Sentences with phrase «reading words in context»

In addition to reading words in context, students benefit from reading words in student - friendly definitions, rather than in formal dictionary definitions.

Perfetti tests many common aspects of learning to read — like reading words in context, learned definitions, phonics, and rare words — in the brains of both skilled and low - skilled readers.

Lessons include high - frequency or «common exception» words; questions encouraging pupils to read the words in context in order to give a response; and alien words, where students use their phonemic awareness to distinguish real words from nonsense words, practising the skills required for the phonics reading check.

Not exact matches

Part of studying and rightly dividing the word of truth includes reading passages of scripture in their context.

Mostly because as a Christian I own not one, but three different types of bibles, its not like I cant look up what those scriptures say and read the context in which is set, but also because that isnt the way that God meant his word to be used.

In reading the entire chapter in context, Paul went much further, by word and deed, as an example to clearly demonstrate that he believed one's personal right to compensation for preaching the gospel ends where the gospel of Christ beginIn reading the entire chapter in context, Paul went much further, by word and deed, as an example to clearly demonstrate that he believed one's personal right to compensation for preaching the gospel ends where the gospel of Christ beginin context, Paul went much further, by word and deed, as an example to clearly demonstrate that he believed one's personal right to compensation for preaching the gospel ends where the gospel of Christ begins.

For some reason, when people read the Bible, they tend to put on spiritual - colored glasses so that words which mean one thing in any other context mean something completely different when read in the Bible.

While I admit that I can not read those languages, I have read what the original verses said along with critical analysis of the words in context of the timeframe that they were written in.

i was just sort of poking around, really, when i read this entry [and the comments][and i'm seriously trying to ignore that jab against «pagan», use of the word incorrectly in a context that's a bit demeaning... but i was going to comment before i read that, so i'm just going to leave it lie so that i can make the comment i came to make]

They read these verses thinking that the word «save» means «deliverance from hell, entrance into heaven, justification, or receiving eternal life,» when in reality, the context indicates otherwise.

So next time you are reading Scripture and come across the word «save,» stop and think about what you are reading, and then look in the context to help determine what sort of deliverance is being discussed.

I'd read his strong words about women, Catholics, and those «fools» who proposed that the earth moved around the sun, but I chalked all that up to context and figured he was ahead of his time in every other way.

Most of us have read the words before, in context, and for some of us, that includes researching the language, the time period and location, the literary styles of the era, etc..

In this respect, I read this book as I read any other great book: I assume that every word counts; I attend especially carefully to the sequence and the local context, in the belief that the meaning of each part is dependent partly on what comes before and after, both immediately and also remotelIn this respect, I read this book as I read any other great book: I assume that every word counts; I attend especially carefully to the sequence and the local context, in the belief that the meaning of each part is dependent partly on what comes before and after, both immediately and also remotelin the belief that the meaning of each part is dependent partly on what comes before and after, both immediately and also remotely.

We will read the whole book of Genesis in the context of the faith of the people of Israel — a people who, as we have seen, deem their life to be the gift of Yahweh and their destiny the subject of his Word.

Even the intentions of another person, he insists, are not read off directly, but involve a context of interpretation and the agent's testimony, the revelation of his intentions in word and act.

A word about the context of my present work: I still read British and German New Testament scholars and learn from them, but, without having made a conscious choice about it, I do not think that I read them as much as I used to, and except for people like Erhardt Güttgemanns, who also does New Testament theology from a foundation in literary criticism and linguistics, I am not sure that they are moving me in really new directions.

We read these words, as we are meant to, in the context of Easter.

We then listed all the verses in the four gospels, Acts, and even Eph 2:8 - 9, where the word are used and read the context they were used.

In his report, which comes ahead of final recommendations due next year, Mr Rose says that phonic work - teaching children the alphabetical principles to read and spell words in or out of context - should be taught «regularly, discretely» and «at a brisk pace»In his report, which comes ahead of final recommendations due next year, Mr Rose says that phonic work - teaching children the alphabetical principles to read and spell words in or out of context - should be taught «regularly, discretely» and «at a brisk pace»in or out of context - should be taught «regularly, discretely» and «at a brisk pace».

2.14 As the context may require, words in the singular may be read as the plural and the plural as the singular.

Unless players are knowledgeable of common expressions used in countries like Scotland or Ireland, they still may not understand every word they read, but nearly everything can be gleaned from context.

A study done in 2011 by the Studies & Research Committee of the Massachusetts Reading Association states that, «Effective vocabulary instruction is characterized by deliberate selection of words to be taught and frequent opportunities for students to interact with the words in meaningful contexts.

Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.

Look for...» They can be reading closely in search of: humor, author's purpose, use of literary devices (such as foreshadowing, imagery), facts, confusion, and context clues for new words.

Players will have the option to read the text in its entirety as well as to expand individual words to understand their meaning either in context or vernacular English.

Kaitlyn Watson, a middle school English language arts teacher in North Carolina, has students build their own vocabulary lists from the context of their reading instead of generating whole - class lists for them, and then «they break down context clues and work toward their own applications of the words.»

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

Research also tells us that familiarity with domain knowledge increases fluency, broadens vocabulary (you can pick up words in context), and enables deeper reading and listening comprehension.

Will highlight students» areas of strength and weaknesses in key reading areas including: giving / explaining meanings of words in context, retrieving and recording information / identifying key details from fiction and non-fiction, summarising main ideas from one or more paragraphs, making inferences from the text / explaining and justifying inferences with evidence from the text, identifying / explaining how information / narrative content is related and contributes to meaning as a whole, and identifying / explaining how meaning is enhanced through choice of words and phrases.

Each word is read aloud and presented in context.

Teaching word meanings by expanding schemata vs. dictionary work vs. reading in context.

Using these words gave the students practice reading the words in and out of context.

The 3 or 4 vocabulary words are pulled directly from the read aloud text and are chosen by the teacher based on the following three factors: (1) the word's generalizability to other contexts, (2) the likelihood that the word will appear in future text reading, and (3) the significance of the word in understanding the meaning of the current read aloud.

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 known words.

Showing students how to use the strategies in the «real - world» (e.g. reading a bulletin board in the hallway, or a sign in the cafeteria) will help them internalize the reminders so that they can feel confident reading new words in any context.

Vocabulary games allow them to both read these words with definitions and hear the words pronounced in context - rich sentences.

In fifth grade, students should have command of grade level appropriate sight words, read and comprehend informational text with domain - specific vocabulary, and use context to determine the correct meaning of homonyms (multiple - meaning words) and figurative language, like metaphors, similes, and idioms.

Text Talk, a research - based method described in Bringing Words to Life: Robust Vocabulary Instruction, utilizes explicit instruction to teach text - specific vocabulary, using the context of a read aloud as the foundation for introducing the meaning of 3 or 4 vocabulary words (Beck, McKeown, & Kucan, 2Words to Life: Robust Vocabulary Instruction, utilizes explicit instruction to teach text - specific vocabulary, using the context of a read aloud as the foundation for introducing the meaning of 3 or 4 vocabulary words (Beck, McKeown, & Kucan, 2words (Beck, McKeown, & Kucan, 2002).

In third grade, students should have command of grade level sight words, be able to read and comprehend informational text with domain - specific vocabulary, and use context to determine the correct meaning of homonyms (multiple - meaning words).

In fourth grade, students should have command of grade level appropriate sight words, be able to read and comprehend informational text with domain - specific vocabulary, use context to determine the correct meaning of homonyms (multiple - meaning words), and recognize figurative language, including common idioms, simple similes, and metaphors.

A critical foundation to reaching advanced levels of literacy is that we begin by immersing children in academic language within the context of great stories where they can painlessly acquire the vocabulary and sentence structures, which can facilitate their understandings of more complex readings, and even support their ownership of these words.

If students can gain confidence in reading because they understand what most of the words on the page mean, and can use context clues to figure out the remaining words, then their reading scores jump significantly.

Computer programs providing training in phonological awareness, specific context - free word identification skills, and reading of connected text are described, and preliminary evidence of their instructional effectiveness is presented.

Spend more time developing students» understanding of words that represent concepts; this will support students» acquisition of technical terms that are best taught in the context of the reading.

A student's ability to read lists of words in isolation, as well as words in context, should also be assessed.

After reading their dictated accounts, students make word cards, choosing only those words they recognize both in and out of context.

Young readers need to build recognition for these words by sight and practice them in context through phrase and sentence reading practice.

Because words are used in context, students develop listening, speaking, reading and writing skills.

Many young children can give the false impression that they are learning to read, when in fact they are mostly guessing words from pictures or context.