Vocabulary Development
•Download as PPTX, PDF•
5 likes•3,938 views
This document discusses vocabulary development and provides examples of different context clues that can be used to determine the meaning of unknown words. It identifies four main types of context clues: synonyms, antonyms, explanations/definitions, and examples. The document then provides sentences with bolded unknown words and asks the reader to use the context clues to define each word and identify which type of clue is being used.
Report
Share
Report
Share
Recommended
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.
Word recognition
Word recognition refers to the ability to identify, read, and understand the meaning of words. It is a foundational reading skill that involves recognizing printed symbols and associating meaning with words. There are several strategies for developing word recognition skills, including using word families, phonics analysis, looking at word structure, and considering context clues. Mastering word recognition is important for struggling readers as it allows them to focus on comprehension rather than decoding individual words.
Using the Dictionary
The document discusses the importance of using a dictionary to improve vocabulary and language skills. It notes that a dictionary can help with spelling, pronunciation, identifying parts of speech, and understanding a word's origin and multiple meanings. The document also outlines some key parts of a dictionary entry, such as the headword providing correct spelling, syllabication guidance, use of the International Phonetic Alphabet for pronunciation, abbreviations indicating parts of speech, etymology in brackets, and definitions of possible meanings.
Methods of-language-teaching
The document outlines 10 major methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural way, and communicative language teaching. Each method is summarized with its key principles, such as the use of the native language, focus on grammar rules vs. communication, and sequencing of skills like listening, speaking, reading and writing.
Reading fluency powerpoint
This document discusses reading fluency and effective classroom practices for developing fluency. It notes that fluency is an important but often neglected component of reading skill. Two key methods for developing fluency are student reading with feedback and self-selected independent reading. The document outlines the teacher's role in guided oral reading, shared reading, and other interactive activities. It also examines research on effective fluency interventions and what instructional elements promote student excellence in reading fluency.
Basics Of Teaching Vocabulary
Workshop on teaching vocabulary to students in an EFL context in Colombia. Designed for public school teachers.
Text Types
The document discusses different types of texts and their defining features. It describes five main text types: narrative, descriptive, instructional, argumentative, and expository. For each text type, it provides examples and discusses common grammatical features that characterize each type, such as the use of tense, pronouns, conjunctions, and other language elements.
Teaching pronunciation
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
Recommended
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.
Word recognition
Word recognition refers to the ability to identify, read, and understand the meaning of words. It is a foundational reading skill that involves recognizing printed symbols and associating meaning with words. There are several strategies for developing word recognition skills, including using word families, phonics analysis, looking at word structure, and considering context clues. Mastering word recognition is important for struggling readers as it allows them to focus on comprehension rather than decoding individual words.
Using the Dictionary
The document discusses the importance of using a dictionary to improve vocabulary and language skills. It notes that a dictionary can help with spelling, pronunciation, identifying parts of speech, and understanding a word's origin and multiple meanings. The document also outlines some key parts of a dictionary entry, such as the headword providing correct spelling, syllabication guidance, use of the International Phonetic Alphabet for pronunciation, abbreviations indicating parts of speech, etymology in brackets, and definitions of possible meanings.
Methods of-language-teaching
The document outlines 10 major methods of language teaching: grammar-translation, direct approach, reading approach, audiolingual method, community language learning, suggestopedia, the silent way, total physical response, the natural way, and communicative language teaching. Each method is summarized with its key principles, such as the use of the native language, focus on grammar rules vs. communication, and sequencing of skills like listening, speaking, reading and writing.
Reading fluency powerpoint
This document discusses reading fluency and effective classroom practices for developing fluency. It notes that fluency is an important but often neglected component of reading skill. Two key methods for developing fluency are student reading with feedback and self-selected independent reading. The document outlines the teacher's role in guided oral reading, shared reading, and other interactive activities. It also examines research on effective fluency interventions and what instructional elements promote student excellence in reading fluency.
Basics Of Teaching Vocabulary
Workshop on teaching vocabulary to students in an EFL context in Colombia. Designed for public school teachers.
Text Types
The document discusses different types of texts and their defining features. It describes five main text types: narrative, descriptive, instructional, argumentative, and expository. For each text type, it provides examples and discusses common grammatical features that characterize each type, such as the use of tense, pronouns, conjunctions, and other language elements.
Teaching pronunciation
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
Parts of a paragraph
This document discusses the parts of a paragraph, including the topic sentence, supporting details, and concluding sentence. It provides examples of each part and explains that the topic sentence introduces the main idea, supporting details provide evidence or reasons to support the topic, and the concluding sentence restates the main point. The document also includes a quiz where the reader must identify whether example sentences are the topic, supporting detail, or concluding sentence.
Reading Strategies Slideshare
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
Undersatnding Compare & Contrast in Reading
Learn about compare and contrast language as well as how a Venn Diagram can help you sort through similarities and differences when reading.
Reading: Comprehension, Strategies and Activities
This is a general presentation about teaching reading to EFL classes. It includes a summary of reading strategies and activities.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Ppt connotation and denotation
This document discusses the difference between the denotation and connotation of words. The denotation is the literal or dictionary definition, while the connotation is the implied cultural or emotional meaning. Connotations can reveal hidden attitudes and set a tone. Words like "informed," "confident," and "conceited" were given as examples to demonstrate how connotation can have positive, negative, or neutral implications.
ANIMAL AND LANGUAGE
Animal and language is one of study which is found in Psycholinguistics. It reveal how the scientists did experiment to some animals based on intelegency (dolphin), vocal cord (bird) and behavior (primates).
Reading comprehension
1. The document discusses comprehension, which is defined as a passage used to test students' ability to understand content and infer meanings.
2. It describes three levels of comprehension: literal, interpretive, and applied. Literal involves facts and details, interpretive involves inferences and reading between lines, and applied involves analysis and synthesis.
3. The document emphasizes the importance of comprehension for academic and professional success, as it allows students to construct meaning from text, master complex concepts, and accurately interpret written information.
Teaching reading
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
The Informative Essay
This document provides information and guidance about writing an informative process essay. It discusses the key elements of a process essay, including that it explains the steps of a process in order to help the reader understand how something is done or accomplished. The document emphasizes that a process essay needs to not only list the steps, but also explain why each step is important, the order they must be completed in, and any potential problems or variations. It provides questions for writers to consider to help explain the process effectively. The document also gives tips for writing the introduction, body paragraphs, and conclusion to clearly outline the steps and purpose of the process being described.
Oral Language
The document discusses the importance of oral language development and its connection to literacy. It covers stages of language development from infancy through elementary school age and conditions that support language learning. Additionally, it addresses components of reading development including phonemic awareness, phonics, sight words, fluency, and comprehension.
Implicit and explicit information
Here are my analyses of the sentences based on explicit and implicit information in the passage:
- The book is rare. (implicit - it is hard to find and not available in the stores visited)
- The author has had negative experiences at Librería Universal. (implicit - they didn't have the book as usual)
- There are bookstores downtown. (explicit - the passage states the author visited some other bookstores downtown)
- The book was not in the bookstores that the author visited. (explicit - the passage states the book was not found in any of the bookstores visited)
- The clerk at Librería Internacional was helpful. (explicit - the clerk provided an option to
Context clues
The document discusses different types of context clues that can help determine the meaning of unfamiliar words in a text. It provides examples of definition, synonym, restatement, contrast, explanation, and inference context clues. It also notes some limitations of relying solely on context clues to define a word and provides examples of applying different context clue types to define unfamiliar words.
Listening strategies
The document discusses strategies for teaching listening skills to language learners. It begins by outlining why listening is an important skill and some challenges involved in listening comprehension. It then describes three categories of listening strategies: top-down strategies which use background knowledge; bottom-up strategies which focus on linguistic elements; and metacognitive strategies which involve planning, monitoring and evaluating comprehension. Specific strategies within each category are provided as examples. The document concludes by offering tips for helping students become active listeners, such as modeling strategies and providing contextualized practice activities.
Synonyms and Antonyms
The document defines synonyms and antonyms. It states that synonyms are words with the same or similar meanings, while antonyms are words with opposite meanings. It provides many examples of synonyms and antonyms in different parts of speech, such as verbs, adjectives, adverbs, and prepositions. It also notes that not all near-synonyms are interchangeable and provides guidance on determining which word in a list is not a synonym.
Reading Intervention Programs
This document discusses several reading intervention programs that can be used to support struggling readers in the regular classroom. It describes the Book Club Program, Concept-Oriented Reading Instruction, Fluency-Oriented Reading Instruction, Four Blocks Approach, Kamehameha Early Education Program Whole Literacy Program, and Success For All. Each program has different components aimed at improving students' reading comprehension, fluency, vocabulary, and engagement with books. The document provides details on the goals and key elements of each approach to help teachers select programs that best meet the needs of their students.
Remedial reading
Remedial reading programs should use research-based methods implemented consistently by well-trained teachers. Instruction should start simply and gradually increase in complexity, with modeling, guided practice, and independent work. Reading difficulties can be diagnosed through evaluating comprehension, phonics, and other skills to identify strengths and weaknesses. Common causes of problems include inadequate instruction, lack of materials, large class sizes, and lack of reading interest.
Explicit and implicit grammar teaching
This document discusses explicit and implicit grammar teaching. It defines explicit teaching as focusing on language forms and rules, while implicit teaching involves unconscious learning without being taught rules. Both have pros and cons. The document also discusses deductive vs inductive instruction, the role of age and individual differences, findings from previous related studies, and the differences between focus on form vs focus on forms approaches.
First quarter exam tos in english 7 10
The document contains tables of specifications for English examinations for grades 7, 8, 9, and 10 at Dolores Integrated School in the Philippines. The tables list language competencies, question levels, question types, and number of items for each examination. Competencies include identifying features of writing, using reading strategies, grammar and punctuation rules. Question types include multiple choice, identification, composition, cloze test and enumeration. The tables were prepared by the English subject teacher and noted by the school principal.
Teaching strategic reading
This document provides information on strategic reading instruction and comprehension strategies. It discusses the key tenets of strategic reading instruction, which are to teach reading strategies explicitly, guide students in using the strategies, especially struggling students, and coach students in their reading. It also outlines several common comprehension strategies used by effective readers, such as making connections, predicting, questioning, monitoring, visualizing, and summarizing. Finally, it proposes activities to teach these strategies in the classroom, including scanning questions, skimming modified texts, using context clues, and inference riddles.
Vocabulary development
The document discusses strategies for teaching vocabulary across different subjects. It begins by defining vocabulary and explaining its importance. It then provides several key points from research on vocabulary instruction, such as learning vocabulary being a lifelong process and encountering words in meaningful contexts. The document also outlines characteristics of effective direct vocabulary instruction, such as using multiple exposures and discussions to help students understand words. Various activities and tools to enhance vocabulary learning are presented, like graphic organizers, word parts, and games.
Report in vocabulary development
This document discusses vocabulary and its importance in reading achievement. It notes that a large vocabulary is predictive of high reading achievement and that vocabulary growth is important for reading development. It discusses the differences between receptive vocabulary, which is words understood through listening and reading, and expressive vocabulary, which are words used in speaking and writing. Wide reading, direct instruction of word meanings, and discussing words during read-alouds can help foster vocabulary growth.
More Related Content
What's hot
Parts of a paragraph
This document discusses the parts of a paragraph, including the topic sentence, supporting details, and concluding sentence. It provides examples of each part and explains that the topic sentence introduces the main idea, supporting details provide evidence or reasons to support the topic, and the concluding sentence restates the main point. The document also includes a quiz where the reader must identify whether example sentences are the topic, supporting detail, or concluding sentence.
Reading Strategies Slideshare
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
Undersatnding Compare & Contrast in Reading
Learn about compare and contrast language as well as how a Venn Diagram can help you sort through similarities and differences when reading.
Reading: Comprehension, Strategies and Activities
This is a general presentation about teaching reading to EFL classes. It includes a summary of reading strategies and activities.
Teaching speaking and pronunciation ppt
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
Ppt connotation and denotation
This document discusses the difference between the denotation and connotation of words. The denotation is the literal or dictionary definition, while the connotation is the implied cultural or emotional meaning. Connotations can reveal hidden attitudes and set a tone. Words like "informed," "confident," and "conceited" were given as examples to demonstrate how connotation can have positive, negative, or neutral implications.
ANIMAL AND LANGUAGE
Animal and language is one of study which is found in Psycholinguistics. It reveal how the scientists did experiment to some animals based on intelegency (dolphin), vocal cord (bird) and behavior (primates).
Reading comprehension
1. The document discusses comprehension, which is defined as a passage used to test students' ability to understand content and infer meanings.
2. It describes three levels of comprehension: literal, interpretive, and applied. Literal involves facts and details, interpretive involves inferences and reading between lines, and applied involves analysis and synthesis.
3. The document emphasizes the importance of comprehension for academic and professional success, as it allows students to construct meaning from text, master complex concepts, and accurately interpret written information.
Teaching reading
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
The Informative Essay
This document provides information and guidance about writing an informative process essay. It discusses the key elements of a process essay, including that it explains the steps of a process in order to help the reader understand how something is done or accomplished. The document emphasizes that a process essay needs to not only list the steps, but also explain why each step is important, the order they must be completed in, and any potential problems or variations. It provides questions for writers to consider to help explain the process effectively. The document also gives tips for writing the introduction, body paragraphs, and conclusion to clearly outline the steps and purpose of the process being described.
Oral Language
The document discusses the importance of oral language development and its connection to literacy. It covers stages of language development from infancy through elementary school age and conditions that support language learning. Additionally, it addresses components of reading development including phonemic awareness, phonics, sight words, fluency, and comprehension.
Implicit and explicit information
Here are my analyses of the sentences based on explicit and implicit information in the passage:
- The book is rare. (implicit - it is hard to find and not available in the stores visited)
- The author has had negative experiences at Librería Universal. (implicit - they didn't have the book as usual)
- There are bookstores downtown. (explicit - the passage states the author visited some other bookstores downtown)
- The book was not in the bookstores that the author visited. (explicit - the passage states the book was not found in any of the bookstores visited)
- The clerk at Librería Internacional was helpful. (explicit - the clerk provided an option to
Context clues
The document discusses different types of context clues that can help determine the meaning of unfamiliar words in a text. It provides examples of definition, synonym, restatement, contrast, explanation, and inference context clues. It also notes some limitations of relying solely on context clues to define a word and provides examples of applying different context clue types to define unfamiliar words.
Listening strategies
The document discusses strategies for teaching listening skills to language learners. It begins by outlining why listening is an important skill and some challenges involved in listening comprehension. It then describes three categories of listening strategies: top-down strategies which use background knowledge; bottom-up strategies which focus on linguistic elements; and metacognitive strategies which involve planning, monitoring and evaluating comprehension. Specific strategies within each category are provided as examples. The document concludes by offering tips for helping students become active listeners, such as modeling strategies and providing contextualized practice activities.
Synonyms and Antonyms
The document defines synonyms and antonyms. It states that synonyms are words with the same or similar meanings, while antonyms are words with opposite meanings. It provides many examples of synonyms and antonyms in different parts of speech, such as verbs, adjectives, adverbs, and prepositions. It also notes that not all near-synonyms are interchangeable and provides guidance on determining which word in a list is not a synonym.
Reading Intervention Programs
This document discusses several reading intervention programs that can be used to support struggling readers in the regular classroom. It describes the Book Club Program, Concept-Oriented Reading Instruction, Fluency-Oriented Reading Instruction, Four Blocks Approach, Kamehameha Early Education Program Whole Literacy Program, and Success For All. Each program has different components aimed at improving students' reading comprehension, fluency, vocabulary, and engagement with books. The document provides details on the goals and key elements of each approach to help teachers select programs that best meet the needs of their students.
Remedial reading
Remedial reading programs should use research-based methods implemented consistently by well-trained teachers. Instruction should start simply and gradually increase in complexity, with modeling, guided practice, and independent work. Reading difficulties can be diagnosed through evaluating comprehension, phonics, and other skills to identify strengths and weaknesses. Common causes of problems include inadequate instruction, lack of materials, large class sizes, and lack of reading interest.
Explicit and implicit grammar teaching
This document discusses explicit and implicit grammar teaching. It defines explicit teaching as focusing on language forms and rules, while implicit teaching involves unconscious learning without being taught rules. Both have pros and cons. The document also discusses deductive vs inductive instruction, the role of age and individual differences, findings from previous related studies, and the differences between focus on form vs focus on forms approaches.
First quarter exam tos in english 7 10
The document contains tables of specifications for English examinations for grades 7, 8, 9, and 10 at Dolores Integrated School in the Philippines. The tables list language competencies, question levels, question types, and number of items for each examination. Competencies include identifying features of writing, using reading strategies, grammar and punctuation rules. Question types include multiple choice, identification, composition, cloze test and enumeration. The tables were prepared by the English subject teacher and noted by the school principal.
Teaching strategic reading
This document provides information on strategic reading instruction and comprehension strategies. It discusses the key tenets of strategic reading instruction, which are to teach reading strategies explicitly, guide students in using the strategies, especially struggling students, and coach students in their reading. It also outlines several common comprehension strategies used by effective readers, such as making connections, predicting, questioning, monitoring, visualizing, and summarizing. Finally, it proposes activities to teach these strategies in the classroom, including scanning questions, skimming modified texts, using context clues, and inference riddles.
What's hot (20)
Viewers also liked
Vocabulary development
The document discusses strategies for teaching vocabulary across different subjects. It begins by defining vocabulary and explaining its importance. It then provides several key points from research on vocabulary instruction, such as learning vocabulary being a lifelong process and encountering words in meaningful contexts. The document also outlines characteristics of effective direct vocabulary instruction, such as using multiple exposures and discussions to help students understand words. Various activities and tools to enhance vocabulary learning are presented, like graphic organizers, word parts, and games.
Report in vocabulary development
This document discusses vocabulary and its importance in reading achievement. It notes that a large vocabulary is predictive of high reading achievement and that vocabulary growth is important for reading development. It discusses the differences between receptive vocabulary, which is words understood through listening and reading, and expressive vocabulary, which are words used in speaking and writing. Wide reading, direct instruction of word meanings, and discussing words during read-alouds can help foster vocabulary growth.
Teaching vocabulary
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
vocabulary development
The document outlines vocabulary development standards for 6th grade English Language Arts and Reading according to the Texas Essential Knowledge and Skills curriculum. It specifies that students should be able to determine meanings of words with Latin, Greek or other linguistic roots; use context clues to understand unfamiliar words; and use reference sources like dictionaries to define words.
Vocabulary Development tutorial
This document provides instructions for a vocabulary development tutorial assignment. Students are asked to select 5-8 tier 2 vocabulary words from a book and design before, during, and after reading activities. They must create a visual display of the words and consider using digital tools. The purpose is to help students develop rigorous and interactive vocabulary instruction that can be applied to lesson planning. Students are encouraged to apply ideas from the required Bringing Words to Life textbook and focus on authentic learning.
About vocabulary learning
This presentation will provide several instructions to improve Vocabulary Learning.
Presentation provided by UTPB West Texas Literacy Center, an HSI funded program. HSI is a federally funded program granted by the Department of Education Title V programs. Developed by Ana Miller, M.A., Reading Specialist
Vocabulary development
The document discusses vocabulary development and word formation. It explains that there is a relationship between vocabulary size and professional success. Prefixes and suffixes are discussed as changing the meaning or part of speech of words. Activities are presented to help with guessing word meanings from context and analyzing word stems and formations. Examples are provided to show determining the meaning of unfamiliar words from context clues.
Vocabulary strategies
The document describes several vocabulary strategies for teaching exploration-related terms: students will make journals using the Frayer Model to define and illustrate 10 terms; an "I Have/Who Has" game matches terms to facts or definitions; a matching game pairs terms with definitions or pictures; students will write short stories using 8 terms; a fill-in-the-blank activity matches terms to sentences; and a vocabulary bingo game matches terms to definitions called out by the teacher.
Vocabulary Development in the Content Area
This document discusses strategies for developing reading comprehension and vocabulary in content areas. It covers techniques to use before, during, and after reading. Before reading, teachers should activate background knowledge and set purposes. Strategies include previewing, predicting, and setting purposes. During reading, comprehension is key. After reading, students reflect on and apply what they learned. The document focuses on the Frayer model and concept definition map for teaching vocabulary. It provides examples and prompts creating activities using these models and textbooks. Finally, it discusses polling students using cell phones to gauge understanding.
Summarizing
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Summarizing ppt: Summarizing is one of the 6 power comprehension strategies (summarizing, predicting, activating prior knowledge, making connections, questioning, and inferencing) that proficient readers utilize while reading. Knowing this, and seeing that this is also one of the strategies that many of our students have difficulty grasping, as it is reflected on ISAT, we have decided to continue presenting teachers with summarizing techniques/methods. We know that summarizing is one that will give students particular leverage, especially as they tackle complicated text in each of the different content-areas.
Vocabulary Development for Local Use: A DIY Introduction
Presented on Saturday, June 25 at the American Library Association Annual Conference in Orlando Florida. The presentation was sponsored by the ALCTS CaMMs Copy Cataloging Interest Group
CSCL 2015 | The Development of Productive Vocabulary in Knowledge Building: A...
We report a longitudinal study on the development of 22 students’ productive vocabulary in knowledge building from Grade 1 to 6. Vocabulary growth was assessed based on the student discourse in Knowledge Forum, an online community space designed to support Knowledge Building. Analysis of lexical proficiency based on Lexical Frequency Profile and P_Lex indicated significant growth in productive written vocabulary, especially for words beyond the first two 1,000 word lists. By tracing the growth of vocabulary extracted from specific word lists, we found that the growth rate for different types of words varied across each year but correlated with each other. Correlation analyses between these lexical measures and Knowledge Building behavioral indicators revealed that note revisions are the strongest predictor of vocabulary growth rate, whereas note reading is related with lexical proficiency measures.
Vocabulary instruction
This document discusses strategies for developing vocabulary in content areas. It identifies three categories of vocabulary: general words found across subjects, specialized words specific to a subject but with other meanings, and technical words only related to a subject. Two strategies are described: the Frayer model, which has students define words and provide examples and non-examples; and concept definition maps, which show the components and structure of key ideas. Students are assigned to create activities for these two models using their practicum textbook for March 1.
Presentation Hamlet !
William Shakespeare's play Hamlet explores different types of kings through the characters of Old Hamlet and Claudius. Shakespeare questions whether Claudius' accession to the throne through regicide was acceptable, and criticizes the view of kings as being above the law. He portrays Claudius as a Machiavellian ruler and contrasts him with the ideal kingship put forward by theorists like King James I. Through Hamlet, Shakespeare examines the necessary qualities of a good king and the human flaws of those like Claudius who gained power through morally questionable means.
Learning Resource Metadata Initiative: Vocabulary Development Best Practices
This document discusses best practices for developing learning resource metadata vocabularies based on guidelines from the Dublin Core Metadata Initiative. It recommends defining clear use cases, selecting an appropriate domain model, reviewing existing vocabularies to reuse terms, designing detailed metadata records, providing usage guidelines, and engaging relevant communities to ensure long-term stewardship of the vocabulary. The Learning Resource Metadata Initiative (LRMI) could benefit from following these best practices in its development.
Vocabulary Development - Dr. Grant - GMU
This document discusses vocabulary development and instruction. It notes that vocabulary knowledge is an important part of communication competence. It provides facts about vocabulary, such as students learning about 3,000 new words per year on average. The document discusses different components of knowing a word and different conditions of unfamiliar words. It also discusses stages of vocabulary knowledge, goals and guidelines of vocabulary instruction, and characteristics of effective direct vocabulary teaching. Finally, it discusses different tiers of vocabulary focus and types of vocabularies for students in lower and upper grades.
Vocabulary Strategies
This document outlines 12 strategies for learning vocabulary: concept definition mapping, contextual redefinition, dictionary game, Frayer model, list/group/label, rivet, semantic feature analysis, semantic webbing, SVES, student vocabulary strategy, word analogies, and word sort. It provides a brief description of each strategy, emphasizing that learning vocabulary is key to language learning and building vocabulary is important. The strategies encourage using context clues, dictionaries, grouping words, and relating new words to prior knowledge.
Summarizing
Summarizing involves reducing a large text selection into a shorter version by focusing on the main idea and key supporting details in your own words. When summarizing, non-essential details are removed to retain only the most important parts of the story. Summaries are much shorter than the original text. The purpose of summarizing is to demonstrate understanding of what was read and make connections between ideas.
Main Idea
The document discusses finding the main idea in paragraphs and longer texts. It explains that the main idea is the most important point the author wishes to make about the subject. To find the main idea, identify the subject and then determine what the author says about the subject. The main idea may be explicitly stated or implied. Details in the text support and explain the main idea.
Cause and effect relationships
This document outlines a unit plan for teaching 2nd grade students about cause and effect relationships. It includes 5 lessons using read-alouds like Alexander and the Terrible, Horrible, No Good, Very Bad Day to identify causes and effects in stories. Visuals, sentence frames, think-alouds and discussions are strategies to help English learners understand the concept. Students will learn that a cause is what makes something happen and an effect is what happens as a result, and identify causes and effects in real-life examples. Assessment includes a matching activity and worksheet for students to draw or write their own cause-effect situations.
Viewers also liked (20)
Vocabulary Development for Local Use: A DIY Introduction
Vocabulary Development for Local Use: A DIY Introduction
CSCL 2015 | The Development of Productive Vocabulary in Knowledge Building: A...
CSCL 2015 | The Development of Productive Vocabulary in Knowledge Building: A...
Learning Resource Metadata Initiative: Vocabulary Development Best Practices
Learning Resource Metadata Initiative: Vocabulary Development Best Practices
Similar to Vocabulary Development
Context Clues
This document discusses different types of context clues that can help determine the meaning of unknown words:
1. Definition clues directly define the word or use a synonym.
2. Synonym clues provide words with the same meaning.
3. Contrast/antonym clues use opposite words or contrasting ideas.
4. Example clues give specific instances of the concept.
5. Inference clues require using prior knowledge and reasoning to understand the meaning. Context clues alone may not provide a complete definition and sometimes the passage contains no clues.
Responding to an OpinionNEEDS IMPROVEMENTGOODEXCELLENTCO.docx
Responding to an Opinion
NEEDS IMPROVEMENT
GOOD
EXCELLENT
COMMENTS/POINTS
Ideas (8)
· No clear thesis statement
· Details are few and vague/general
· Little or no support for the thesis
· Word count not met
· Thesis is present and connects to the topic
· Specific examples are used to support the thesis
· Audience and purpose are considered
· Word count is met
· Thesis is original, thought-provoking, and responds to the article with an opinion
· Examples are varied and support the thesis using ethos, pathos, and logos
· Audience and purpose are addressed
Organization (6)
· No clear pattern
· Ineffective or no introduction
· Ineffective or no conclusion
· Few or no cohesive transitions
· Scattered ideas
· Doesn’t have specific parts
· Pattern is present
· Has a clear introduction and conclusion
· Body paragraphs are ordered and structured
· Transitions are present, but may be basic
· Thesis exists, but may not be in the best place
· Pattern is ideal for the topic
· Interesting introduction and thought-provoking conclusion
· Body paragraphs are logically ordered and well-structured, with sophisticated transitions
· Thesis is ideally placed in the essay
Coherence/Unity (2)
· Tries to focus more than one topic/opinion
· Opinion changes in the essay
· Missing or no transitions between ideas
· Ideas are focused on one opinion
· Transitions between ideas are present, but may be basic
· Ideas are focused on one opinion, but address the counter-argument effectively
· Transitions are sophisticated and connect all ideas effectively
Vocabulary (2)
· Basic level
· Repetitive or vague
· Inappropriate or incorrect
· Numerous spelling mistakes
· Intermediate level
· Some repetition
· Usually accurate
· Most words are spelled correctly
· Eloquent, advanced level
· Varied
· Precise
· Few or no spelling mistakes
Sentence Grammar/Structure (2)
· Unreadable grammar
· Incomplete or incorrectly punctuated sentences
· Distracting errors in structure or word order are present
· Sentences are clear and easily understood
· Some errors are present in structure and word order
· Sentence structures are varied
· Active voice dominates over passive voice
· No distracting errors, but a few typos may occur
TOTAL POINTS: __/20
Essay 2: Responding to an Opinion
ENGL 1010-KE3 MWF
Due dates:
2/27 – Summary Due in D2L by 11:30 p.m.; Bring WWAP to class
3/2 – Group B Peer Review
3/4 – Group C Peer Review
3/6 – Group A Peer Review
3/18 – Final Draft Due
Description and Goals: Since writing is a discourse, it is important to learn how to respond to the opinions of others as well as form your own. Therefore, this assignment will focus on active reading of opinions and arguments from other writers in order to create a persuasive and fair response. The response should allow you to add a valuable perspective in an ongoing debate. The summary will help you practice reading and representing the opinions of others accurately and objecti ...
4-BA-ENGLISH4-USE CONTEXT CLUES TO FIND MEANING OF UNFAMILIAR WORDS-TR. STEPH...
This document is an English lesson plan for students on using context clues to determine the meaning of unfamiliar words. It contains three lessons that teach students to use context clues like definition, exemplification, and examples to understand new vocabulary. The lessons include activities where students practice identifying context clues and defining words based on the clues. The activities are followed by answers to check the students' work. The goal is to help students learn to use context within text to independently discern the significance of unknown terms.
Comprehension - Context Clues.pptx
The document discusses using context clues to understand unfamiliar words:
[1] Context clues are hints found within text that help readers understand new words, including definition clues, synonym clues, antonym clues, example clues, and inference clues.
[2] Different types of context clues provide meaning in different ways, such as definition clues explaining a word's meaning, or synonym clues using similar words.
[3] Mastering context clues improves vocabulary and comprehension by allowing readers to deduce word meanings independently from context rather than lookups. It also benefits reading speed and focus.
Guessing meaning fron context
The document discusses different techniques for inferring the meaning of unknown words from context clues. It identifies 4 main types of context clues: synonyms, examples, antonyms, and general knowledge. Each type is explained and examples are provided from texts. Context clues are important reading skills that allow readers to understand unfamiliar words based on surrounding vocabulary rather than relying on a dictionary. Mastering these skills helps with reading comprehension.
Practice with context clues
The document provides 10 sentences with context clues to define bolded words. Students are directed to read each sentence, define the bolded word based on context, and identify which of five types of context clues is used. The sentences provide context clues about words such as vociferous, pedagogical, parsimonious, pertinacity, clandestine, ecclesiastics, churlish, conflagration, languid, and haven.
Context clues
This document discusses different types of context clues that can be used to determine the meaning of unfamiliar words:
1. Example clues use familiar words and phrases in a sentence to illustrate the meaning of unfamiliar words.
2. Comparison and contrast clues compare or contrast an unfamiliar word with a familiar word.
3. Inference clues use hints and context to make educated guesses about a word's meaning.
The document provides examples of different context clue types and how they can help readers understand unfamiliar vocabulary.
Prof ed 9a
1. Metaphor
2. Simile
3. Metaphor
4. Oxymoron
5. Hyperbole
6. Simile
7. Personification
8. Simile
9. Apostrophe
10. Hyperbole
English QUARTER TWO WEEK-4 DAY 4 PPT.pptx
This document provides guidance on inferring the meaning of unknown words using context clues, affixes, and roots. It includes examples of using context clues like definition, synonyms, examples, antonyms, and analogies. It also discusses common prefixes, suffixes, and roots and how they can provide clues to a word's meaning. Exercises are included to practice interpreting words using context and identifying word parts. The overall purpose is to help readers understand unfamiliar vocabulary through analysis of word structure and surrounding context.
Improving Vocabulary through Contextual Clues
Increasing Vocabulary is always a challenge to anyone learning the second language. This slideshow presented the lesson I had with my students.
Context Clue.ppt
This is a Grade 8 Lesson about Context Clues. This Presentation covers the entire lesson presentation in a session from opening prayer until the assignment. The discussion of the lesson includes the types of context clues and their sample sentences. Some activities are included, as well as the formative assessment and evaluation.
Reading Strategies
The document discusses important reading skills such as previewing, skimming, and scanning a text. It also covers strategies for determining the meaning of unknown words using context clues like synonyms, antonyms, examples, explanations and situations. The document distinguishes between the denotation and connotation of words and how connotation involves the feelings and associations connected to a word.
Essay 2 Responding to an Opinion ENGL 1010-KE3 MWFDue dates.docx
Essay 2: Responding to an Opinion
ENGL 1010-KE3 MWF
Due dates:
2/27 – Summary Due in D2L by 11:30 p.m.; Bring WWAP to class
3/2 – Group B Peer Review
3/4 – Group C Peer Review
3/6 – Group A Peer Review
3/18 – Final Draft Due
Description and Goals: Since writing is a discourse, it is important to learn how to respond to the opinions of others as well as form your own. Therefore, this assignment will focus on active reading of opinions and arguments from other writers in order to create a persuasive and fair response. The response should allow you to add a valuable perspective in an ongoing debate. The summary will help you practice reading and representing the opinions of others accurately and objectively before responding.
Special Instructions: Choose an essay either from the class textbook or from the PDFs in D2L under Content. Complete the summary first; then, use the summary as a jumping-off point for your essay. Draw the evidence for your response from your own life and observations– you should not have to do any research for this essay (although the original articles may contain citations). Your audience can either be the original author, or that author’s audience.
Drafts, Research, and Length: Both the rough drafts and the final drafts should be typed in MLA format with the original article cited both within the essay and on a Works Cited page. There is no required length for the rough drafts; however, the final draft should be around 800-1200 words. This is at least five fully developed paragraphs.
Grading: The final draft will be worth 20% of your final grade and will be graded using the rubric agreed upon in class
Tips for success:
1. Start early!
2. Choose an essay that discusses a topic you have some familiarity with.
3. Use your resources (including your classmates, your teacher, and the UWC)!
4. Revise often!
5. Edit often!
Instructor/ Ms. Trusty
Course/ English 1010
The Gender Blue Article
Name/ Ali Alrahin
overview
Deborah Blum’s insightful article The Gender Blur: Where does Biology end and Society Take Over? addresses a very biological question, pertaining to human physical and mental constitution, and intermingles biology with sociology, when she highlights the argument thing that determines and explores human behaviour is either ‘nature’- the so-called natural order that governs our upbringing- or ‘nurture’- the way our present surroundings, the ones close to us, who leave a mark on our innocuous mind. Hailing from a liberal elite family, University-based, Deborah’s often disturbing questions posed a threat to the presiding social order.
I answered “ Rearding the Text questions “ Below
Answer1/
The question focused in this essay gains a certain importance as Deborah, to establish her point, floods the reader’s mind with experiences from her personal life. While narrating her experiences, she particularly stressed on the point that in her neighbourhood and family, no one was discriminated from the other on ...
CONTEXT_CLUES.pptx
This document discusses context clues, which are words or sentences around an unfamiliar word that provide hints to the unfamiliar word's meaning. There are four main types of context clues: synonyms, antonyms, explanations, and examples. The document provides examples of each type of context clue and instructs students to identify context clues in sentences. It also has students read paragraphs and identify unfamiliar words and the context clues that reveal the words' meanings.
Gender Difference in Language Use
The document discusses differences in male and female language use. Some key differences are that males tend to initiate conversations more, interrupt more frequently, and give brief responses, while females tend to support conversations through questions and responses. Additionally, females historically used more hedging language to avoid conflict while males prioritized information transmission. The Genderlect Theory also proposes that males and females have inherent differences in communication styles, with females using conversation to build relationships and males using it to establish status.
Language & Gender presentation [Shoaib_020].pptx
Language & Gender presentation [Shoaib_020].pptxQuaid E Awam University of Engineering, Science and Technology
This document discusses studies of language and gender from sociolinguistics. It outlines four historical approaches - deficit, dominance, difference, and dynamic. The deficit approach viewed women's language as deficient compared to men's. The dominance approach saw female speech as subordinate due to patriarchy. The difference approach saw gender differences as socialized. The dynamic approach views gendered speech as social constructs that can vary by interaction. The document also examines various speech practices associated with gender, such as question use, turn-taking, self-disclosure, and politeness.Q1-Lesson-No.-2-Properties-of-Written-Texts.pptx
The document provides definitions for 5 terms: debris, vernacular, pseudonym, satire, and fabulous. It then asks for examples of two patterns of written texts and an explanation of each. The response provides chronological order and spatial order as examples, explaining that chronological order arranges events in time sequence while spatial order arranges information by location. It also lists 10 patterns of written texts, including organization, coherence, cohesion, repetitions, synonyms, pronouns, language use, and mechanics.
Kinds of vocabulary
This document discusses different types of vocabulary including breadth, depth, and tiers. It provides strategies to increase vocabulary development such as implicit learning through wide reading and explicit instruction using structural analysis and context clues. Context clues are further broken down into four main types: rewording, synonyms, antonyms, and details. The document concludes with examples of context clue practice questions.
Proverbs vera
This document discusses the use of proverbs in the English classroom. It begins by defining proverbs as short, well-known sayings that express common truths or advice. The document then differentiates between proverbs and sayings attributed to famous individuals. Several examples of common proverb patterns are provided. The rest of the document offers ideas for how teachers can incorporate proverbs into lessons, such as using them for warm-up activities, vocabulary practice, or stimulating discussion. A variety of activities for using proverbs in the classroom are also presented, such as matching proverbs to meanings, completing or unscrambling proverbs, and role-playing or drawing proverbs for classmates to identify.
Language power lg and age!!!
This document discusses age as a factor in language variation. It summarizes how people construct age identities and how language use varies across different life stages. Specifically, it covers how children naturally acquire language, how teenagers and young adults use informal language as a daily skill, and how the elderly tend to use simpler sentences and ask more questions. The document also provides examples of how age is an important cultural category that determines various social roles and expectations.
Similar to Vocabulary Development (20)
Responding to an OpinionNEEDS IMPROVEMENTGOODEXCELLENTCO.docx
Responding to an OpinionNEEDS IMPROVEMENTGOODEXCELLENTCO.docx
4-BA-ENGLISH4-USE CONTEXT CLUES TO FIND MEANING OF UNFAMILIAR WORDS-TR. STEPH...
4-BA-ENGLISH4-USE CONTEXT CLUES TO FIND MEANING OF UNFAMILIAR WORDS-TR. STEPH...
Essay 2 Responding to an Opinion ENGL 1010-KE3 MWFDue dates.docx
Essay 2 Responding to an Opinion ENGL 1010-KE3 MWFDue dates.docx
More from Jo Bartolata
Indirectness in persuasion and sales writing
1. The document discusses indirectness in persuasion and sales writing. It notes that indirect persuasion is better for requests that require personal sacrifice or will likely face resistance.
2. It provides four steps for indirect persuasion and sales writing: 1) strategizing by considering the request from the reader's perspective and addressing objections, 2) gaining attention in the opening, 3) presenting persuasive facts and benefits logically, and 4) making the request clearly and positively.
3. Examples are given for each step, such as using questions to gain attention or appealing to emotions or rational benefits depending on the product. Overall mechanics, word choice, and driving the reader to action are also addressed.
Informal oral communication
This document discusses various forms of informal oral communication, including informal talking and listening, interviewing people, conducting and participating in meetings, and using the telephone. It provides tips for each type of communication. For informal talking, it discusses elements like voice quality, talking style, word choice, and adaptation. For listening, it offers ways to improve listening ability such as stopping talking and removing distractions. For interviewing, conducting meetings, and telephone etiquette, it provides guidelines and techniques for effective communication.
Informal oral communication
Informal Talking, Listening, Interviewing, Conducting and Participating in Meetings, Telephone Techniques
The Interview
The document provides tips for preparing for and succeeding in a job interview. It advises researching the company in advance, dressing professionally, anticipating common questions and practicing answers, controlling nerves, engaging the interviewer through follow up questions, arriving early, maintaining eye contact, and using humor cautiously. The overall message is to learn as much as possible about the company and role, and to present oneself as confident, qualified, and easy to talk to.
The Resume
This document provides guidance on creating an effective application letter and resume. It discusses including relevant background information such as education, work experience, skills, and references. Factors like contact information, career objectives, achievements, and presentation style are addressed. The key steps involve selecting important details about qualifications and history, organizing this information into groups, constructing clear headings, and presenting it attractively in a factual list format. The goal is to effectively market qualifications for prospective employers.
Common Types of Business Letters
The document provides guidelines for writing effective business letters, covering topics such as determining objectives, gathering facts, analyzing information, writing and revising drafts, and editing the final document. It also discusses direct and indirect letter structures and includes examples of routine inquiry letters that ask for information.
Prescribed Parts of the Thesis
This document outlines the required sections and formatting for a thesis or dissertation. It includes preliminaries like the title page, recommendation page, and abstract. It also describes the typical chapters which cover the introduction/problem statement, literature review, research methodology, results and discussion, and conclusions. Key sections and subsections are defined, such as defining terms, theoretical frameworks, data collection sources and procedures. Formatting guidelines are provided for citations, appendices, and curricula vitae.
The Nature of Research
This document defines research and outlines its key characteristics. Research is defined as a systematic process of investigating problems based on facts and logic rather than opinions. It involves gathering original data, analyzing it critically and reaching evidence-based conclusions. Research is characterized as expert, systematic, objective, patient and carefully documented. The main types of research are applied, basic, historical, descriptive and experimental. Descriptive research seeks to characterize existing situations through techniques like content analysis, case studies, surveys and participant observation.
Business Writing
Here are corrections for the commonly misused words:
1. Your jewelry and other luggage will be taken care of by your assistant.
2. We would appreciate it if you could be present at your regular meeting for trainers.
3. The applicants will please fill out the entire form regardless of the position applied for.
4. He was caught unaware despite precautions.
5. One of the faculty members requests student assistants.
6. He could not cope with difficulties; the reason is that he is not used to failures.
7. I was totally unaware that somebody had filled her glass with hot water.
8. I am submitting this proposal as a regular output regarding the semin
Levels & Types of Diction
This document discusses levels of diction, or word choice, that authors use in their writing. It identifies 5 levels from formal/high to informal/low:
1) Formal/high diction uses sophisticated language without slang for highly educated audiences.
2) Neutral/standard diction uses language for well-educated audiences in publications and business.
3) Neutral/informal diction includes personal language for familiar audiences.
4) Low/non-standard diction includes slang, dialects, and deficient language for specific audiences.
The document provides examples to illustrate each level and types of diction like concrete, abstract, general, specific, denotation, connotation, literal, and
Business Communication: Important Concepts
Business communication is defined as the process of sharing business information within and outside an organization to achieve goals. Communication is essential to business success but most people do not communicate well. Improving communication skills can increase chances for success. Effective business communication includes internal communication between employees and external communication with customers through various channels and forms like meetings, emails, advertisements and websites.
Paragraph Beginnings and Endings
This document provides guidance on effective ways to begin and end paragraphs. It lists 7 types of effective paragraph beginnings, including rhetorical questions, quotations, dramatic statements, and illustrations. It also discusses 4 things to avoid in paragraph beginnings such as apologizing, complaining, or being dull. For paragraph endings, it recommends echoing the introduction, challenging the reader, looking to the future, or posing questions. Additional tips are provided such as restating the thesis in different words and making predictions based on the content.
Verbal and Non verbal Communication
This document discusses verbal and nonverbal communication. It identifies two main symbol systems: verbal communication uses words, while nonverbal communication refers to human attributes and actions other than words that have shared meanings. Nonverbal communication can reinforce, negate, remove, emphasize, or supplement verbal messages. It then categorizes and defines different types of nonverbal communication, including facial expressions, eye behavior, kinesics, physical appearance, proxemics, paralanguage, chronemics, haptics, olfaction, and silence.
Basic Sentence Parts
This document defines and provides examples of the main parts of a sentence including the complete subject, complete predicate, simple subject, simple predicate, and various types of complements. It discusses direct objects, indirect objects, objective complements, and subject complements. Examples are provided for each part of speech and type of complement.
Basic concepts in evaluation procedures in education
Assessment, evaluation, measurement, and tests are key concepts in evaluating student learning and academic readiness. Assessment focuses on gathering information about student performance to improve learning and teaching, while evaluation uses information from various sources to make value judgments about student skills and knowledge. Measurement obtains data on student learning through tools like tests and performances, and tests represent an attempt to provide objective achievement data to make reliable decisions about students.
More from Jo Bartolata (15)
Basic concepts in evaluation procedures in education
Basic concepts in evaluation procedures in education
Recently uploaded
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcThe History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Vocabulary Development
- 1. VOCABULARY DEVELOPMENT JO I. BARTOLATA, BUCAL
- 2. People judge you by the words you use
- 3. Language and thought are inseparable
- 4. Ways to Develop Vocabulary Using the dictionary & Reading using context clues
- 8. SOME EXAMPLES Synonym • A synonym, or word with the same meaning, is used in the sentence. My opponent’s argument is fallacious, misleading – plain wrong. Antonym • A word or group of words that has the opposite meaning reveals the meaning of an unknown term. Although some men are loquacious, others hardly talk at all. Explanation/Definition • The unknown word is explained within the sentence or in a sentence immediately preceding. The patient is so somnolent that she requires medication to help her stay awake for more than a short time. Example • Specific examples are used to define the term.Celestial bodies,such as the sun, moon, and stars, are governed by predictable laws.
- 12. Read the following sentences and define the bolded word based on the context clue. Then identify which of the four types of clues is used. 1. The girl who used to be very vociferous doesn’t talk much anymore. 2. Pedagogical institutions, including high schools, kindergartens, and colleges, require community support to function efficiently. 3. He was so parsimonious that he refused to give his own sons the few pennies they needed to buy pencils for school. It truly hurt him to part with his money. 4. His pertinacity, or stubbornness, is the cause of most of his trouble. 5. Rather than be involved in clandestine meetings, they did everything quite openly. 6. Ecclesiastics, such as priests, ministers, and pastors, should set models of behavior for their congregants. 7. The girl was churlish – rude, sullen and absolutely ill-mannered. 8. Because the conflagration was aided by wind, it was so destructive that every building in the area was completely burned to the ground.