Teaching compound words through pictures with the theme
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The document proposes a research study to teach compound words to 10th grade students using pictures with a food theme. It discusses the research problem, objectives, hypotheses, methodology, and literature review. The study aims to determine if using pictures is an effective way to teach compound words by comparing students' test scores before and after the lessons.
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Adjectives presentation for grade 2 students in C.E.R.A.E. format. Download for your reference only. Thank you. Namaste.
Compound words ppt
This document discusses compound words, which are formed by combining two words to create a new word with a different meaning. It provides examples like basketball, toothpaste, and bedroom. The text explains that compound words have an entirely new meaning compared to the individual words. Students are tasked with identifying compound words in sentences, matching words to form compounds, and creating their own compounds from word clues. The purpose is to teach students about the structure and meaning of compound words.
Presentation on lesson planning
Presentation on lesson planningJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
The document discusses lesson planning, defining it as a teaching tool that helps teachers decide what, why, when and how to teach. It outlines the key components of an effective lesson plan, including learning objectives, instructional strategies, assessment, and materials. The document also presents the 5Es model for lesson planning and emphasizes the importance of planning for effective teaching and productive use of instructional time.4A's Lesson Plan in English 6
This lesson plan aims to teach students to identify and use context clues to determine the meaning of unknown words. The lesson will begin with a review game to motivate students and assess prior knowledge. Students will then be divided into groups to complete context clue activities. The teacher will demonstrate context clues and their types. To apply the concept, students will answer questions finding words using context clues. For assessment, students will answer statements using vocabulary in context. As assignment, students must provide examples using different types of context clues.
detailed lesson plan
- The document outlines the objectives, subject matter, procedure, and activities for a 45-minute lesson plan on nouns and their kinds
- The lesson plan includes motivating activities to introduce nouns, presenting examples of different types of nouns, analyzing noun usage in sentences, and practicing changing sentences from singular to plural
- Students are asked to categorize example words as people, places, animals, things or ideas. They also practice identifying singular and plural verbs used with nouns.
Detailed Lesson Plan in English 2 (Verbs)
Topic: Verb - The action word
Reference: English For You and Me: Reading Language 2 by: Benita N. Miranda
Materials: power point presentation, speaker, worksheets
Value Focus: Cooperation
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The document provides a detailed lesson plan for teaching English III that focuses on comparing simple and compound sentences. It outlines 3 learning objectives for students, references materials about sentence structure, and describes a pyramidal teaching procedure where students will combine words and phrases into simple and compound sentences.
Sample of Semi Detailed Lesson Plan
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
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Detailed lesson plan sentence structure;simple & compound
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Similar to Teaching compound words through pictures with the theme
Er 6 incidental vocal learning through er
This study examined the impact of reading on vocabulary development compared to explicit vocabulary learning. 49 English language students were split into two groups - one group read a story and focused on comprehension, the other group studied word meanings from a dictionary. Pre- and post-tests assessed their ability to provide word meanings and use words in sentences. The results showed the reading group performed significantly better on both tests, indicating incidental vocabulary learning from reading provided better retention and ability to use words than explicit dictionary study.
The assessment of deep word knowledge in young learners
The document summarizes a study that assessed deep word knowledge in young first and second language learners. The study developed a Word Association Task (WAT) to measure productive lexical knowledge. 795 Dutch-learning third and fifth graders completed the WAT and a definition task. Results showed the WAT had acceptable reliability and validity, though it measured a slightly different construct than the definition task. While easy to administer, the WAT only partially overlapped with definition scores, suggesting it provides a different perspective on deep word knowledge.
improving vocabulary learning through the use of images
this is a document in which you are going to know how important are images in learning vocabulary and how these ones can help you to improve it.
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Vocabulary development
1) Effective vocabulary instruction involves directly teaching words through multiple methods like definitions, examples, discussions and activities rather than relying solely on definitions. 2) Vocabulary is best learned through repeated exposure, active engagement and connecting new words to prior knowledge. 3) Teachers should introduce new words, help students understand and represent word meanings in different ways, and provide opportunities for students to deepen their knowledge of words over time.
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This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
20 Slide Final on Content
This document outlines a lesson plan for teaching students about whether milk is a health food using reciprocal teaching. It includes class information, the lesson objective, Bloom's taxonomy levels, the technology and materials used, and the opening, work period, and closing activities. Students will work in groups, taking turns summarizing, questioning, clarifying, and predicting as they read a passage on milk. Their understanding will be evaluated through class participation and short quizzes. The homework is to complete a language chart on reciprocal teaching.
A Review Of Research Into Vocabulary Learning And Acquisition
This document summarizes research on vocabulary learning and acquisition in second languages. It discusses findings on learning words in vs. out of context, different decontextualized learning strategies like mnemonic techniques and semantic mapping, and commonly used strategies. The keyword method and elaboration techniques requiring deeper processing were generally found to be most effective, though repetition is commonly used. Combining decontextualized instruction with contextual reading also showed benefits. Implications for teaching vocabulary to second language learners are discussed.
Vocab instruction
1) The document discusses strategies for teaching academic vocabulary to students to increase achievement. It emphasizes explicitly teaching vocabulary using a six step process.
2) The six step process involves the teacher providing descriptions and examples of new terms, students restating the terms in their own words, drawing pictures, adding to their knowledge in notebooks, discussing terms with peers, and playing games to reinforce the vocabulary.
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Unit Plan Worksheet~ RED 4325 Subject Area Reading ~ Professor Car.docx
Unit Plan Worksheet~ RED 4325 Subject Area Reading ~ Professor Carmen Marroquin ~
UNIT PLAN
Oral Language Development
Phonemic Awareness
Phonics
Standard
(Subject Area/ CPALMS)
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
ELA.K.F.1.2: Demonstrate phonological awareness.
a. Blend and segment syllables in spoken words.
b. Identify and produce alliterative and rhyming words.
c. Blend and segment onset and rimes of single-syllable words.
d. Identify the initial, medial, and final sound of spoken words.
e. Add or delete phonemes at the beginning or end of a spoken word and say the resulting word.
f. Segment and blend phonemes in single-syllable spoken words.
ELA.4.F.1.3: Use knowledge of grade-level phonics and word-analysis skills to decode words.
a. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context.
Lesson Objective
(SWBAT)
Students will be able to: discuss the text within their small group by making a choice and defending it.
Students will be able to: blend syllables, blend onset and rhyme, and blend individual phonemes.
Students will be able to: identify words in the selected text that have different sounds for the “ou” digraph.
Name of Strategy“
Strong Discussion Prompts”
“
Stretching CVC words”
“
Variant Correspondences Spell and Sort”
Explanation of Strategy
The “Strong Discussion Prompt” strategy fosters oral language development using discussion prompts that foster evaluation in some way. The source text gives examples of endangered species, so a Strong Discussion Prompt strategy might be to ask students to discuss within their small group to choose only one endangered animal to save and ask them to explain why they chose that animal.
“Stretching CVC words” has students break up the sounds within a word and stretch the vowel sound.
Upon watching the “CVC Stretch” video, the teacher demonstrates this strategy by picking a word from the “Endangered Species Act” text, such as “act” and sounds out each word while lifting one finger per sound, then “swooshing” her hand as demonstrated in the video to sound out the whole word fast. Then, ask the whole class to sound it out and swoosh. Then, ask for volunteers to find a word in the “Endangered Species Act” article that they would like to demonstrate the CVC Stretch strategy. Students struggling with this can be given extra practice in differentiated instruction.
Students are paired up groups of two. One student holds up an index card with one of the “ou” digraph words from the selected text. The other student pron.
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This study examined the use of communication strategies by ESL learners during a game-based activity and the influence of teacher and student beliefs on strategy use and fluency development. Video recordings were analyzed of students playing a spot-the-difference game in pairs to identify their strategy use. Interviews with teachers and students explored their beliefs about effective strategies. The results revealed hesitation was a commonly used and approved strategy and that teacher beliefs influenced student strategy use and fluency levels.
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This document discusses creating vocabulary-rich classrooms. It provides research and strategies for developing students' academic vocabulary through everyday language use. Teachers can model more sophisticated vocabulary to gradually enhance students' vocabularies. The document outlines Marzano's six-step process for teaching vocabulary and provides classroom examples. It also summarizes a study on using structured think-alouds to support online vocabulary learning. Developing academic and domain-specific vocabulary through intentional exposure and practice can boost students' language and thinking skills.
Language Assessment
This study examined the impact of cooperative performance on cloze tests on the development of vocabulary knowledge. 70 English language learners were divided into experimental and control groups. The experimental group completed cloze tests cooperatively in small groups, while the control group studied the same passages individually. Both groups took a pre-test and post-test of vocabulary knowledge. The results showed no significant difference between the groups on the pre-test, but the experimental group performed significantly better on the post-test, indicating that cooperative performance on cloze tests improved vocabulary learning. The researchers concluded cooperative learning is effective for vocabulary development as it allows students to learn from each other and receive more input.
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This study examines the effectiveness of using pictures to teach new vocabulary words to 5th grade students in Malaysia. The researcher conducted two lessons, one using traditional oral vocabulary instruction and one using images. Tests, interviews and student journals showed that the students performed better and were more engaged when pictures were used. However, pictures should be supplemented with other aids for words that are not concrete. The researcher aims to expand students' vocabularies to help them write descriptive compositions using targeted vocabulary words and explicit teaching strategies. Reflections showed that introducing basic vocabulary through classroom images helped reduce anxiety for some students, but they still relied on their native language unless consistently prompted to respond in English.
Analogy (2).pptx
Analogies make connections between familiar and unfamiliar things. They test logic, reasoning skills and word knowledge by identifying relationships between pairs of words based on their definitions. For example, "Monkey is to Banana as Rat is to Cheese" - Monkey eats bananas, and rats eat cheese. Practicing analogies improves vocabulary, speeds up reading comprehension by connecting new concepts to existing knowledge, and develops higher-order thinking skills. Teachers can use analogy practice questions, learning software and tests to help students learn and evaluate this skill.
Multimedia Vocabulary Acquisition Research Article Critique
This study investigated the effect of different multimedia presentation modes on children's vocabulary learning using an interactive multimedia story. 135 Spanish children ages 8-9 were randomly assigned to groups that saw English words presented with words only, pictures only, or words and pictures. Those who saw words only performed better on immediate and delayed vocabulary post-tests compared to those who saw words with pictures or pictures only. The findings suggest that for children, presenting just words without additional pictures is more effective for second language vocabulary learning than combining words with pictures or using pictures alone.
Ch 8 Power Point
The Question-Answer Relationship (QAR) model was developed by Taffy Raphael to improve students' reading comprehension abilities. It consists of two broad categories - "In the Book" and "In My Head" - and four subcategories. For initial instruction, teachers introduce the broad categories, then the "In the Book" subcategories of "Right There" and "Putting it Together," followed by the "In My Head" subcategories of "Author and You" and "On My Own." Research shows that QAR instruction improves reading comprehension and can be delivered effectively through both teacher-led and peer-assisted methods.
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This document is a skripsi (thesis) written by Nur Islamiyah that examines English teachers' perceptions of using crossword puzzles to teach vocabulary in junior high schools in Palu, Central Sulawesi. The study aims to identify the impact of implementing crossword puzzles and uncover teachers' perceptions. The literature review discusses key concepts like perception, the importance of vocabulary, strategies for teaching vocabulary including crossword puzzles, and the advantages and disadvantages of using crossword puzzles. The study was conducted through interviews with 5 English teachers from several schools in Palu. The findings suggest that most teachers feel crossword puzzles make the teaching process more effective by increasing student enthusiasm and vocabulary, though one teacher noted it could make the class
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The document summarizes nine research-based strategies for differentiation in the classroom according to Robert Marzano. The strategies are: 1) Identifying similarities and differences, 2) Using nonlinguistic representations, 3) Summarizing and note taking, 4) Reinforcing effort and providing recognition, 5) Setting objectives and providing feedback, 6) Generating and testing hypotheses, 7) Using cues, questions, and advanced organizers, 8) Cooperative learning, and 9) Providing homework and practice. Each strategy is supported by research showing benefits such as boosting student achievement and enhancing learning.
Differentiation
The document discusses nine research-based instructional strategies that can be used in the classroom to enhance student learning:
1. Identifying similarities and differences helps students process and recall new information by looking for patterns.
2. Using nonlinguistic representations like mental images and physical models enhances students' ability to understand and recall knowledge.
3. Summarizing and note-taking leads to better retention when students analyze information to capture main ideas in their own words.
4. Reinforcing effort and providing recognition improves achievement when teachers link effort to success and provide symbolic rather than tangible rewards.
5. Setting objectives and providing feedback establishes a direction for learning and helps students understand where they stand relative to goals.
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Teaching compound words through pictures with the theme
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