Books relating to learner-centred and brief extracts from same to provide context of its use in English literature. A Study in Second Language A study of what is done by language teachers in their classes.
Instruction and Activities 1. To prepare students for this lesson, conduct a brief review of the parts of speech.
Ask students to define each of the major parts of speech as a class on the blackboard. Tell the class that there is more than one way to learn grammar.
Students can learn it either in isolation by diagramming sentences or copying sentences from a book, or through an investigation of the literature that they are already reading. Throughout the lesson, they will change various parts of a sentence, culminating in a complete rewrite of the sentence.
Distribute two copies of the Manipulating Sentences handout to each student. Read aloud the passage from The Island Keeper by Harry Mazer, and discuss students' impressions of the first few characters that are introduced.
Even though they will not read this novel, students can check for meaning by making predictions about the plane trip, characters, and future events in the story.
As a class, ask students to choose one sentence from the passage that they would like to manipulate, and write the sentence on the handout.
Ask students to isolate the parts of speech in the sentence by writing down the nouns, verbs, adjectives, and adverbs. If students need help categorizing the words, form small groups to review each part of speech and then look for the words in the sentence.
Ask the class to brainstorm lists of adjectives, adverbs, and verbs that retain synonyms or change antonyms the meaning of the sentence. Then, following the instructions on the handout, have each student write two sentences using different words-one with a similar meaning and one with a different meaning.
Students can use their personal thesaurus or dictionary to search for words to use in their writing. If time permits, ask volunteers to read their new sentences to the class and encourage students to discuss how these new sentences differ from the original.
Divide the class into small groups of three or four students each.
Lead a class discussion to help students see how word choice can make a sentence interesting or very dull. Ask each group to find a quotation that is interesting to them, and write it on the second Manipulating Sentences handout.
Alternately, have each group of students select a sentence for manipulation from their personal reading material or another assignment, to further reinforce the fact that grammar skills can be picked up naturally from sources outside of their language arts textbook.
Following the steps on the Manipulating Sentences handout, the groups should manipulate their quotations by changing the words. Encourage students to use online resources such as Thesaurus.
Margot Kinberg, National University Each strategy is described in detail, weaving research with examples from classrooms. I believe teachers can easily find new ideas for teaching content vocabulary, and understand when each strategy is most effective. The translations of learner-centred from English to other languages presented in this section have been obtained through automatic statistical translation; where the essential translation unit is the word «learner-centred» in English. This research brings broader understanding of strategies for teaching English reading and writing to students whose first language is not English. The rationale for the study stems from the need to gain greater international perspective of the teaching of English learners.
Groups should list the steps they used to manipulate their quotations. Have each group explain to the class their quotation and the steps they followed to change the quotation's wording and meaning.
Lead a class discussion about the process. Encourage students to discuss any hardships they encountered when rewriting the quotations. Ask students to bring in books they are currently reading and complete this activity with their texts.
In each DOL activity, focus on one part of speech only. For example, have students change all the verbs in a paragraph. Have students share their own writing to see if other students can manipulate the words to enhance or create new sentences.
Have students write poems, using words from a passage that expresses the same feelings or ideas. Start a vocabulary project in which students keep track of words they learned while manipulating sentences.Teaching literacy with a balance of theory and applications.
Integrating the best of what we currently know about teaching reading and writing, as well as ideas that will lead us into the future, Literacy for the 21st Century: A Balanced Approach provides the balance of pedagogy and application that /5(2). Phonics Practice Test: Consonant Sounds (5 ratings) Share this worksheet blending the word, writing it and then reading it again.
1st grade. Reading & Writing. Worksheet. Practice Test: Synonyms and Antonyms This workbook focuses on the fundamentals of reading and spelling from vowel sounds to sight words.
It’s report card time. One thing I truly dislike about teaching is the responsibility of doling out grades – specific letters that indicate levels of success for kids.
The path toward authentic assessment is mired by the use of report cards based on traditional assessment practices. My students. Colorado Convention Center Denver, Colorado November, THURSDAY, November 17, o Near Synonyms Acquisition and Learning Strategies among Advanced CFL Learners, Fengping Yu, University of Iowa This panel offers pragmatic tools and practical strategies for digital assessment, from approach and design to online writing to.
In the first year, professional development focused on vocabulary-development strategies, instructional strategies to promote engagement and critical thinking in reading and writing, and a common set of instructional strategies to improve reading comprehension.
May 05, · The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing.