Microsoft word 2013 chapter 2 vocabulary free

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Microsoft word 2013 chapter 2 vocabulary free

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Children who have been encouraged by their parents to ask questions and to learn about things and ideas come to school with oral vocabularies many times larger than children from disadvantaged homes.

Without intervention this gap grows ever larger as students proceed through school Hart and Risley, From the research, we know that vocabulary supports reading development and increases comprehension.

Students with low vocabulary scores tend to have low comprehension and students with satisfactory or high vocabulary scores tend to have satisfactory or high comprehension scores. Declines in word recognition and word meaning continued, and by grade seven, word meaning scores had fallen to almost three years below grade level, and mean reading comprehension was almost a year below.

How do we close the gap for students who have limited or inadequate vocabularies? The National Reading Panel concluded that there is no single research-based method for developing vocabulary and closing the gap.

From its analysis, the panel recommended using a variety of indirect incidental and direct intentional methods of vocabulary instruction. Incidental Vocabulary Learning Most students acquire vocabulary incidentally through indirect exposure to words at home and at school—by listening and talking, by listening to books read aloud to them, and by reading widely on their own.

The amount of reading is important to long-term vocabulary development Cunningham and Stanovich, Extensive reading provides students with repeated or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts Kamil and Hiebert, Intentional Vocabulary Learning Students need to be explicitly taught methods for intentional vocabulary learning.

According to Michael Graves , effective intentional vocabulary instruction includes:. Students need a wide range of independent word-learning strategies. Vocabulary instruction should aim to engage students in actively thinking about word meanings, the relationships among words, and how we can use words in different situations.

This type of rich, deep instruction is most likely to influence comprehension Graves, ; McKeown and Beck, The meaning of a new word should be explained to students rather than just providing a dictionary definition for the word—which may be difficult for students to understand.

According to Isabel Beck, two basic principles should be followed in developing student-friendly explanations or definitions Beck et al. These are usually created by teachers, but they can sometimes be found in commercial reading programs. Research shows that when words and easy-to-understand explanations are introduced in context, knowledge of those words increases Biemiller and Boote, and word meanings are better learned Stahl and Fairbanks, Research by Nagy and Scott showed that students use contextual analysis to infer the meaning of a word by looking closely at surrounding text.

Since students encounter such an enormous number of words as they read, some researchers believe that even a small improvement in the ability to use context clues has the potential to produce substantial, long-term vocabulary growth Nagy, Herman, and Anderson, ; Nagy, Anderson, and Herman, ; Swanborn and de Glopper, The student applies each target word to a new, familiar context.

The student does not have to spend a lot of time making a great drawing. The important thing is that the sketch makes sense and helps the student connect with the meaning of the word. Applying the target words provides another context for learning word meanings. When students are challenged to apply the target words to their own experiences, they have another opportunity to understand the meaning of each word at a personal level.

This allows for deep processing of the meaning of each word. The ability to analyze word parts also helps when students are faced with unknown vocabulary. If students know the meanings of root words and affixes, they are more likely to understand a word containing these word parts.

Explicit instruction in word parts includes teaching meanings of word parts and disassembling and reassembling words to derive meaning Baumann et al. Semantic maps help students develop connections among words and increase learning of vocabulary words Baumann et al. For example, by writing an example, a non-example, a synonym, and an antonym, students must deeply process the word persist. Word consciousness is an interest in and awareness of words Anderson and Nagy, ; Graves and Watts-Taffe, Students who are word conscious are aware of the words around them—those they read and hear and those they write and speak Graves and Watts-Taffe, Word-conscious students use words skillfully.

They are aware of the subtleties of word meaning. They are curious about language, and they enjoy playing with words and investigating the origins and histories of words. Teachers need to take word-consciousness into account throughout their instructional day—not just during vocabulary lessons Scott and Nagy, Once language categories and figurative language have been taught, students should be encouraged to watch for examples of these in all content areas.

Take Aim is appropriate for students who can read at least at a fourth grade level. Take Aim is available in two formats:. Each Take Aim level teaches carefully selected target words in the context of engaging, non-fiction stories. The target words are systematically taught using the research-based strategies described above.

The intensive and focused lesson design helps students learn the target words and internalize the skills and strategies necessary for independently learning unknown words. Learn more about how Take Aim teaches vocabulary and word-learning strategies:. Read Naturally also offers a Splat-O-Nym app for iPad that teaches vocabulary using game-based technology. Splat-O-Nym quizzes students with synonym questions, antonym questions, and meaning-from-context questions and awards points for correct answers.

These other Read Naturally programs do not focus on vocabulary but include activities that support vocabulary development:. Anderson, R. Baumann, J. Flood, D. Lapp, J. Squire, and J. Jensen eds. Beck, I. Bringing words to life. Robust vocabulary instruction , New York: Guilford Press.

Robust vocabulary instruction, 2nd ed. It is true, it was a vicarious experience, else he would not have lived to profit by it. Thirty or forty huskies ran to the spot and surrounded the combatants in an intent and silent circle. Buck did not comprehend that silent intentness, nor the eager way with which they were licking their chops. Curly rushed her antagonist , who struck again and leaped aside. Two minutes from the time Curly went down, the last of her assailants were clubbed off.

Francois was stem, demanding instant obedience, and by virtue of his whip receiving instant obedience; while Dave, who was an experienced wheeler, nipped Buck’s hind quarters whenever he was in error.

Spitz was the leader, likewise experienced, and while he could not always get at Buck, he growled sharp reproof now and again, or cunningly threw his weight in the traces to jerk Buck into the way he should go. Billee’s one fault was his excessive good nature, while Joe was the very opposite, sour and introspective , with a perpetual snarl and a malignant eye. Billee’s one fault was his excessive good nature, while Joe was the very opposite, sour and introspective, with a perpetual snarl and a malignant eye.

Billee wagged his tail appeasingly, turned to run when he saw that appeasement was of no avail, and cried still appeasingly when Spitz’s sharp teeth scored his flank. Billee wagged his tail appeasingly, turned to run when he saw that appeasement was of no avail , and cried still appeasingly when Spitz’s sharp teeth scored his flank. But no matter how Spitz circled, Joe whirled around on his heels to face him, mane bristling, ears laid back, lips writhing and snarling, jaws clipping together as fast as he could snap, and eyes diabolically gleaming–the incarnation of belligerent fear.

So terrible was his appearance that Spitz was forced to forego disciplining him; but to cover his own discomfiture he turned upon the inoffensive and wailing Billee and drove him to the confines of the camp. By evening Perrault secured another dog, an old husky, long and lean and gaunt , with a battle-scarred face and a single eye which flashed a warning of prowess that commanded respect.

Of this offence Buck was unwittingly guilty, and the first knowledge he had of his indiscretion was when Sol-leks whirled upon him and slashed his shoulder to the bone for three inches up and down.

His only apparent ambition , like Dave’s, was to be left alone; though, as Buck was afterward to learn, each of them possessed one other and even more vital ambition. The tent, illumined by a candle, glowed warmly in the midst of the white plain; and when he, as a matter of course, entered it, both Perrault and Francois bombarded him with curses and cooking utensils, till he recovered from his consternation and fled ignominiously into the outer cold.

With drooping tail and shivering body, very forlorn indeed, he aimlessly circled the tent. He whined placatingly, squirmed and wriggled to show his good will and intentions, and even ventured , as a bribe for peace, to lick Buck’s face with his warm wet tongue.

The day had been long and arduous , and he slept soundly and comfortably, though he growled and barked and wrestled with bad dreams. Nor did he open his eyes till roused by the noises of the waking camp. It was a token that he was harking back through his own life to the lives of his forebears; for he was a civilized dog, an unduly civilized dog, and of his own experience knew no trap and so could not of himself fear it.

As courier for the Canadian Government, bearing important despatches, he was anxious to secure the best dogs, and he was particularly gladdened by the possession of Buck.

Buck was glad to be gone, and though the work was hard he found he did not particularly despise it. Apt scholar that he was, they were equally apt teachers, never allowing him to linger long in error, and enforcing their teaching with their sharp teeth. Perrault was in a hurry, and he prided himself on his knowledge of ice, which knowledge was indispensable , for the fall ice was very thin, and where there was swift water, there was no ice at all. The pound and a half of sun-dried salmon, which was his ration for each day, seemed to go nowhere.

 
 

Microsoft word 2013 chapter 2 vocabulary free

 

A horizontal series of cells in a table. A line drawn around the edges of an element, such as a table or a table cell.

Borders can also be drawn around paragraphs and pages. Nonprinting lines that can be displayed around cells in a table. The rectangle area at the intersection of a column and a row in a table, into which you enter data. The width of a column in a table, measured in inches. Column Width. The height of a row in a table, measured in inches. Row Height. Combine multiple adjacent cells together to create one large cell.

Divide one cell into multiple cells, either vertically to create columns or horizontal to create rows. A mathematical equation. The apperance of a line. Line Style. The thickness of a line. Pearson offers special pricing when you package your text with other student resources. If you’re interested in creating a cost-saving package for your students, contact your Pearson rep.

Joan Lambert has worked closely with Microsoft technologies since and in the training and certification industry since OTSI , Joan guides the translation of technical information and requirements into useful, relevant, and measurable resources for people who are seeking certification of their computer skills or who simply want to get things done efficiently. Joan is the author or coauthor of more than three dozen books about Windows and Office for the Windows, Mac, and iPad platforms and three generations of Microsoft Office Specialist certification study guides.

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This eBook requires no passwords or activation to read. We customize your eBook by discreetly watermarking it with your name, making it uniquely yours. About eBook formats. Experience learning made easy—and quickly teach yourself how to format, publish, and share your content using Word Total Cards Subject Computer Science. Level 9th Grade. Create your own flash cards! Sign up here. Supporting users have an ad free experience! Flashcard Library Browse Search Browse.

Create Account. Additional Computer Science Flashcards. Term 1 You are looking for a document you created earlier in the week and cannot remember the name. Definition d Term 2 Which of the following are valid Document View options within Word? Term 3 You are in the middle of editing a large document and only wish to edit text.

Definition b Draft. Term 4 What is the default view in Word? Definition a Print Layout. Term 5 Which view displays the text with a larger font and minimizes many tools in the Word window? Definition c Read Mode. Term 6 Outside of the View tab, where else do you have access to Document View commands?

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Microsoft word 2013 chapter 2 vocabulary free

 

Each Take Aim level teaches carefully selected target words in the context of engaging, non-fiction stories. The target words are systematically taught using the research-based strategies described above. The intensive and focused lesson design helps students learn the target words and internalize the skills and strategies necessary for independently learning unknown words. Learn more about how Take Aim teaches vocabulary and word-learning strategies:. Read Naturally also offers a Splat-O-Nym app for iPad that teaches vocabulary using game-based technology.

Splat-O-Nym quizzes students with synonym questions, antonym questions, and meaning-from-context questions and awards points for correct answers. These other Read Naturally programs do not focus on vocabulary but include activities that support vocabulary development:. Anderson, R. Baumann, J. Flood, D. Lapp, J. Squire, and J. Jensen eds. Beck, I. Bringing words to life. Robust vocabulary instruction , New York: Guilford Press.

Robust vocabulary instruction, 2nd ed. Biemiller, A. Chall, J. Cunningham, A. Graves, M. Taylor, M. Graves, and P. Van Den Broek eds. Kame’enui eds. Farstrup and S. Samuels eds. Hart, B. Heimlich, J. Kamil, M. Hiebert and M.

Kamil eds. McKeown, M. Nagy, W. Kamil, P. Mosenthal, P. Pearson, and R. Barr eds. National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction NIH Publication No. Government Printing Office, pp. Scott, J. Stahl, S. Swanborn, M.

Get Started. Please let us know what questions you have so we can assist. For Technical Support, please call us or submit a software support request. Language rich home with lots of verbal stimulation Wide background experiences Read to at home and at school Read a lot independently Early development of word consciousness Why do some students have a limited, inadequate vocabulary compared to most of their classmates?

How Vocabulary Affects Reading Development From the research, we know that vocabulary supports reading development and increases comprehension. Incidental and Intentional Vocabulary Learning How do we close the gap for students who have limited or inadequate vocabularies?

According to Michael Graves , effective intentional vocabulary instruction includes: Teaching specific words rich, robust instruction to support understanding of texts containing those words. Teaching word-learning strategies that students can use independently.

Promoting the development of word consciousness and using word play activities to motivate and engage students in learning new words. Research-Supported Vocabulary-Learning Strategies Students need a wide range of independent word-learning strategies.

Student-Friendly Definitions The meaning of a new word should be explained to students rather than just providing a dictionary definition for the word—which may be difficult for students to understand. Explain the meaning using everyday language—language that is accessible and meaningful to the student.

Defining Words Within Context Research shows that when words and easy-to-understand explanations are introduced in context, knowledge of those words increases Biemiller and Boote, and word meanings are better learned Stahl and Fairbanks, Using Context Clues Research by Nagy and Scott showed that students use contextual analysis to infer the meaning of a word by looking closely at surrounding text.

Applying the Target Words Applying the target words provides another context for learning word meanings.

Vocabulary Jam Compete with other teams in real-time to see who answers the most questions correctly! Spelling Bee Test your spelling acumen. Read the definition, listen to the word and try spelling it! Teaching tools Quiz Create and assign quizzes to your students to test their vocabulary.

Assign activities Assign learning activities including Practice, Vocabulary Jams and Spelling Bees to your students, and monitor their progress in real-time. All was confusion and action, and every moment life and limb were in peril. There was imperative need to be constantly alert; for these dogs and men were not town dogs and men. It is true, it was a vicarious experience, else he would not have lived to profit by it. Thirty or forty huskies ran to the spot and surrounded the combatants in an intent and silent circle.

Buck did not comprehend that silent intentness, nor the eager way with which they were licking their chops. Curly rushed her antagonist , who struck again and leaped aside. Two minutes from the time Curly went down, the last of her assailants were clubbed off. Francois was stem, demanding instant obedience, and by virtue of his whip receiving instant obedience; while Dave, who was an experienced wheeler, nipped Buck’s hind quarters whenever he was in error.

Spitz was the leader, likewise experienced, and while he could not always get at Buck, he growled sharp reproof now and again, or cunningly threw his weight in the traces to jerk Buck into the way he should go. Billee’s one fault was his excessive good nature, while Joe was the very opposite, sour and introspective , with a perpetual snarl and a malignant eye.

Billee’s one fault was his excessive good nature, while Joe was the very opposite, sour and introspective, with a perpetual snarl and a malignant eye. Billee wagged his tail appeasingly, turned to run when he saw that appeasement was of no avail, and cried still appeasingly when Spitz’s sharp teeth scored his flank. Billee wagged his tail appeasingly, turned to run when he saw that appeasement was of no avail , and cried still appeasingly when Spitz’s sharp teeth scored his flank. But no matter how Spitz circled, Joe whirled around on his heels to face him, mane bristling, ears laid back, lips writhing and snarling, jaws clipping together as fast as he could snap, and eyes diabolically gleaming–the incarnation of belligerent fear.

So terrible was his appearance that Spitz was forced to forego disciplining him; but to cover his own discomfiture he turned upon the inoffensive and wailing Billee and drove him to the confines of the camp. By evening Perrault secured another dog, an old husky, long and lean and gaunt , with a battle-scarred face and a single eye which flashed a warning of prowess that commanded respect.

Of this offence Buck was unwittingly guilty, and the first knowledge he had of his indiscretion was when Sol-leks whirled upon him and slashed his shoulder to the bone for three inches up and down.

His only apparent ambition , like Dave’s, was to be left alone; though, as Buck was afterward to learn, each of them possessed one other and even more vital ambition. The tent, illumined by a candle, glowed warmly in the midst of the white plain; and when he, as a matter of course, entered it, both Perrault and Francois bombarded him with curses and cooking utensils, till he recovered from his consternation and fled ignominiously into the outer cold.

With drooping tail and shivering body, very forlorn indeed, he aimlessly circled the tent. He whined placatingly, squirmed and wriggled to show his good will and intentions, and even ventured , as a bribe for peace, to lick Buck’s face with his warm wet tongue.

The day had been long and arduous , and he slept soundly and comfortably, though he growled and barked and wrestled with bad dreams.

 
 

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