Sentences with phrase «vocabulary in the context of»

Introduce vocabulary in the context of nonfiction science and social studies texts with multiple exposures in a variety of engaging activities

Not exact matches

Liberalism worked well in contexts where consensus already existed, where a rich moral vocabulary or vision of the good life was deeply embedded; but in a society with Berlin's negative conception of freedom at its center, there is no binding vision.

Since sending her to Kindergarten, she has struggled some what in staying focused on day - to - day classroom activities, yet she has the vocabulary and communication skills of a much older child, always using her language in the proper 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.

Had I swept in for a single day of Señorita Mielke's unit on Gabriel García Márquez's novella, Crónica de una muerte anunciada, I'd never have known how lessons on vocabulary, character analysis, and cultural context were all building toward the students» mock trial of the Vicario brothers.

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].»

You will find different types of activities to allow a greater differentiation in your class: - Listening activities - Videos with questions - Matching up activities - Filling gaps - Classification activities - Speaking activities (surveys, games...)- Reading activities (with questions, vocabulary focus...)- Games - Grammar points in context with explanations, followed by exercises and correction - Writing - Review of objectives... Each lesson can be bought individually in my shop.

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.

Two revision quickies with solution A worksheet on negatives with solution in the context of school Communicative drills A set of narrow readin texts with comprehension questions A bilingual translation aimed at year 10 - 11 groups of good proficiency level, It covers a comprehensive range of school - related vocabulary recycling key vocabulary over and over again, As prep work use my free website's (www.language-gym.com) work - outs and / or the boxing game in the GAME ROOM section (they drill in the same vocab found on these worksheets) Translations A sentence puzzle

Can be used as starter activity or vocabulary practice activity in the context of future plans.

it is a series of sentences and vocabulary for the leaving certificate (but could be used for A level etc.) on different topics with some sample written exams to see some of the vocal in context.

A set of French revision quickies that match the vocabulary in the French Cambridge IGCSE textbook Drills to practise ALLER, AVOIR, PRENDRE, ETRE and FAIRE in the context of school A board game on the above verbs

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.

These are high - level vocabulary tests for each chapter of Echo for GCSE German AQA, testing vocabulary and structures in context.

Measure, compare, add and subtract: lengths (m / cm / mm); mass (kg / g); volume / capacity (l / ml) Measure the perimeter of simple 2 - D shapes Add and subtract amounts of money to give change, using both # and p in practical contexts Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12 - hour and 24 - hour clocks Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o'clock, am / pm, morning, afternoon, noon and midnight Know the number of seconds in a minute and the number of days in each month, year and leap year Compare durations of events [for example, to calculate the time taken by particular events or tasks]

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.

This resource was made with ESL students in mind and includes comprehension questions, vocabulary, definitions - based in context, a grammar focus based on the level of the students, a writing check - based on the reading and a basic activity for the reading.

Objectives covered: Measure, compare, add and subtract: lengths (m / cm / mm); mass (kg / g); volume / capacity (l / ml) Measure the perimeter of simple 2 - D shapes Add and subtract amounts of money to give change, using both # and p in practical contexts Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12 - hour and 24 - hour clocks Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o'clock, am / pm, morning, afternoon, noon and midnight Know the number of seconds in a minute and the number of days in each month, year and leap year Compare durations of events [for example, to calculate the time taken by particular events or tasks]

The worksheets cover in particular the following aspects: fun with French words idiomatic aspects of the language the essential role of synonyms common vocabulary in context linguistic links between French and English the oddities of the French language modern uses of the language anecdotes to stimulate interest and discussions the pitfalls to avoid with false friends variety of French language usage

These resources include: - Power - points with plenty of questions to guide your students through the book - A booklet with all the main quotes from the first two chapters - An article study on the social topic studied in the book to have a better understanding of the context - Two comprehension exercises of extracts - A written analysis of many chapters - Different worksheet with main quotes from the chapters to analyse or questions that lead your students to analyse - Four quizzes to check students» understanding of the chapters - Answer booklets for chapters 21 to 26 (I will add the others progressively but the analysis answer most questions)- Vocabulary sheets for chapters 1 to 5 with a link to the Quizlet course (I will soon add the other chapters too)- A speaking game with cards and the rules to check students» understanding of the book.

These resources include: - Power - points with plenty of questions to guide your students through the book - A booklet with all the main quotes from the first two chapters - An article study on the social topic studied in the book to have a better understanding of the context - Comprehension exercises of extracts - Written analysis of many chapters - Different worksheets with main quotes from the chapters to analyse or questions that lead your students to analyse - Quizzes to check students» understanding of the chapters - Answer booklets for the last ten chapters (I will add the others progressively but the analysis answer most questions)- Vocabulary sheets for chapters 1 to 20 with a link to the Quizlet course (I will soon add the other chapters too) *** Offered *** 1 - A speaking game with cards and the rules to check students» understanding of the book.

The script features a large number of travel and hotel related vocabulary that students can see in context.

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.»

These resources include: Power - points with plenty of questions to guide your students through the book A booklet with all the main quotes from the first two chapters An article study on the social topic studied in the book to have a better understanding of the context Comprehension exercises of extracts Written analysis of many chapters Different worksheets with main quotes from the chapters to analyse or questions that lead your students to analyse Quizzes to check students» understanding of the chapters Answer booklets for the last ten chapters (I will add the others progressively but the analysis answer most questions) Vocabulary sheets for chapters 1 to 20 with a link to the Quizlet course (I will soon add the other chapters too) *** Offered *** A speaking game with cards and the rules to check students» understanding of the book.

- Power - points with plenty of questions to guide your students through the book - A booklet with all the main quotes from the first two chapters - An article study on the social topic studied in the book to have a better understanding of the context - Two comprehension exercises of extracts - A written analysis of many chapters - Different worksheet with main quotes from the chapters to analyse or questions that lead your students to analyse - Four quizzes to check students» understanding of the chapters - Answer booklets for chapters 21 to 26 (I will add the others progressively but the analysis answer most questions)- Vocabulary sheets for chapters 1 to 5 with a link to the Quizlet course (I will soon add the other chapters too)- A speaking game with cards and the rules to check students» understanding of the book.

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

Contents of this guide run as follows: * Visual summary of plot * Storyboard resource for students to then recall the plot and key events from memory * Form and structure comprehension questions * Settings questions * Context (students explore key issues raised in the play such as youth stereotypes, gang culture, growing violence in the age of the internet etc) * Symbols and Motifs - lots of information about symbols and motifs in the play, followed by a revision activity * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down chapter by chapter and provide thematic links etc. * Themes - Students make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress examiners.

This detailed and high quality unit includes: * 24 lesson plans (with 13 differentiation strategies) * 116 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (20 sheets) * Homework project (7 tasks) that includes both reading and writing skills * End - of - unit reading / writing exam * End - of - unit exam mark scheme (suitable for KS3 Levels 4 - 7, with GCSE 1 - 9 conversion) Unit's lessons include: * Contexts match - up activity * Reading and discussing the whole play * Exploring Salem society in the 1690s - power and influence * Exploring key characters * In - depth analysis of characters - John Proctor and Reverend Hale * Essay writing skills - writing about characters * In - depth analysis of themes - relationships, jealousy, respect, religion * Exploring tension across the play * Linking the play to the 1950s McCarthy Era * 2 huge 60 - question revision quizzes * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunitiin the 1690s - power and influence * Exploring key characters * In - depth analysis of characters - John Proctor and Reverend Hale * Essay writing skills - writing about characters * In - depth analysis of themes - relationships, jealousy, respect, religion * Exploring tension across the play * Linking the play to the 1950s McCarthy Era * 2 huge 60 - question revision quizzes * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunitiIn - depth analysis of characters - John Proctor and Reverend Hale * Essay writing skills - writing about characters * In - depth analysis of themes - relationships, jealousy, respect, religion * Exploring tension across the play * Linking the play to the 1950s McCarthy Era * 2 huge 60 - question revision quizzes * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunitiIn - depth analysis of themes - relationships, jealousy, respect, religion * Exploring tension across the play * Linking the play to the 1950s McCarthy Era * 2 huge 60 - question revision quizzes * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunities

This detailed and high quality unit includes: * 21 lesson plans (with 13 differentiation strategies) * 77 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (7 sheets) * Homework project (7 tasks) that includes both reading and writing skills * End - of - unit reading / writing exam * End - of - unit exam mark scheme (suitable for KS3 Levels 4 - 7, with GCSE 1 - 9 conversion) Unit's lessons include: * Contexts match - up * Exploring working class vs. middle class stereotypes * Shared reading and discussion of the whole play * Creating theatre publicity posters * In - depth analysis of key scnes (Act 1 Scene 1; Act 2 Scene 1; Act 2 Scene 5) * Writing to describe - script to prose * Features of writing to inform and explain * AfL - improving a sample application letter * Role play - creating and performing an extra scene for the play * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * Crosswords * Huge 60 - question revision quiz * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunities

Contents run as follows: * Visual summary of plot * Storyboard resource for students to then recall the plot and key events from memory * Exploring the form and structure of the play * Context (students explore key contextual issues and make connections between events from history and events in the play) * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down act by act * Themes - Students make connections between themes, characters and events in the play * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their conceptual understanding of the play as well as impress examiners.

You can take your struggling students through the same vocabulary and context clue routines by having them work with the relevant words they don't know and also including sentences in which they are used contextually, so that you can determine if students can notice the relationships between the words and the rest of the sentences.

After teaching context clue strategies and scaffolding the Vocabulary Workshop Achieve activities for students, I allow average students to skip most of the easier formative assessment activities and to complete only the more difficult activities in the vocabulary workbook including the fill - in - the - blank Vocabulary Workshop Achieve activities for students, I allow average students to skip most of the easier formative assessment activities and to complete only the more difficult activities in the vocabulary workbook including the fill - in - the - blank vocabulary workbook including the fill - in - the - blank exercises.

Vocabulary Workshop Achieve's final formative assessment checks for struggling students include both the successful completion of the workbook's first three activities, and the successful underlining of context clues for all of the sentences in those exercises.

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.

The focus of vocabulary study in elementary school is on building skills that determine word meaning, like identifying context clues and grade - appropriate Greek and Latin affixes and roots.

Then, further work with the vocabulary list will provide them greater insight into the meaning, shades of meaning, and use of the words as they work with online and printed activities in the context of meaningful sentences and definitions.

One of the best ways is through interactive online vocabulary games that don't simply teach the spellings and meanings of words, but that also demonstrate their use in a real 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 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.

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, & KucVocabulary 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, & Kucvocabulary, using the context of a read aloud as the foundation for introducing the meaning of 3 or 4 vocabulary words (Beck, McKeown, & Kucvocabulary words (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.

Leisure reading immerses students in contextually rich uses of academic vocabulary within the larger contexts of effective and beautiful academic language that is acquired with minimal effort on the part of the reader.

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.

As a result of hearing the target words in multiple contexts, students recognized that their vocabulary words were not just applicable to English classes, but that they were also used in a broader context.

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.