What can we teach with. tessa w.
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This document discusses various tools and materials that can be used when teaching, including dictionaries, boards, picture packs, music CDs, and other classroom materials. It provides tips for how to use these tools, such as using dictionaries to look up words, boards to write lessons on, picture packs to generate vocabulary, and music CDs to relax students. It also offers advice for preparing materials in advance, setting up the classroom, and tidying up after lessons.
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Understanding text structures is an important reading skill because it aids comprehension of informational texts. Get middle school students started the process of understanding and analyzing Text Structures and Organizations with this engaging PowerPoint presentation. Presentation addresses the five most common structures: : description, chronological, cause/effect, compare/contrast, and problem/solution. Examples and teacher instructions are included. Aligned to Common Core ELA-Literacy Standards: RI.6.1, 7.1, 8.1; 5.11C; 6.10C; 7.10C; 8.10C.
Informational text features
This document provides information about informational text features that help readers find information in nonfiction books. It focuses on the table of contents and index. The table of contents is at the beginning of the book and lists the main chapters or topics and the page numbers. The index is at the back of the book, is in alphabetical order, and lists specific topics and the pages where information about those topics can be found. The document guides students through activities to work with these features in their books and reflect on how they help with research.
Parts of a Dictionary
This document provides instructions for using a dictionary. It explains that dictionaries are organized alphabetically and divided into three sections - front, middle, back - corresponding to letter ranges. It describes how to locate words using guide words at the top of dictionary pages and defines key parts of a dictionary entry, including pronunciation, part of speech, definitions, example sentences, and inflected forms. The document also includes exercises for students to practice using a dictionary.
Teaching Text Structure
This document provides an overview of text structure and suggestions for teaching it to students. It defines text structure as the internal organization of a text and discusses common structures like chronological order, cause and effect, problem and solution, compare and contrast, and description. It explains that understanding text structure helps readers comprehend, search for, and summarize information. The document offers recommendations for teaching text structure, such as using graphic organizers, highlighting transition words, analyzing questions for each structure, and finding leveled texts to practice with.
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Material designing
The document discusses various teaching materials that can be used in English language classrooms, including their uses and advantages. It covers blackboards, flashcards, wall charts, newspapers, tapes/recorders, videos, computers, overhead projectors, dictionaries, songs, rhymes, and games. The materials provide visual/audio aids, engage students, develop skills, and make lessons more interesting. Preparation and effective use of the materials is also addressed.
Study strategies
This document provides study strategies for an art history class. It suggests identifying your preferred learning style by considering how you best absorb and recall information. The main learning styles discussed are aural, visual, experiential, social, and individual. It emphasizes using flashcards to connect concepts and artworks, including options like online flashcards, PowerPoint, and iPhone apps. When studying images, it advises sorting them into chronological groups and relying on cultural context over exact dates. For essays, it recommends understanding major themes, paying attention to the question, including visual examples, and telling information as a story. Mnemonic devices and mind maps are also proposed for retaining information. Study groups should divide questions and find note buddies
The 7 learning styles
This document discusses different learning styles, including linguistic, logical-mathematical, visual/spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. It provides descriptions of each style's preferences and techniques that may help people with that style learn more effectively, such as using written and verbal methods for linguistic learners or physical objects and interactive games for bodily-kinesthetic learners. The document emphasizes that people often have a mix of styles and can develop abilities in less dominant styles.
Focusing on speaking in CLIL contexts
The document discusses types of speaking activities that can be used to teach English, including:
1. Question loops, info gaps, trivia search, word guessing games, class surveys, and 20 questions - which involve asking and answering questions to promote speaking.
2. Making presentations from prompts - where students present information from a visual using language support.
3. The document also discusses the importance of formulaic language in early stages of learning, such as greetings, social English, classroom language, and communication strategies.
Understanding your learning styles 3
This document discusses different learning styles - visual, auditory, and kinesthetic/tactile. It explains that individuals may have one singular style or a combination. Understanding one's own learning style helps choose effective study methods and optimize learning. Visual learners prefer using visual aids, auditory learners learn best by listening, and kinesthetic learners absorb information through physical activities and hands-on projects. Tips are provided for each style to apply learning in a way that suits one's preferences.
Understanding your learning styles 2
This document discusses different learning styles - visual, auditory, and kinesthetic/tactile. It explains that visual learners prefer using visual aids like diagrams and maps, auditory learners learn best through listening to lectures and discussions, and kinesthetic learners are hands-on and prefer experiential activities. It provides tips for each type of learner on how to best study and process information based on their individual learning style.
Understanding your learning styles
This document discusses different learning styles - visual, auditory, and kinesthetic/tactile. Visual learners prefer using visual aids like diagrams and maps. Auditory learners learn best through listening to lectures, discussions, and audio. Kinesthetic learners are hands-on and prefer experiential activities. The document provides tips for each style, such as using colorful notes, study groups, and interactive activities. Understanding your own style helps you choose effective study methods.
Rhyming words, What are you doing next week?, Listening and Writing
The document provides a weekly lesson plan for a grade 3 class. Over the course of 5 days, students will learn new vocabulary words, discuss dreams and future plans, listen to audio passages, and complete related worksheets and activities. Some of the challenges anticipated include unwanted behavior, difficulty understanding texts, and difficulty writing or answering questions. Suggested solutions are proper classroom management, simplifying explanations, allowing more time, and providing one-on-one help. New vocabulary words to be learned include ice pack, plaster, barn, tidy, exciting, pill, bill, calendar, fact and opinion.
Assiting Students in Learning to Read
The document discusses strategies for helping students who struggle with reading. It addresses phonological awareness, word identification, fluency, and comprehension. For each area, it identifies skills students should be able to demonstrate and provides suggestions for teachers, such as using manipulatives to teach phonological awareness and modeling fluent reading. The document emphasizes using graphic organizers and questioning techniques to help students comprehend text before, during, and after reading.
Biography driven instruction
The document provides descriptions of various strategies that can be used for biography-driven instruction in the classroom. Some of the strategies described include having students draw pictures representing important moments in their lives, creating a vocabulary quilt with words and associated drawings, grouping students for different activities, setting content and language objectives, and using memory bags, DOTS charts, and other interactive activities to engage students and help them make connections to what they are learning.
Organization presentation by vann lassiter
This document provides tips and tricks for organizing one's classroom and students to have a successful school year. It discusses establishing daily procedures like posting objectives and schedules, assigning students lucky numbers, and using transition signals. It also covers forming student groups, calling on students, handling papers efficiently through color coding and filing, and using grade books and planners. The presentation emphasizes the importance of organization for on-task time and reducing behavior issues while allowing for creativity. It encourages sharing strategies and flexibility in choosing what works best.
Model Lesson
In this science and literacy lesson, kindergarten students will hear a story about a girl who creates things from everyday materials. The students will then explore recyclable materials and document their characteristics using writing and drawing. They will examine materials like cardboard, plastic bottles, and string. The lesson incorporates standards around identifying story elements, speaking clearly, and adding drawings to descriptions. Students will participate in the read aloud, examine materials, and write about material characteristics. The teacher will model the activity and students will share their inventions. Assessments include observation notes and examining student worksheets documenting invented designs.
First partial material
The document provides examples of how to use various teaching materials and props to enhance language lessons in creative ways. It describes using a blackboard to introduce new language and check understanding, using flashcards for vocabulary practice and guessing games, and using real-life objects like scissors, a corkscrew, and a stapler to illustrate grammar points through metaphorical demonstrations. Pictures, photos and other visual materials can be used for descriptions, information gap activities, and developing storytelling skills.
Vocabulary memory study aids presentation transcript
This document discusses various study aids and techniques for improving vocabulary memory, including visual aids like drawings, diagrams, and graphic organizers; word associations; and flashcards. It recommends creating flashcards with the word on one side and a definition, picture, or example sentence on the other side. The document provides tips for using flashcards effectively and studying vocabulary in short sessions using active learning techniques like saying words aloud and quizzing a study partner.
Vocabulary memory study aids presentation transcript
This document discusses various study aids and techniques for improving vocabulary memory, including visual aids like drawings, diagrams, and graphic organizers; word associations; and flashcards. It recommends creating flashcards with the word on one side and a definition, picture, or example sentence on the other side. The document provides tips for using flashcards effectively and studying vocabulary in short sessions using active learning techniques that engage multiple senses.
15 wayselt
1) Listening is a crucial skill for language learners to develop in order to improve speaking abilities and have successful conversations.
2) Learners need extensive practice listening to English at a normal speed to develop comprehension. Listening is also important for acquiring vocabulary and grammar structures.
3) Students trying to understand spoken English face many challenges, such as distinguishing similar sounds, comprehending reduced forms, understanding intonation cues, adjusting to accents, comprehending much vocabulary and grammar when heard. They must use both bottom-up and top-down processes to make sense of what they hear.
Eal strategies booklet
This document provides strategies for supporting English language learners in various classroom contexts. It begins by recommending seating ELL students next to sympathetic peers who speak their first language and providing visual supports. It also emphasizes speaking clearly, using students' names, and incorporating group work and first language use. Subsequent sections provide reading, writing, speaking and listening, and summarizing strategies. Key recommendations include activating prior knowledge, using visuals and hands-on activities, explicitly teaching genres and vocabulary, incorporating partner and small group work, and focusing on meaning over accuracy.
Teacher, I need more words!
This document provides guidance and activities for teaching vocabulary to English language learners. It discusses the importance of vocabulary learning and recommends focusing instruction on 5-8 key words per lesson. It outlines three stages of vocabulary learning: initial exposure, manipulating words, and deeper understanding. A variety of interactive activities are described that target each stage, like using the keyword method, vocabulary cards, acting out words, and creating associations. The document emphasizes the need for both direct instruction and indirect learning opportunities, as well as frequent spaced review, to help students fully learn and retain new words.
Once Is Not Enough
Vocabulary acquisition requires repeated exposure to words over an extended period of time, as well as active engagement with words' meanings and usage. According to the document:
- Learners need to encounter words 6-30 times through comprehensible input before fully acquiring them. A single exposure is not enough.
- Active participation, such as noticing words and using them in personal ways, leads to more effective learning than passive exposure.
- Full acquisition takes place over months or years, not just within a single lesson or unit.
- Teachers should draw attention to vocabulary usage through examples, questions, and exercises to move beyond just defining meanings.
Teaching Techniques
This document provides information about teaching techniques, student profiles, learning styles, basic concepts of mistakes vs errors, error correction methodology, and games for adult English language learners. It discusses approaches for different student personalities and strategies for correcting errors without discouraging language production. Various classroom activities are described, including dictogloss, circuits, and games using pictures, flashcards, and dice to reinforce vocabulary and grammar.
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What can we teach with. tessa w.
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