This document describes an effective way to teach vocabulary using reading material and stories. It advocates avoiding dictionaries in the classroom and minimizing teacher explanations so students must work to understand meanings themselves. When teaching vocabulary from a story, the teacher should ask questions to help students explore word meanings and relationships between ideas. Relating words to students' own lives personalizes learning. By choosing engaging stories and facilitating discussion, the teacher can help students learn vocabulary through questioning, guessing, and applying their understanding in new contexts in a memorable way.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
A brief overview of types of reading.
TYPES OF READING
AN OVERVIEW OF READING SKILLS AND STRATEGIES
TWO MAIN READING CATEGORIES
• A – ORAL
• B – SILENT
• 1. SKIMMING
• 2. SCANNING
• 3. INTENSIVE READING
• 4. EXTENSIVE READING
SKIMMING
Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.
EXAMPLES OF SKIMMING
• The Newspaper (quickly to get the general news of the day)
• Magazines (quickly to discover which articles you would like to read in more detail)
• Business and Travel Brochures (quickly to get informed)
SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
EXAMPLES OF SCANNING
• The "What's on TV" section (itinerary) of your newspaper.
• A train / airplane schedule
• A conference guide
EXTENSIVE READING
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
EXAMPLES OF EXTENSIVE READING
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
EXAMPLES OF INTENSIVE READING
• A bookkeeping report
• An insurance claim
• A contract
RECAP
• Skimming - Reading rapidly for the main points
• Scanning - Reading rapidly through a text to find specific information required
• Extensive - Reading longer texts, often for pleasure and for an overall understanding
• Intensive - Reading shorter texts for detailed information with an emphasis on precise understanding
FINALLY A SHORT QUIZ
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
A brief overview of types of reading.
TYPES OF READING
AN OVERVIEW OF READING SKILLS AND STRATEGIES
TWO MAIN READING CATEGORIES
• A – ORAL
• B – SILENT
• 1. SKIMMING
• 2. SCANNING
• 3. INTENSIVE READING
• 4. EXTENSIVE READING
SKIMMING
Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.
EXAMPLES OF SKIMMING
• The Newspaper (quickly to get the general news of the day)
• Magazines (quickly to discover which articles you would like to read in more detail)
• Business and Travel Brochures (quickly to get informed)
SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
EXAMPLES OF SCANNING
• The "What's on TV" section (itinerary) of your newspaper.
• A train / airplane schedule
• A conference guide
EXTENSIVE READING
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
EXAMPLES OF EXTENSIVE READING
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
EXAMPLES OF INTENSIVE READING
• A bookkeeping report
• An insurance claim
• A contract
RECAP
• Skimming - Reading rapidly for the main points
• Scanning - Reading rapidly through a text to find specific information required
• Extensive - Reading longer texts, often for pleasure and for an overall understanding
• Intensive - Reading shorter texts for detailed information with an emphasis on precise understanding
FINALLY A SHORT QUIZ
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Direct Method (DM) of Language TeachingAyesha Bashir
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
Learn about the IEP (individual education plan) and common EC (exceptional children) acronyms. Learn strategies to deal with the hardest of students. Leave with usable materials and realistic methods to implement in any classroom. Focus will be on behavior and classroom management, the IEP and basic EC terms.
Knowing the answers may help kids in school, but knowing how to question will help them in life. Here are 5 ways to make us ALL better questioners. From the author of A MORE BEAUTIFUL QUESTION.
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
Response to Intervention: Instruction That Is More Than Just TestingKeith Pruitt
We have perfected the art of testing; now let's look at best practices. What can we do in the Tier 1 instruction to make a difference in the classroom for all students? Here are multiple ideas including my "explode the vocabulary" model.
Looking In, Looking Out: :Expanding Our VisionJoe McVeigh
Slides accompanying a talk about how English language teaching professionals can learn from other professions and by being more aware of their own unconscious selves in the classroom.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Ways of Teaching
Vocabulary Using
Reading Material
With
Andrew Weiler
http://strategiesinlanguagelearning.com
http://languagelearningunlocked.com
2. Learning Vocabulary
There are many ways to teach and learn
vocabulary
However, we need to make
sure that the way we do it is
going to help our learners
get to their destination
3. What is our aim?
Teachers in fact have to do more than just
teach vocabulary
- Help students learn vocabulary
- Help them become better learners
- Inspire them to want to become
better
4. What holds learners
back?
One of the biggest factors is doing
something the wrong way
Results of that are:
progress is slow
can end up believing that you
are not capable
can giving up - because
progress is so slow and you believe
you have no ability
5. Vocabulary with no
Dictionary
Dictionaries have a place, but not in the
classroom. Why? By using them it
discourages students from:
-
asking questions in L2
- thinking about the overall meaning
- discussing the meaning in L2
- examining the grammar for clues
- examining the context for clues
- guessing
6. Minimal Teacher
Explanation
Most teachers have a habit of explaining
what students don’t understand. Why is it
better to avoid this if possible?
Students can become teacher dependent
Students are not given the chance or
encouraged to work it our for themselves
Much better to empower students with
strategies so they can work it out for
themselves
Helps us as teachers to think more about
what we can do to empower students
7. At the lower levels
What are some keys to helping learners with
vocabulary at the lower levels?
- make sure that the
vocabulary is mainly at the
level of their perception
- remember aim B from slide 2,
namely that we are there to
help them become better
learners not just to learn one
piece of vocabulary
8. At the higher levels
Coming to the more practical side to
today’s tutorial. Key: We want learners to
learn more than just one word at a time –
- to ask questions in L2
- to think about the overall meaning
- to discuss the meaning in L2
- to examine the grammar for clues
- to examine the context for clues
- to guess the meaning of the word
- to apply what they learn, immediately
* develop effective language learning
strategies
9. Story excerpted from Cynthia Kersey's,
Unstoppable. www.unstoppable.net
Some people bring out the best in you in a
way that you might never have fully realized
on your own. My mom, Ruby Lloyd Wilson,
was one of those people," says Kemmons
Wilson, founder of the Holiday Inn hotel
chain.
10. 1a Origins and the Use
Realized –
Similar to in meaning….
Function of “ize”
Bring this into their life with questions like
What have you realized / what do you know?
How did you realize it?
Founder – where does this word come from?
Who founded ……..? When? How?
Who was the founder of …….?
11. 2
Most people called her Doll. My father died when I
was nine months old, making her a single mother and
a widow at the age of eighteen. While I was growing
up, there were times when we had so little money
that we had to live on a few pounds of dried butter
beans for a week at a time. While food was scarce,
my mother's love and devotion were abundant.
Each night, she sat me on her lap and spoke the
words that would change my life, 'Kemmons, you are
destined for greatness and you can do anything in
life if you're willing to work hard enough to get it.’
12. 2a Questions
Scarce –
Was there a lot of food around? So….
Look at previous sentence.
What are things in your life that are scarce –
Widow – (what are you called if your husband dies?)
Why do you become a widow?
When do you become a widow?
What is a man called if he loses his wife?
13. 3
At fourteen, I was hit by a car and the doctors said I would
never walk again. My mother took a leave of absence
from her job at a meat-packing plant and moved into my
hospital room to care for me. Every day, she spoke to me in
her gentle, loving voice, reassuring me that no matter what
those doctors said, I could walk again if I wanted to badly
enough. She drove that message so deep into my heart
that I finally believed her. A year later, I returned to school - walking on my own.
14. 3a Similar meanings
(Meat packing) Plant
Okay…any ideas of other examples of each
What is another word for this word?
So what is the difference?
She drove that message so deep into my heart that I
I finally believed her.
Why did he end up believing her?
How did she drive the message so deep?
What else can you drive deep…what is the result?
15. 4
When the Great Depression hit, my mom lost her job like
millions of others. I was seventeen, and against Doll's
wishes, I left school to support the both of us. At that
moment, it became my mission in life to succeed for my
mother's sake, and I vowed never to be poor again.
16. 4a Alternate Uses,
Personalise
Hit
What can be hit?
Why use hit here?
Vowed
Another word?
Why did she vow?
What is the difference between 2 words?
When else do we vow?
17. 5
Over the years, I experienced varying levels of business
success. But the real turning point occurred on a vacation I
took with my wife and five kids in 1951. I was frustrated at
the second-rate accommodations available for families
and was furious that they charged an extra $2 for each
child. That was too expensive for the average American
family, and I was determined to offer them an alternative.
18. 5a Levels and subtleties
Frustrated – what’s a little frustration called
Furious –
There are levels AND shades of meaning that can
be explored by making words personal with clear
examples – providing extended practice
19. 6
I told my wife that I was going to open a motel for
families with a brand name people could trust that
never charged extra for children. I figured about 400
nationwide motels would be the right number so that
each one would be within a day's drive of about 150
miles. There were plenty of doubters who predicted
failure because there wasn't anything remotely similar
to this concept at that time.
20. 6a Cause and effect
There were plenty of doubters who
predicted failure because there wasn't
anything remotely similar to this concept at
that time
What caused what?
Why did they they predict failure?
Who did they doubt?
Why did they doubt him?
Cause
Process
Effect
21. 7
"Not surprisingly, Doll was one of my strongest supporters
and among the first to pitch in. She worked behind the
desk and even designed the room decor for the first
hundred hotels. As in any business, we experienced
enormous challenges. For years, we paid our employees
Christmas bonuses with promissory notes because cash
was so short. But with my mother's words deeply
embedded in my soul, I never doubted we would
prevail. Fifteen years later, we had the largest hotel
system in the world, with one of the most recognizable
names in the business.
22. 7a Exploring
Pitch in
What did she do?
Another word for that?
When else would you pitch in?
Embedded
What was embedded?
How was it embedded?
Is this a temporary result?
What word do you recognize within that word?
23. 8
You may not have started out life in the best of
circumstances. But if you can find a mission in life worth
working for and believe in yourself, nothing can stop you
from achieving success.
24. 9
Kemmons Wilson founded the first Holiday Inn in 1951 and
built it into the largest hotel chain in the world. When he
retired in 1979, the company had 1,759 inns in more than
fifty countries with annual revenues of $1 billion.
25. Summing up
The end of the story is a great place to orally go
over the story, maybe in paragraphs or maybe
in events – giving them a chance to reuse the
vocabulary
Recycling words, rephrasing meaning,
connecting together the ideas in different ways
are all natural outcomes in an ESL classroom.
Questions like, “What did YOU learn?”, “What
was the most important idea for you take this
story into a more personal area, providing them
opportunities to further explore and use the new
vocabulary.
26. What did we achieve?
By choosing an inspiring story, students are engaged
Even if they can’t relate to all of it, everyone should
be able to relate to some of it
By not going to a dictionary, they have had to ask
questions, talk, think, guess, ponder about ideas,
grammar, word forms, etc
By relating words to their own lives they make the
learning personal –
Hence, learning vocabulary becomes an interesting,
engaging, memory filled event, one not to be
forgotten easily.
27. Homework!
This of course would not be a real lesson unless I gave
homework!!
So I would like to choose 5 other words from this story
that you believe your students would have trouble
with.
I would like you to write down how you would teach
them.
Please put your answers in the comment thread
under this lesson for ONE of them. This way every one
can benefit from what you learned. I will comment
where needed, if I believe some input is needed.
What I am doing here is not dissimilar to what I do with
my students
28. Thank you for being here
and participating!
Good luck with your teaching!
Andrew Weiler –
www.strategiesinlanguagelearning.com
http://languagelearningunlocked.com
andrew@strategiesinlanguagelearning.com
Editor's Notes
Styles of writing.
What other words could you use for known…..? ; Know and realise is similar but not the same….look at “real” Use of found…….function of er ( teach, teacher; learn, learner)