List-Group Labels In Science

While familiarizing myself with context clues and connotation in this unit, I have discovered that it enriches your vocabulary immensely. Context clues give you the ability to find the definitions of words you never knew the meaning of. You can practice this skill by using word association, or by thinking of synonyms for a word or phrase. Another skill that helps with finding new definitions of words is connotation. Connotation can aid in finding new words and their definitions by letting you see how the word fits in and what the use of the word is alongside another phrase or word.

To explain imagery is a visually descriptive or figurative language, especially in a literary work. An example of imagery is, “ the slide was smooth and slick and was painted a bright faded red.” This quote visually explains how the slide looks like. The use of this simile furthers the story because you can feel the story forming around you. To conclude, the use of imagery makes the story more clear for the reader to understand the

Using material from Item A and elsewhere assess the view that crime and deviance are the product of labelling processes.

A word wall for scientific vocabulary can be created for courses like Chemistry, Physical Science, Earth Science, and Physics core classes. For example, in chemistry a word wall for physical changes, chemical change, and periodic table vocabulary can be constructed by the students. For Physics, words like speed, velocity, kinetic energy, and potential energy can be posted on the wall for a lesson on forces and motion to help facilitate the acquisition of academic terminology for ELL learners in the field of science. Also concepts that are opposite to each other like strong/weak, long/short. Hot/cold, soft/hard, ect. allows students to develop critical thinking skills required for comparing and contract analysis.

together as a class will also reinforce what they have learned and will give the teacher an

1. This document teaches students how to read the word by introducing lots of vocabulary and

The teacher shows an Aboriginal painting and questions students to describe it mathematically and teaches about symmetry, shapes, angles, patterns, numbers, addition, subtraction and division found from the painting.

The teacher will begin by explaining to students that there are many ways to learn to read. The way they will learn today is called the “whole word model.” In this way of reading students will look at the first sound and think about what word may fit based on the other words in the book. Teacher will explain to student that by thinking about what word may be next, combined with looking at the first letter or letters of a word they can begin to ascertain what the word may be. The teacher will then use the flashcards and review each letter and what sounds it can make.

Another example I would use, would be a picture of 'Peter Rabbit' running, which could be an illustration of the vocabulary words 'wandered' or 'scampered'. During the reading of the story 'Peter Rabbit', I will point to the vocabulary word in the pocket chart and ask my students, 'what is this word'? and we will say it together; example: 'Trembling'. I would then ask the students a comprehension question like; 'What was Peter Rabbit doing'? A students response could be; 'Peter Rabbit was trembling with fright'.

Another use of imagery is when the author used imagery to describe how the crowd was. It said,” Smagler gunned a long shot that swished through the net from outside the three-point line. Suddenly the lead was cut in half. The Suns all shouted, but they lost concentration just a second too long.” This made me paint of picture of how they made the shot and started screaming and shouting and let the Lakers go back down and score

Each student takes a few minutes to think through an appropriate response on his or her own and then pairs with another student to share their responses. After putting their ideas together, they create a collaborative response to share with the class.

Students are taken back in to the classroom where they discuss their findings and thoughts on the activity.

This utilization of imagery helps illustrate

Some concepts that we discussed in class, that I saw in the classrooms, included letting students share how they found an answer. In the fifth grade classroom, which had

Visual learning is exemplified when students can look at something that visually represents a mathematical concept, thus enhancing their understanding of the topic being taught. Just as a picture may worth a thousand words and may convey a message, manipulatives can provide visual representation of ideas thereby helping students understand mathematics.