Sentences with phrase «learn vocabulary in context»

Using Realia to Teach English Language Learners (Grades K - 12): Help students learn vocabulary in context by using images of different shoes in the Smithsonian collections to inform descriptive or compare - and - contrast conversations, encourage students to make personal connections, or explore the history of objects.

Not exact matches

This story lends itself to several teaching and learning endeavors such as: (1) the use of personification; (2) great vocabulary instruction; (3) sequencing; (4) point of view; (5) Descriptive Writing; (6) research and investigation of several different states discussed in the story; (7) the use of similes to make comparisons; and (8) making predictions about what will happen next in the story based on the context clues provided!

As the authors state, «Even though it is expected that a bilingual child's vocabulary measured only in one language would not match that of a monolingual speaker, when bilingual children's vocabularies are too low in the language in which they are learning how to read, these young learners will certainly encounter difficulties [particularly, in the context of monolingual English instruction].»

They are all in the infinitive form - it's an important step in learning is to ensure that students quickly develop a useful vocabulary bank, are able to recognise SPANISH verbs, and are confident with the meaning of those verbs in English - at that point we can move swiftly on to looking at conjugation and using the verbs in a communicative and practical context.

They are all in the infinitive form, with the first person singular conjugated for additional support - it's an important step in learning is to ensure that students quickly develop a useful vocabulary bank, are able to recognise LATIN verbs, and are confident with the meaning of those verbs in English - at that point we can move swiftly on to looking at more conjugation and using the verbs in a practical context.

They may lack the vocabulary to describe the difficulties that they experience and can also be short of opportunities to practice and embed what they have learned in a range of different contexts.

Great way for students to see clothing vocabulary in context and also learn adjective placement with colors.

It covers the following National Curriculum learning objectives: - develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently - becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales - drawing on what they already know or on background information and vocabulary provided by the teacher - making inferences on the basis of what is being said and done - answering and asking questions - predicting what might happen on the basis of what has been read so far - using dictionaries to check the meaning of words that they have read - checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context

Faculty at the School of Education are engaged in research that looks at language acquisition and different types of literacy in a variety of contexts: from how children learn from one another, to how students form identities around language and literacy, to understanding the role that technology can play in fostering vocabulary acquisition.

Vocabulary knowledge is an important part of reading comprehension, and good vocabulary instruction involves children actively in learning word meanings, as well as relating words to contexts and other knVocabulary knowledge is an important part of reading comprehension, and good vocabulary instruction involves children actively in learning word meanings, as well as relating words to contexts and other knvocabulary instruction involves children actively in learning word meanings, as well as relating words to contexts and other known words.

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.

We have noted the value of vocabulary instruction, reading comprehension instruction in context, wide reading on a topic under investigation, and summarizing as a few of the other approaches that are effective in developing students» surface level learning.

Students learn over 100 academic vocabulary words through explicit instruction, with an additional 200 + words learned from context and from «just - in - time» vocabulary1.

This represents a far cry from our analysis of vocabulary in core curricula in which a teacher might be guided to teach the words platypus and around on the same day.34 Rather, children learn best when words are presented in integrated contexts that make sense to them.

Indirect learning of vocabulary, for example using vocabulary words in a number of different contexts

The standards - aligned lessons, projects, and instructional tools establish the goals of the activity, provide background knowledge, present the learning objectives in a larger context, and introduce key academic vocabulary to prepare students for learning.

Because young children's learning — for example, the acquisition of new vocabulary and the meanings behind those words — occurs in the context of reciprocal relationships with adults and caregivers, it is difficult to tease apart children's cognitive, social, and emotional development during these years.

We need to ensure that vocabulary exposure is occurring in many contexts for maximum scaffolding and science learning.