Learn about Rube Goldberg Machines, set imaginations on fire! Wonderopolis targets a 5th grade reading level and is aligned to Common Core Standards and <sci/ss standards>. We have Immersive Reader embedded for each Wonder of the Day--which means accommodations are available and translations can be provided with a few mouse clicks. <--come up with some standard content for after the overview of the individual Wonder.
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1st grade science key vocabulary English/Spanish translations (space to add drawing as well).
The focus of this lesson is to provide an opportunity for children to develop oral language skills and to record their oral language to share with others.
Ms. DiMaggio's 4th graders explore the essential but complex concepts of revolution, reaction, and reform. They begin with what she calls a "Quick Write" in which students independently write about anything they know about the three given words. Students then discuss what they've written in small groups. Next, students rotate around the room in teams to analyze photos of historical events responding in writing with ŇI see. . . I think. . . I wonder. . .. Ms. DiMaggio was careful in selecting a wide variety of photos to post given the complexity of these concepts and to address possible misconceptions or limits to understanding. For example, some students initially focused on the word ŇrevolutionÓ being related to war or the 1800's. When they analyzed a photo of technology, they quickly realized a broader definition of "revolution".
This template was created to help plan lessons that support English Language Learners for the SPELL project.
Direct teaching of vocabulary can help improve comprehension only when taught in meaningful context. Through the use of technology, students can develop their academic vocabulary in an engaging and fun way.
This lesson employs direct instruction and small-group discussion to help students learn new vocabulary skills while reading Patricia Polacco's "Pink and Say".
Students must "become" a character in a novel in order to describe themselves and other characters using powerful adjectives.
Law has different meanings as well as different functions. Philosophers have considered issues of justice and law for centuries, and several different approaches, or schools of legal thought, have emerged. In this chapter, we will look at those different meanings and approaches and will consider how social and political dynamics interact with the ideas that animate the various schools of legal thought. We will also look at typical sources of “positive law” in the United States and how some of those sources have priority over others, and we will set out some basic differences between the US legal system and other legal systems.
Systematic development of reading, writing, and oral communication skills. Introduction to advanced grammar that deepens the understanding of Japanese culture and society through reading and discussion. Lab work required. This course covers lessons 22 through 27 of Japanese: The Spoken Language by Eleanor H. Jordan with Mari Noda. The goal of the course is to continue to build oral proficiency by expanding your knowledge of vocabulary and grammar. Class hours will be devoted to developing speaking skills in a variety of circumstances; making requests, invitations, apologies, suggestions, dealing with problems, expressing your opinions, etc. Grammatical and social appropriateness on your utterances will be stressed. Keep in mind that daily tape-work is essential.
Continuation of 21F.505. Further development of reading, writing, and oral communication skills. Extension of advanced grammar and further enhancement of advanced vocabulary. Variety of cultural elements studied through readings, video, and discussion. Lab work required. This course covers Lessons 27 through 30 of Japanese: The Spoken Language by Eleanor H. Jordan with Mari Noda. The goal of the course is to continue expanding grammar and vocabulary by further developing four skills: speaking, listening, reading, and writing. The goal is to acquire the ability to use Japanese appropriately with increasing spontaneity emphasized, and to be prepared to become an independent learner to the point where you are capable of handling authentic Japanese by yourself, without fear or hesitation.
his lesson uses music and art in a vocabulary study of unfamiliar words from the song "America the Beautiful," increasing students' vocabulary while also increasing their knowledge of U.S. geography. A discussion to activate students' prior knowledge about sights and scenery throughout the United States is followed by a read-aloud and introduction to the song "America the Beautiful," which is then sung in each session of the lesson. Students learn the meanings of the song's words through shared reading and the use of context clues and images. Students then use photographs, illustrations, and descriptive language to create a mural shaped like the United States. Finally, through pictures and words, students reflect on what they have learned. This lesson is appropriate and adaptable for any patriotic event or holiday, and many of the vocabulary strategies are adaptable for other texts or word lists, as well.
A compendium of protocols used in the lessons and strategies related to checking for understanding, ongoing assessment, and building academic vocabulary, useful as an ongoing reference document alongside the modules.
This webpage displays a common conversation between three friends. The structure and topics of the conversation are purposefully general so as to be helpful to students' ability to create and sustain conversations of their own. The conversation includes Arabic text, transliteration, and translation.
In this activity, students will practice studying school vocabulary. They will also be able to respond to simple questions related to school. Students will also practice identifying school related vocabulary by looking at pictures. They will also be able to write a full sentence in Arabic using the vocabulary they are given individually.
This is a list of twenty survival phrases in Arabic. They are all transliterated as well as written in Arabic script, and are meant for the very beginner. The website includes a printable page for all 20 phrases as well as a downloadable MP3 file with all of the spoken phrases. It is intended those who are going abroad to the Middle East and wish to have a survival list.
Biology 101 Quizlet study aids that utilize OER diagrams. Designed to increase understanding and automaticity of student recall of biological concepts covered in Biology 101, particularly in the laboratory portion of the course.
Biology 101 Vocabulary Quizlet Exercises, Modules 1-16
Module 1: Themes and Concepts of Biology, Process of Science
Module 2: Introduction to Chemistry
Module 3: Biological Macromolecules
Module 4: Cellular Structure and Function
Module 5: The Cell Membrane
Module 6: Energy and Metabolism
Module 7: Cellular Respiration and Fermentation
Module 8: Photosynthesis
Module 9: Somatic Cell Division, Reproductive Cell Division
Module 10: DNA Structure and Replication
Module 11: Gene Expression and Protein Synthesis
Module 12: Genes and Inheritance
Module 13: The Animal Body: Basic Form and Function
Module 14: The Human Digestive System
Module 15: The Human Circulatory and Respiratory Systems
Module 16: The Human Immune System
Based on OpenStax Concepts of Biology, 1st Ed.,
3, 2, 1... Blast off! Students learn new vocabulary by taking a virtual field trip to the moon, read-alouds, creating a picture dictionary, and completing a final writing activity.
Imagine if vocabulary could come alive with the click of a button! Students create video posters to demonstrate knowledge of new economics vocabulary.
Students choose unfamiliar words from their reading and create a multigenre, multimodal glossary of terms.
This lesson is sure to sizzle, not fizzle, as students use comic strips to find onomatopoetic words, develop a vocabulary list from the words, and discuss why writers use onomatopoeia.
Students learn about story structure, new vocabulary, and a variety of reading strategies by participating in an interactive read-aloud of "Miss Bindergarten Stays Home From Kindergarten" by Joseph Slate.
Chapeau! is a first-year college text. Although it may appear, at first glance, to move very fast and introduce a large amount of material early, the vocabulary and grammatical structures that we expect students to control actively by the end of the year are limited in accord with our notion of a reasonable application of the ACTFL proficiency guidelines. As a result, while some instructors may be surprised at such things as the absence of the possessive pronoun, no insistence on the use of optional subjunctives, and no active treatment of the relative dont, others may be disturbed by what we still include in a first-year text. What we do expect students to acquire (which is quantitatively less than what we present in the text for them to know about), we believe they will acquire well, providing a sound basis for further study (formal or informal) and permitting us to say to them, both during and at the end of the course, "Chapeau!"
Practice vocabulary on the go! The original idea conceived by a fellow Chinese language student, this flashcard exercise is an engaging and effective way to review vocabulary terms from the convenience of your mobile device.
Students identify interesting words from Shakespeare's plays and add them to a classroom vocabulary collection.
This video shows primary students using an Interactive Word Wall, a protocol, with words related to the unit of study (both domain specific and academic vocabulary). Students manipulate the words as they discuss relationships among the words and ideas. There are many ways to use an Interactive Word Wall; this video shows students doing concept mapping. First, the teacher restates the guiding question "How does a spider use its body to survive?" She has students pantomime to review key ideas and vocabulary. She then reviews with students the purpose of concept mapping: to articulate how the words are related to each other. Next, students work in small groups, manipulating vocabulary cards and symbols (e.g., arrows, equals) that help convey the relationships. The teacher circulates to check for understanding, clarifying misconceptions, and push student thinking. The teacher ends the class with students reviewing other groups' concepts maps to give specific feedback on what they thought was strong.
The Portuguese language lessons of ClicaBrasil highlight aspects of Brazilian culture. They are designed for intermediate to advanced students, but are accessible to everyone. Each lesson includes videos of Brazilians from all walks of life speaking naturally about their lives and their country. All lessons integrate reading, writing, listening and comprehension, grammar, vocabulary, oral communication and cultural activities with the videos. This is also available as a free PDF textbook and as print on demand.
ClicaBrasil was developed for intermediate level Portuguese language courses at UT-Austin. People all ove the world are now using it for different purposes: self-study, classroom instruction, tutoring, or as a pastime.The lessons in ClicaBrasil integrate reading, writing, listening and reading comprehension, grammar, vocabulary, oral communication, and cultural activities. Numerous video clips (157, to be precise!) that show different Brazilians speaking about their lives, their culture, and their country support and enhance these activities.
Students will play a game called "Colorful Vocabulary". Students will practice describing people, places, and items using a game. This will teach students how to describe multiple topics using different vocabulary words.
Students learn that what you read in books can really add up when they analyze literary texts for economic concepts.
A guide to support students in grades 6-8 during intervention or in a supplemental setting, including suggestions for additional work with related text, word study and vocabulary, fluency, grammar and syntax, and independent reading.
The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read-alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Different Lands, Similar Stories; Fables and Stories; The Human Body; Early World Civilizations; Early American Civilizations; Astronomy; Animals & Habitats; Fairy Tales; and History of the Earth.
The Listening and Learning Strand consists of a series of read_alouds organized by topics (called domains), many of which are informational in nature. The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read_alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Fighting for a Cause; Fairy Tales and Tall Tales; Cycles in Nature; Insects; Ancient Greek Civilizations; Greek Myths; Charlotte's Web; and Immigration.
The Skills Strand teaches the mechanics of reading_Ŕstudents are taught systematic and explicit phonics instruction as their primary tool for decoding written English. By the end of grade 2, students have learned all of the sound_spelling correspondences in the English language and are able to decode written material they encounter. In addition to phonics, students also are taught spelling, grammar, and writing during the Skills Strand. A downloadable story "Jump!" with illustrations is provided for instruction.