The document provides guidance on effective vocabulary instruction strategies. It recommends determining critical words to explicitly teach, connecting new words to explanations and examples, and having students actively process and practice using new vocabulary through speaking and writing. The document also stresses differentiating instruction by scaffolding notes and gradually releasing supports as students' understanding increases. Teachers should plan how to help students apply new words in meaningful future contexts.
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
This was part of our school's Teacher Development Workshop. In this particular workshop we delved into the realm of vocabulary teaching. We established some common grounds about vocabulary, then we went on to discuss common ways of teaching lexical items to students as well as testing them.
Penny Ur
This session will begin with a summary of some interesting insights from the research and their implications for teaching. We shall then look at some practical ways in which we can help students acquire, consolidate and widen their vocabulary in order to communicate and read texts successfully in English.
Penny Ur
This session will begin with a summary of some interesting insights from the research and their implications for teaching. We shall then look at some practical ways in which we can help students acquire, consolidate and widen their vocabulary in order to communicate and read texts successfully in English.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. The limits of my language are the
limits of my mind.
All I know is what I have words for.
-Ludwig Wittgenstein
3. Does this sound familiar?
“When I’m starting to read a chapter, I just sit
down and open the book up and start from the
top. I read every line once slowly, but if it’s too
long, I skip to a new paragraph. If it is a long
chapter I will take a few breaks. If there is a
difficult word I don’t know, I try to pronounce it or
I might just skip it so I can finish faster. If it is
really hard, I just wait for the teacher to go over
it.”
4. Effects of weakness in oral
language
Because poor readers read
considerably less than better readers,
the gap between good and poor
readers in number of words read, and
both receptive and expressive
vocabulary becomes progressively
greater as the child advances through
school.
Cunningham, A. and Stanoich
5. Importance of Vocabulary
There is a strong relationship between
vocabulary knowledge and reading
comprehension.
Vocabulary knowledge is so strongly related
to intelligence that Klouis Terman, creator of
modern IQ tests, stated that if he could use
only one factor to determine a person’s
intelligence, it would be vocabulary.
6. How do you build vocabulary?
Determine critical terms to be explicitly
taught. Keep the list short.
Essential lesson concept words
Academic Vocabulary (see slide 20)
Teach students meaningful work parts-
prefixes, suffixes, and roots (handouts sent).
Students must participate actively and
accountably in explicit vocabulary instruction
to process words more deeply.
Reinforce use of vocabulary multiple times.
7. Explicit Vocabulary Teaching
Connect - Create explanations before
definitions. Longman’s Dictionary does this.
Process - Active elaboration through use of
synonyms/antonyms, verbal examples, non-
verbal examples, compare and contrast,
apply in new contexts
Practice - Receptive (read and listen) and
Expressive (speak and write)
9. Vocabulary Knowledge Rating
High Knowledge Low Knowledge
4- I could teach it to the class 2- I recognize it, but need review
3 - I am pretty sure what it means 1. I have no clue what it means
Term Before
Instruction
After
Instruction
estatic, adj.
Lexicon, n
11. Instructional Sequence for
Teaching Critical Words
Taken from Dr. Kate Kinsella:
Make sure students see the new word
Lexicon
Pronounce the new word
Lek si kan
Ask students to repeat the new word
Lexicon
Clarify the part of speech
Noun
12. Instructional Sequence
Provide an accessible synonym and/or a
brief explanation
Synonym: a dictionary
Definition: all of the words of a particular
language, the special vocabulary of a
profession, hobby
Provide a visual or non-linguistic
representation and/or “showing” sentence.
Medical lexicon
Skater lexicon
13. Instructional Sequence
Rephrase the simple definition/explanation,
asking students to complete the statement by
substituting aloud the new word
To understand the doctor’s prognosis, you had to
understand his lexicon.
It was difficult to understand what the skater was explaining
because of his lexicon.
Check for understanding with a brief, focused
question/task.
Would you have a lexicon if you were cooking?
14. Effective Vocabulary Instruction
Descriptions as opposed to definitions (see
Longman dictionary)
Use of linguistic and non linguistic
representations
Gradual shaping of word meaning over
multiple exposure
Teaching and using word parts
Students interacting with the words they are
learning
15. Differentiate Instruction
Prepare lesson
Provide note-taking scaffold to support
listening and review. This provides for active
participation in vocabulary instruction.
Structure routine opportunities for students to
apply the new word both in speaking and
writing.
16. Vocabulary Note-taking
Scaffold - Prepare Lesson
Term Synonym/explanation Example/image/showing
sentence
Comparison
n
An examination/study of
two or more things to
show how they are alike
and different
• comparison shopping for a new
car
• The jeep looks tiny in
comparison to the Hummer.
Impact, n Effect or influence • image of a Big Mac and fries
• Eating a junk food diet will have
a negative impact on your health
17. Heavy Scaffold
Term Synonym/explanation Example/image/showing
sentence
Comparison
n
An examination/study of
two or more things to
show how they are alike
and ____________.
• comparison shopping for a new
car
• The jeep looks tiny in
comparison to ______________.
Impact, n Effect or influence • image of a Big Mac and fries
• Eating ____________ will have
a negative impact on your health
18. Weaning from Scaffold
Term Synonym/explanation Example/image/showing sentence
Comparison
n
• An examination/study of
two or more things to
show how they are alike
and different
• comparison shopping for ________
•.
Impact, n •
•
• image of a Big Mac and fries
• Eating a junk food diet will have a
___________ impact on
__________.
19. Plan Vocabulary Instruction
Which key words or concepts are vital to
understanding?
Is the word encountered frequently?
Are their words that can be grouped together to
enhance understanding of a central concept?
How can I help students use the word/concept in
meaningful ways in future speaking and writing
contexts?
How will I teach them to study academic vocabulary?
What method is most appropriate for student to study
the words?
20. Another resource for
vocabulary instruction
The Academic Word List - a high-
incidence and high-utility 500 word list
occur frequently over wide range of
academic texts
http://language.massey.ac.nz/staff/awl/ind
21. Assignment
Create a vocabulary lesson using the
note-taking structure.
Modify the lesson by substituting blanks
for some of the words based on the
needs of the student you are following.