The document discusses various tools and strategies for teaching academic vocabulary, including:
- Directly teaching critical words in a meaningful context through multiple exposures.
- Using word sorts, concept circles, word maps and Frayer diagrams to organize words and show relationships.
- Encouraging background knowledge and contextual redefinition of words.
- During-reading strategies like semantic feature analysis, and after-reading strategies like verbal/visual word association and vocabulary notebooks.
A clause comes in four types; independent, dependent, relative or noun clause. Every clause has at least a subject and a verb. An independent clause, also called a main clause, is a clause that can stand on its own. It contains all the information necessary to be a complete sentence.
One of the most common and important uses of technical writing is to provide instructions, those step-by-step explanations of how to assemble, operate, repair, or do routine maintenance on something. Although they may seems intuitive and simple to write, instructions are some of the worst-written documents you can find. Most of us have probably had many infuriating experiences with badly written instructions. It can be badly misinterpreted by students or persons. But they are still important. An easy way for all to understand an instruction is for a teacher to differentiate orally an instruction, from a written instruction, so students will not be confused.
A clause comes in four types; independent, dependent, relative or noun clause. Every clause has at least a subject and a verb. An independent clause, also called a main clause, is a clause that can stand on its own. It contains all the information necessary to be a complete sentence.
One of the most common and important uses of technical writing is to provide instructions, those step-by-step explanations of how to assemble, operate, repair, or do routine maintenance on something. Although they may seems intuitive and simple to write, instructions are some of the worst-written documents you can find. Most of us have probably had many infuriating experiences with badly written instructions. It can be badly misinterpreted by students or persons. But they are still important. An easy way for all to understand an instruction is for a teacher to differentiate orally an instruction, from a written instruction, so students will not be confused.
Basic Vocabulary words for starter. If you wish to get a strong foundation of good chosen English words with high impact that gives you the cutting edge over others, download this file.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
18. Word Sorts cold front meteorologist temperature barometer hurricanes
19.
20. Concept Circles Assessment: Westward Movement hardship trail wagon food hunting learning Describe the meaning and relationships between and among the words in the sections of the concept circles. Traveling west had many hardships. One of the many hardships were diseases that the people had without medical help. Wagons would need to hold many delicacies. For instance, food you’d need to eat and live on were carried in them. The trails could have bad terrain , or could be all flat. Hunting was important and learning how to hunt for buffalo, elk, deer, and birds was learned while on the trail and served as good food for all. terrain disease
21. Concept Circles Assessment: Circulatory System Veins Large intestines Heart Arteries Salivary Glands Blood carbon dioxide Oxygen Describe the meaning and relationships between and among the words in the sections of the concept circles. (Which word does NOT belong?) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
23. migrate Schwartz & Raphael, 1985 To move regularly from one region to another people working for seasonal jobs birds Nomads traveling relocating moving around What are some examples? What is it like? What is it?
24. Word Map What is it? Fence What are some examples? What is it like?
25. Word Map What is it? Culture What are some examples? What is it like?
26. Word Map What is it? Disease What are some examples? What is it like?
28. Frayer Diagram 1 Definition Characteristics Examples Non-Examples First, last week of school. Sitting on the porch reading Unexpected guests for dinner Bubble bath Four projects due Lounging by the pool Stress, anxiety, tension, hostility, Tears, physical symptoms An extreme state of agitation. SWIVET
29. Frayer Diagram Definition Characteristics Examples Non-Examples What is a Noun?
30. Fryer Model Term Visual Representation Definition Personal Association sphere A round 3-D shape My ball is the shape of a sphere. sphere
36. Semantic Feature Analysis FDR JFK Nixon Reagan Clinton Democrat + + - - + War time President + - + - - Congress (same party) Re-elected Served in Congress Won majority of popular vote
37. Semantic Feature Analysis Convex Equilateral Equiangular 4 sided Opposite sides parallel square x x x x x rectangle x x x x triangle x quadrilateral x Regular polygon x x x rhombus x x x x trapezoid x x
40. VVWA (Verbal & Visual Word Association) Readence, Bean, & Baldwin, 2001 Term Visual Representation Definition a degree of wetness especially of the atmosphere Personal Association humidity
41.
42. Concept Circles Why? ___________________________________________________ Which word does not belong? Cone Rectangle Trapezoid Hexagon
43. Concept Circles Why? ___________________________________________________ Which word does not belong? England Cuba Japan Hawaii
47. Word Know it well, can explain it, use it Know some-thing about it, can relate it to a situation Have seen or heard the word Do not know the word tyranny serendipity grapnel purport sensitive dubious
Before we get started, rate yourself on the following scale. Allow all participants to place a blank post-it along the scale. Reflect and note that we hope to add to each other’s knowledge base. Perhaps have them to visit the scale again at the end of the training.
Divide participants into small groups and list their responses on chart paper. Be prepared to share, noting similarities and differences. Post on the wall. Ask: What do you hope to gain from this training to help you with vocabulary instruction.
In this module, it is important to remember that vocabulary instruction goes well recognizing words and knowing the definitions.
Students must be allowed to demonstrate their knowledge of vocabulary learned. Many of the strategies shared in this module (once modeled and taught) can be use to assess knowledge of concepts. Refer to the after reading summarizing strategies in particular.
Don’t hesitate to read a book more than once. There can be a different focus each time; OR students can enjoy it more than once. The second element in comprehensive vocabulary instruction is the importance of reading aloud to students. In this slide however, (bullet 2) the focus is for specifically emphasizing certain vocabulary when reading aloud to learners of all ages.
1. Limit the number of words to 3-5 and be sure that they are key to the main ideas in the text. 2. The context should reflect the particular meaning of the word in the text 3. Students are more likely to remember words linked to other concepts and to words they already know. 4. Students do not master new words after one presentation. Words have to be used in a variety of situations, including speaking and writing, before students “own” them.
Now that you have decided upon which words to teach, the next step is to determine which exemplary strategies to use with learners.
Some of these you might have seen but we are going to review some research based strategies and how to use them.
A primary purpose of before reading strategies is to build or determine background knowledge. Choose from the 5 strategies listed in the before-reading section. Select according to grade level appropriateness.
As demonstrated in the previous examples, background knowledge is critical to word (vocabulary knowledge.
All learners benefit from developing their background knowledge, however, research shows this is especially important for ELL and children from low SES backgrounds. It is important for us to bridge the gap between personal knowledge and academic knowledge in all subject areas. Let’s now take a look at what’s important is vocabulary instruction for all learners!
Weather Activity: Brain compatible learning will help students chunk information. This activity will be a lead in to thinking about the relationship that words can have in creating categories.
The purpose of word sorts is to help students develop an understanding of relationships among words or concepts. Provide participants with word cards and allow them to sort THREE different ways. Allow them to explain their reasons for sorting the words. Ask teachers: How can this strategy help as an activating (/before reading) strategy? Weather
The purpose of word sorts is to help students develop an understanding of relationships among words or concepts. Provide participants with word cards and allow them to sort THREE different ways. Allow them to explain their reasons for sorting the words. Ask teachers: How can this strategy help as an activating (/before reading) strategy? Weather
Put one word in each circle section and students add a word and how the words in the circle form a concept. Page 13 Inside Words Students can select four of the words and then write about what they have learned about the topic. These can be teacher or student generated lists of words. Students can be asked to shade the words that go together or the word that doesn’t belong with the others. They can then write about the word or attribute s that caused a word to be included or excluded.
Basic level: Students can categorize words and justify the connections between and among the words. Students write about the connections they see between the words and phrases. Why are these words in the Concept Circle together? HOW WOULD YOU USE THIS? Assessment!
Weather Activity: Brain compatible learning will help students chunk information. This activity will be a lead in to thinking about the relationship that words can have in creating categories.
If the concept map is used as a before reading strategy, it should be modeled and completed WITH students. That is, the teacher provides the first 2-3 examples and students add the final example(s). Likewise, the teacher provides the first 2-3 characteristic(s) and students provide the final characteristics). If it is used as an after reading strategy, students may work in pairs or small groups to complete after the text is read. Be sure to respond to or check students’ responses for accuracy/appropriateness.
This is a word map, copy it on chart paper. Start with bottom left box, ASK: What is an example of scaffold? Now move to top right box, ASK: What is a scaffold like? After all of the boxes have been completed you should be able to think of a definition for Scaffold. Allow about 10 minutes for this.
Participants will be divided into two groups: One will do Culture and one will do disease
Choose a book or text that is appropriate for your grade/students’ level.. Which words would you pause to explain? Why? Would the text or explanation vary for ELL or struggling learners? Discuss. Share in small group. How many words did you choose?
If used as before reading strategy, teacher models and completes with students using a word or concept from the lesson. If this graphic organizer is used as an after reading strategy, students may work in pairs or small group with teacher response if misunderstandings occur.
If used as before reading strategy, teacher models and completes with students using a word or concept from the lesson. If this graphic organizer is used as an after reading strategy, students may work in pairs or small group with teacher response if misunderstandings occur.
Choose a book or text that is appropriate for your grade/students’ level.. Which words would you pause to explain? Why? Would the text or explanation vary for ELL or struggling learners? Discuss. Share in small group. How many words did you choose?
Teacher selects words that will be upcoming in reading but are unfamiliar to students. These are presented in isolation with the rest of the sentence missing. Students make predictions about possible meanings for the word based on their background knowledge and knowledge of word parts. Students are then provided with the context for each of the words to determine context clues that are helpful for confirming or determining meanings for the target words. As students use context clues that are helpful they will list what helped them use the context clues.
As students read about the various people, concepts, topics, etc. They can complete the grid as the information is taught. This can also be used to summarize at the end of the chapter, unit or topic.
Reference to page 91.
Choose a book or text that is appropriate for your grade/students’ level.. Which words would you pause to explain? Why? Would the text or explanation vary for ELL or struggling learners? Discuss. Share in small group. How many words did you choose?
(E) After the unit on weather, the teacher selects several terms for review and students work alone or with partners to demonstrate an understanding of the terminology.
Help students reflect on word/concept knowledge by to review learning
A great way to summary and show connections among vocabulary related to a specific concept. Ask: Which word does not belong? Why?
A great way to summary and show connections among vocabulary related to a specific concept. Ask: Which word does not belong? Why? Hawaii does not belong. It is an island state, while the others are island countries. Another variation is to list three related concepts and the student must complete the fourth section by showing how they are related.
Sometimes you give them the concept and let them come up with descriptors
Sometimes you give them the descriptors and let them come up with the concept
Have participants complete the chart by putting a check under the appropriate category to show their knowledge of each word. This should provide the notion that word knowledge is multifaceted. People who have large vocabularies tend to be intrigued with words. However, vocabulary instruction tends to be dull rather than the sort that might instigate student’s interest and awareness of words. Ask them how it felt and what might be some implications for our students.
For this summarizing activity ask participants to: Generate fours words that capture the most important aspects of the topic/concept for TPR. Share with a partner. What words do you have in common. What two words capture the most important aspects of today’s learning. Determine the 1 word or big idea that best represents TPR. Share the one big idea among the entire group.
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