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Archive for the ‘★ Vocabulary.’ Category

Unit 5 Vocabulary

altruistic  dearth  indomitable  repose  assent  diffident  infallible  temerity
benefactor  discrepancy  plod  truculent  chivalrous  embark  pungent
unfeigned  clemency  facile  remiss  virulent

–>WORDS ONLINE HERE<–

ROOTS:

  • Path (feel)
  • Auto (self)
  • Scrib (write)
  • Vac (empty)
  • Port (carry)
  • Terr (earth)

Quiz (in the format of past quizzes) will be Friday the 4th

 

 

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Vocabulary Unit 4

Click and listen

affiliated         converge     invulnerable       scrupulous      ascertain      

disperse      malevolent      skulk       attainment     esteem     

 nonchalant       supercilious       bequeath       expunge       omniscient       

uncanny     cogent      finite     panacea      venial

ROOTS —>  

  • derm (skin)     
  • dent (tooth)    
  • hema (blood)   
  • cardio  (heart)    
  • psych (mind/thought)    
  • neur (nerve)     
  • osteo (bone)     
  • spir (breath/courage)

Hangman style game

Word Search

Quiz yourself

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Vocabulary Unit 3

adversary  culinary  harass  precedent  alienate

delete  inclement  punitive  artifice  demise  thumbnail_E

muse  redress  coerce  exhilarate  negligible

sojourn  craven  fallow perpetuate urbane

Hangman

Multiple choice self-test

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Vocabulary Unit 2

cursory  holocaust   nostalgia   amicable   duplicity

jeopardy   scrutinize   benevolent   impervious  adroit 

quintessence   averse   extol   impetus   retrogress

belligerent   feasible   grimace   meticulous   tepid 

And roots:     semi  –  neo  –  circ  –  chrono  –  mono  –  multi/poly  –  spec  –  verb  –  aud  –  bib  –  omni  –  sect  

HANGMAN!

MULTIPLE CHOICE SELF TEST

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Vocabulary Unit 1

adulterate  dour  intimation  tentative  augment

reiterate  gape  opulent  unkempt  bereft

verbatim   deploy   insidious  stolid  gibe

pliable  ambidextrous  fortitude  guise   warily

Vocab. Hangman

Word search

Multiple choice

AND ROOTS  (not from book):

Post – Pre  – Super – Sub  – In – Ex  – Pro –  Anti  – Man – Ped 

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Video

open?id=0B9k_EAQWNuroYWYzZGEzZjAtYjYwYy00ZmU3LTk1OTktMDNmOWRlZjE3ZmRl

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Differentiation…

 
 
 
Here’s what’s important;
Q: 
  • What is differentiated instruction?
A:
  • Differentiation is not a procedure, but rather a concept.
  • In it’s essence, differentiation is responding to the learning needs of all students.
  • It is anticipating, recognizing and appreciating student learning differences.
  • It is understanding the differences and incorporating them into our planning.
A differentiated approach to teaching requires four key elements to be successful
  • Knowing the students. Not shallow trivia like birthdays or favorite foods, but more meaningful interests and their readiness for a particular course of study. Not only does this mean how best they learn (visual, auditory, kinesthetic, etc.) but in the International/IB school world, it means having an awareness of cultural predispositions, language issues, issues of family, issues of spirituality, and issues of economics. It also helps for teachers to know themselves. 
  • Knowing the curriculum. Having an in-depth understanding allows a teacher to distinguish between enduring understandings and peripheral information that may be interesting but not truly essential.
  • A repertoire (this mean a lot, a bunch, a variety) of instructional strategies, Strategies that are not only engaging, but are engaging while actively working to satisfy desired learning outcomes while simultaneously covering the curriculum.  Consider the concept of the learner profile. Consider the concept of multiple intelligences. Now ask yourself  “How am I/how could I best reach students considering their strengths and the variety of ways they learn?
  • Flexibility and a collaborative, social atmosphere in the class, and among teachers.
A DIFFERENTIATED CLASSROOM DOES NOT HAVE A LESSON PLAN FOR EVERY STUDENT. IT DOES, HOWEVER, PROVIDE ENOUGH FLEXIBILITY OF INSTRUCTION, ACTIVITIES AND ASSESSMENT (FORM. & SUM.) THAT A DIVERSE GROUP OF LEARNERS WILL FIND A GOOD FIT MOST OF THE TIME.  

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