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(wow) Words Of Wonders Level 1852 Answers

(wow) Words Of Wonders Level 1852 Answers – One of the greatest strengths of teaching structured word questions is the level of independence students have in considering the spelling of words. We ask them to notice predictable patterns and teach them to ask questions that they can then investigate. We present them with reliable tools, then slowly back away and let the students figure it out for themselves. Throughout the school year, my goal is always to prepare my students to constantly question words and to acquire the skills, curiosity, and knowledge necessary for independent inquiry.

In more traditional teaching methods, students expect to receive information from the teacher. The teacher is the one who knows whether the information is correct or incorrect. The student does not learn to trust his intellect. I’m constantly at the teacher’s desk: “Okay?”

(wow) Words Of Wonders Level 1852 Answers

This feature of structured word questions reduces my confusion when preparing for unexpected breaks for my students. I don’t have to write long work instructions. As long as I know my students have access to the internet, I can do math using Etymoneline, Word Search, Mini Matrix Maker, Google Docs, and YouTube. If it turns out that I need to submit work that is not related to the Internet, then they can record the words, play with someone and write.

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Yesterday, our school was added to the list of physically closed schools. As in other schools, teachers are asked to provide students with continuous learning opportunities. Today I sat down to brainstorm. If you are in a similar situation and are looking for ways to get your students to study words using SWI, some of these ideas may work for you. This list is in no particular order. As my ideas came, I wrote them down.

1) One of the activities I ask them to do is a “word exchange”. At the beginning of the year, we did it in four groups. Each group was given an envelope with words and asked to draw a circle. They have to decide together what fits in the circle and what doesn’t. They have to write a series of words to show that they understand the structure of the words in the circle and the basis of each one. They must also write a comment explaining why the words outside the circle do not fit. As part of the assignment, I ask the students to make their own word bag. I will use this example to explain what I mean. This shows that we use up to 10 words, and we have some, not because they are appropriate, but because they are similar in some way without being related in meaning or spelling. For many years, my students have been bringing morphology to spelling without even realizing it. This exercise is worth it!

Whether they show it to their family or save it for when we get together again, they spend time thinking about words and sentences! I think lately I should invite the students to Zoom so we can do it together. I first read this idea on Lynn Anderson’s Beyond the Word blog. Check it out here. He worked with very young beginning readers. If your students are in kindergarten, first or second grade, I recommend checking out Lynn’s blog. There may be other activities that you can combine! I also read about using this idea on Rebecca Lovelace’s blog. Check it out here. It was on Rebecca’s blog that I first heard about the students making their own word packets. The students he worked with also began to read.

2) Matching game. Give students pages to tear apart to play a matching game. This can be a continuation of what you have already learned in the classroom.

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I’m sure you can add to this list. Choose one or more and encourage the student to play with a sibling or family member.

3) If you think it’s time to review the attachment rules, I’ll show you three videos on each. You can assign students to look at one, then give them a list of words that they can use to make synthetic word combinations, and when they “check the combinations” decide whether or not the conjunction convention is valid. .

4) Do a word search. Ask the student to choose a word to look at. Perhaps they come across an interesting word while reading a book, having a family conversation, working, or even playing board games with the family. Perhaps while studying math, social studies or science, they will come across a word that catches their eye. I give them a checklist to gather the type of information they want. Here is an example of a checklist I use at the beginning of the year. At this point, my students know what information is most helpful, but parents without teacher “sign-in” may appreciate a checklist like this.

My students know that the amount of information they find varies from word to word. It might be a good idea to include links to Etymonline, Word Searcher and Mini Matrix Maker. My students use ToPhonetics to help them spell words in IPA.

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They may not be able to make a poster, but they can make a brochure out of regular sized paper. They can share their results using Google Slides, PowerPoint, Prezi or any other creative presentation tool. Maybe I’ll offer them the opportunity to share their lectures with me and other interested students via Zoom!

Here is an example of small group work my students did last year when they chose a word together and researched it. It was originally created as a podcast, but we have added photos and videos. Maybe you have a student who wants to do it alone or with his siblings or family!

5) Ask them on Google what the word portmanteau is. Once the definition is established, ask them to collect some examples of portmanteau words. There is an exceptionally long list on Wikipedia. Ask them to read through the different collections to find the ones that interest them the most. Ask them to write the two words that become one. They can also collect pictures or draw to illustrate some of the words of the collected items.

6) Ask them to google what the word oxymoron is. Once the definition has been determined, ask them to collect some examples of oxymorons, just as they did for the portmanteau words. I like to incorporate learning this way because they see how fun our language is!

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7) There are some great student-friendly videos on YouTube. My students enjoy listening to this Greek alphabet song. They almost memorized the Greek alphabet.

8) Another great video is by lexicographer Erin McCann. This is a TED talk titled “Move On: Make New Words!” This makes it so important that the vocabulary reflects the people who use it, rather than the authority of using the words. Again, this brings up the idea of ​​having fun with words.

9) The latest YouTube recommendation comes from Erica Okrent’s videos. My students are just as excited about the video presentation as they are about the information shared. We often see them twice because of this. Here is just an example of what I mean. Your YouTube channel is full of videos!

10) Now how about some creative writing! I like to suggest writing a story or poem with an unexpected rhythm. My students may frown at the first mention of the topic, but what they write is always amazing! So what if the writing is precedent or perhaps mandatory in terms of foundation. Not only do they bring their creativity, but they also highlight what they know about their chosen topic. I have done this in science in the past. Possible subjects were producers, herbivores, carnivores, scavengers, etc. Some spoke in general and others specific herbivores/carnivores etc. They reveal who/what they are in the last line of their poem.

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I’m sure you have other options in mind. If the writing leads to a story instead of a poem, that’s fine too. The point is to have the opportunity to think about what these are and what their role is in the formation of words.

11) Create a board game. I had a student break last week

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