Developing vocabulary and concepts
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This document discusses developing vocabulary and concepts in children. It notes that words are labels for concepts, concepts create mental images, and concepts can be developed through experiences that allow children to interact with their environment. The document also includes a link to a video of "10 Little Rubber Ducks" and provides a graphic organizer for the story that categorizes action verbs, animals, and directions.
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Developing vocabulary
The document discusses effective strategies for vocabulary development in science education. It recommends that teachers create learning experiences that incorporate new vocabulary words within meaningful visual contexts. Instruction should include both definitional and contextual information about words, and activate students' prior knowledge. Pictures are shown to significantly improve students' retention of new information compared to text alone. The document also advocates teaching cognates between languages, word roots, prefixes and suffixes to help students comprehend new vocabulary. It provides examples of these vocabulary development techniques.
Identifying Topic, Main Idea and Details
The document discusses key concepts in analyzing texts: topic, main idea, and major details. It defines each concept and provides examples to illustrate how they are used. The topic is what a passage is about. The main idea sums up the author's primary message on the topic. Major details are specific points or reasons that support the stated main idea. An example text about how dogs benefit humans is analyzed in terms of its topic, main idea, and major details.
Vocabulary instruction
The document discusses effective approaches for vocabulary instruction including selecting tier 2 words from texts, providing student-friendly definitions and examples, having students generate their own examples and sentences using the words, and reinforcing meanings through multiple exposures. It also suggests using mental imagery as a comprehension strategy by having students create mental pictures of word meanings. Formative assessment results found that incorporating mental imagery helped students better remember word definitions.
Developing Your Vocabulary
The document provides examples of common suffixes and their meanings, including -er, -able, -ous, -ness, -ly, -ment, pre-, un-, re-, dis-, mis-, im-, and bi-. Suffixes can indicate a doer, ability, a state or quality, similarity, a state of being, repetition, lack of something, two of something, and more. Examples are given to illustrate the meaning of each suffix.
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Main idea and supporting details practice exercise
The document discusses the history of radio in America in the 1930s-1940s. It explains that before television, families would gather around the radio to listen to news, mystery shows, music programs, and sports broadcasts. Radio required listeners to use their imagination since there were no visuals. Soap operas originated on radio where they were sponsored by soap companies.
Main idea
The document provides guidance on identifying the main idea in written works. It discusses the differences between the topic, main idea, and supporting details. It explains that the main idea may be explicitly stated in a topic sentence, particularly at the beginning or end of a paragraph. However, sometimes the main idea is implied and must be inferred from examining the topic and details. The document offers strategies for finding the main idea in both short paragraphs and longer essays or readings.
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Developing vocabulary
The document discusses effective strategies for vocabulary development in science education. It recommends that teachers create learning experiences that incorporate new vocabulary words within meaningful visual contexts. Instruction should include both definitional and contextual information about words, and activate students' prior knowledge. Pictures are shown to significantly improve students' retention of new information compared to text alone. The document also advocates teaching cognates between languages, word roots, prefixes and suffixes to help students comprehend new vocabulary. It provides examples of these vocabulary development techniques.
Identifying Topic, Main Idea and Details
The document discusses key concepts in analyzing texts: topic, main idea, and major details. It defines each concept and provides examples to illustrate how they are used. The topic is what a passage is about. The main idea sums up the author's primary message on the topic. Major details are specific points or reasons that support the stated main idea. An example text about how dogs benefit humans is analyzed in terms of its topic, main idea, and major details.
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The document discusses effective approaches for vocabulary instruction including selecting tier 2 words from texts, providing student-friendly definitions and examples, having students generate their own examples and sentences using the words, and reinforcing meanings through multiple exposures. It also suggests using mental imagery as a comprehension strategy by having students create mental pictures of word meanings. Formative assessment results found that incorporating mental imagery helped students better remember word definitions.
Developing Your Vocabulary
The document provides examples of common suffixes and their meanings, including -er, -able, -ous, -ness, -ly, -ment, pre-, un-, re-, dis-, mis-, im-, and bi-. Suffixes can indicate a doer, ability, a state or quality, similarity, a state of being, repetition, lack of something, two of something, and more. Examples are given to illustrate the meaning of each suffix.
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Skill main idea and details
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Developing vocabulary and concepts
- 1. Developing Vocabulary and Concepts Belinda Hodges & Kelsey McBride
- 2. 10 Little Rubber Ducks By Eric Carle https://youtu.be/sKLDxiIFFIA
- 3. o Words are labels for concepts o Concepts create mental images o Concepts can be developed and learned by interacting with their environment through experiences. Developing Vocabulary & Concepts Graphic Organizers Experiences Concepts Words
- 4. Graphic Organizer 10 Little Rubber Ducks ActionVerbs Animals Direction