is only when applying for the job that demands extensive vocabulary.

Apply active resume buzzwords for creating a positive effect When you write your career history and achievements keep in mind to use an active vocabulary.

Use this book to expand the word knowledge of students and enable them to apply vocabulary skills in context.