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趣味语法活动
学习语法已经和其他语言进行了比较享乐比如拔牙或者被拘留。但这五节课不必是痛苦的经历，因为这五节课有助于不用锤子教授语法！包括：五项有趣的活动。
教授年度语法单元就像给孩子开咳嗽药一样。有些学生毫不畏缩地接受；其他人——那些对语法有心理障碍的人——一提到这个词就退缩。
教授语法是教师面临的最艰巨的任务之一。我们都知道，语法技能对于学生在标准化考试和大学入学考试中的成功至关重要，对于他们口头和书面交流的能力至关重要，对于他们生活的几乎所有其他方面也是如此！因此，我们对语法的兴趣越大，我们教授语法的方法越多样，我们的学生就越有可能“理解”
本周，教育世界将提供一欧宝彩票些课程理念，帮助你轻松学习语法。这些课程对你有帮助减少痛苦，如果你愿意的话。
语法教学五课
单击下面五个课程标题中的每一个，以获取完整的教学资源。（每节课的相应等级显示在括号中。）
同义词争夺
一项有趣的活动可以强化同义词并培养词汇技能。（K-12级）
动词副词字谜
动词和副词在这个生动活泼的活动中占据中心地位。（3-8级）
专有名词画廊步行活动
画廊步行活动有助于强化专有名词的概念。（3-12级）
对编辑
学生分享他们的编辑，然后单独编辑。两个幽默作品也包括在内。（3-8级）
花言巧语
孩子们在空白的故事里写自己的故事。（K-12级）
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趋势
你已经到了另一个评分期的尾声，还有什么比对你班上的每一个孩子撰写富有洞察力、独创性和独特性的评论更让人望而生畏的呢？以下积极的陈述将帮助您针对特定的儿童定制您的评论，并突出他们的优势。您也可以使用我们的声明来表示需要改进。把单词转过来一点，你就会把每一个单词都变成一个目标，让孩子朝着这个目标努力。Sam与他人的合作保持一致Sam需要与他人的合作更加一致Sally在写作中使用生动的语言Sally可以通过练习阅读，Sally将学会在写作中使用生动的语言。将“让Jan寻求新挑战”改为“请鼓励Jan寻求新挑战”，以请求家长支持。无论您是调整本页的陈述还是创建原始陈述，请查看我们的成绩单同义词表[见本页底部]，其中包含适当的形容词和副词列表。在那里你会找到合适的词语来保持你的评论新鲜和准确。我们已按类别组织了125份成绩单评论。阅读整个列表或单击下面的某个类别链接以跳转到该列表。态度行为特征沟通技能团队工作兴趣和才能社会技能时间管理工作习惯态度学生：是一个热情的学习者，似乎喜欢上学。在课堂上表现出积极的观点和态度。看起来休息得很好，为每天的活动做好了准备。表现出对课堂活动的热情。表现出主动性并寻找新的参与方式。运用直觉以积极的方式独立处理问题。努力发挥他们的全部潜力。致力于尽力而为。寻求新的挑战。对他们的学习负责。学生行为：与老师和其他学生保持一致的合作。在课堂活动之间轻松过渡，无需分心。在教室里彬彬有礼，举止得体。遵守课堂规则。举止成熟。纠正时做出适当的反应。继续关注手头的活动。抵制被其他学生分心的冲动。他对教室里的每个人都很友善，很有帮助。在行为和合作方面树立了卓越的榜样。学生性格：尊重老师和同学。对待学校财产和其他人的财产要谨慎和尊重。与他人打交道诚实可靠。通过帮助其他学生表现出良好的公民意识。参加学校社区项目。关心同龄人的感受。忠实地完成课堂任务。可以依靠他们去做他们被要求做的事情。寻求责任并坚持到底。在与他人互动时考虑周到。是善良的,，与同龄人互动时尊重他人、乐于助人尊重我们课堂上的其他学生，学校社区每天都表现出责任感，认真、深思熟虑地关注课堂上的材料，认真对待他/她的课堂工作，并在完成任务时表现出责任感，始终诚实当被问及与老师互动时体谅他人，每天都表现出礼貌，总是尊重他人，有令人难以置信的自律能力，总是及时完成工作，可以被认为是最早开始完成任务的学生之一在面临困难时，他/她会坚持不懈地提出问题，尽自己最大的努力。在面临困难的任务时，他/她不会放弃。他/她总是尽自己最大的努力。他/她是这样一个有爱心的男孩/女孩，对他/她的同龄人表示关心。他/她在帮助需要帮助的同龄人时表现出关爱的天性。这是一个榜样我们教室里的公民是通过帮助保持教室清洁和保管教室里的材料来证明他/她的公民身份的。他/她的同龄人能够合作，与班上的任何其他学生一起工作。他/她的组织异常有序，并且照顾好他/她的东西完成工作时总是充满热情与他人合作时是令人愉快和礼貌的，与他人互动时是体贴和善良的，解决问题时是富有创造性的，非常努力，总是完成所有工作与需要额外帮助的同事合作时是耐心和善良的，值得信赖且能够在需要交流技巧的地方，总是被指望介入并帮助学生：有很好的词汇量。小心选择词语。通过口头和书面形式清晰地表达想法。具有丰富的想象力，擅长创造性写作。在诗歌创作中找到了自己的声音。在写作中使用生动的语言。字迹清晰purpose. writes with depth and insight. can make a logical and persuasive argument. listens to the comments and ideas of others without interrupting. Group Work The student: offers constructive suggestions to peers to enhance their work. accepts the recommendations of peers and acts on them when appropriate. is sensitive to the thoughts and opinions of others in the group. takes on various roles in the work group as needed or assigned. welcomes leadership roles in groups. shows fairness in distributing group tasks. plans and carries out group activities carefully. works democratically with peers. encourages other members of the group. helps to keep the work group focused and on task. Interests and Talents The student: has a well-developed sense of humor. holds many varied interests. has a keen interest that has been shared with the class. displays and talks about personal items from home when they relate to topics of study. provides background knowledge about topics of particular interest to them. has an impressive understanding and depth of knowledge about their interests. seeks additional information independently about classroom topics that pique interest. reads extensively for enjoyment. frequently discusses concepts about which they have read. is a gifted performer. is a talented artist. has a flair for dramatic reading and acting. enjoys sharing their musical talent with the class. Participation The student: listens attentively to the responses of others. follows directions. takes an active role in discussions. enhances group discussion through insightful comments. shares personal experiences and opinions with peers. responds to what has been read or discussed in class and as homework. asks for clarification when needed. regularly volunteers to assist in classroom activities. remains an active learner throughout the school day. Social Skills The student: makes friends quickly in the classroom. is well-liked by classmates. handles disagreements with peers appropriately. treats other students with fairness and understanding. is a valued member of the class. has compassion for peers and others. seems comfortable in new situations. enjoys conversation with friends during free periods. chooses to spend free time with friends. Time Management The student: tackles classroom assignments, tasks, and group work in an organized manner. uses class time wisely. arrives on time for school (and/or class) every day. is well-prepared for class each day. works at an appropriate pace, neither too quickly or slowly. completes assignments in the time allotted. paces work on long-term assignments. sets achievable goals with respect to time. completes make-up work in a timely fashion. Work Habits The student: is a conscientious, hard-working student. works independently. is a self-motivated student. consistently completes homework assignments. puts forth their best effort into homework assignments. exceeds expectations with the quality of their work. readily grasps new concepts and ideas. generates neat and careful work. checks work thoroughly before submitting it. stays on task with little supervision. displays self-discipline. avoids careless errors through attention to detail. uses free minutes of class time constructively. creates impressive home projects. Related: Needs Improvement Report Card Comments for even more comments! Student Certificates! Recognize positive attitudes and achievements with personalized student award certificates! Report Card Thesaurus Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will always be creative and unique. Adjectives attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique Adverbs always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly
回到地理教案食物起源于哪里？（新大陆和旧大陆的食物）科目艺术与人文——语言艺术教育技术科学——农业社会研究——经济学——地理——历史——美国历史——世界历史——地区/文化K-2 3-5 6-8 9-12高级简要描述学生探索新世界探险家如何帮助改变旧世界的饮食（反之亦然）。目标学生将通过早期探索了解新世界和旧世界发生的变化。利用图书馆和互联网资源研究食物来源。（仅限大一点的学生）制作一张布告栏地图，说明探索后分享的许多食物。关键词哥伦布，探险家，起源，食物，时间线，植物，地图，新世界，旧世界，殖民地，殖民地，作物，媒介素养，产品，所需消费材料：图书馆和/或互联网接入（仅限老年学生）世界概况图（你可以把地图打印在透明纸上，然后用投影仪把世界的大轮廓地图投影并追踪到公告板上的白纸上。）杂志（可选）课程计划早期的美洲探险家接触了许多他们以前从未见过的东西。除了奇怪的人和动物，他们还接触了许多在旧世界未知的食物。在本课程中，你可以在公告板上张贴一张大陆的轮廓图。让学生使用图书馆和/或互联网资源（以下提供）研究第一批探险家在新大陆第一次看到的一些可食用物品。在公告牌上，画一支从新大陆（美洲）到旧大陆（欧洲、亚洲、非洲）的箭头，并在其周围张贴图画或图像（来自杂志或剪贴画）在新大陆发现并带回旧大陆的产品。不久，探险家们将把旧大陆的植物/食物介绍到美洲。你可以在黑板上画第二支箭头——从旧大陆到新大陆——并在其周围张贴适当的图画或图像。为年轻学生改编课程将无法研究起源于新大陆和旧大陆的食物。您可以通过共享下面“食物列表”部分中的一些食物来调整课程。让学生收集或绘制这些食物的图片，以便在公告板上显示。资源除了图书馆资源外，学生还可以使用以下Internet网站，因为他们研究一些食物的地理起源：咖喱、香料和所有好吃的东西：食物起源食物时间线美洲本土食物收获：新世界的食物我们吃什么我们就吃什么时间线（注意：此资源是存档资源；原始页面不再有效和更新。）食物列表我们的研究发现了下面的新旧世界食物。学生们可能会找到其中的许多食物，并将它们添加到公告牌上。请注意，这两个列表上都出现了一些项目——例如豆类。豆类有很多种，一些起源于新世界，另一些起源于旧世界。在我们的研究中，我们表示洋葱起源于新大陆的nd来源和表示洋葱起源于旧大陆的来源。学生可以创建一个特殊的问号符号，贴在可以找到矛盾来源的任何项目旁边。注意：食品时间线是一个记录许多旧大陆产品的资源。此资源设置了一个数字of矛盾。例如：许多来源指出西红柿起源于新大陆；食品时间线表明西红柿于1781年被引入新大陆。食品时间线表明草莓和覆盆子在1世纪在欧洲可用；其他来源将其确定为新大陆商品起源于新大陆：朝鲜蓟、鳄梨、豆类（肾脏和利马）、黑胡桃、蓝莓、可可（可可/巧克力）、腰果、木薯、栗子、玉米（玉米）、蟹肉苹果、蔓越莓、葫芦、山胡桃、洋葱、木瓜、花生、山核桃、辣椒（甜椒、辣椒），菠萝，李子，土豆，南瓜，覆盆子，南瓜，草莓，向日葵，红薯，烟草，西红柿，火鸡，香草，野樱桃，野生大米。起源于旧世界的食物：苹果，香蕉，豆类（一些品种），甜菜，花椰菜，胡萝卜，牛（牛肉），花椰菜，芹菜，奶酪，樱桃，鸡，鹰嘴豆，肉桂，咖啡，奶牛，黄瓜，茄子，大蒜，生姜，葡萄，蜂蜜（蜜蜂），柠檬，生菜，酸橙，芒果，燕麦，黄秋葵，橄榄，洋葱，橙子，面食，桃子，梨，豌豆，猪，萝卜，大米，绵羊，菠菜，茶，西瓜，小麦，山药。扩展活动家庭-学校联系。让学生和他们的父母在家里搜索他们的食物柜；要求每个学生带两种来源可以追溯的食物ced至特定地点（如有可能，为国外），domestic if not). Labels from those products will be sufficient, especially if the products are in breakable containers. Place those labels/items around a world map; use yarn to connect each label to the location of its origin on the map. Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify. Assessment Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World. Have students write a paragraph in support of their opinion. Lesson Plan Source Education World Submitted By Gary Hopkins National Standards LANGUAGE ARTS: EnglishGRADES K - 12NL-ENG.K-12.2 Reading for UnderstandingNL-ENG.K-12.8 Developing Research SkillsNL-ENG.K-12.9 Multicultural UnderstandingNL-ENG.K-12.12 Applying Language Skills SOCIAL SCIENCES: EconomicsGRADES K - 4NSS-EC.K-4.1 Productive ResourcesNSS-EC.K-4.6 Gain from TradeGRADES 5 - 8NSS-EC.5-8.1 Productive ResourcesNSS-EC.5-8.6 Gain from TradeGRADES 9 - 12NSS-EC.9-12.1 Productive ResourcesNSS-EC.9-12.6 Gain from Trade SOCIAL SCIENCES: GeographyGRADES K - 12NSS-G.K-12.1 The World in Spatial TermsNSS-G.K-12.2 Places and Regions SOCIAL SCIENCES: U.S. HistoryGRADES K - 4NSS-USH.K-4.1 Living and Working together in Families and Communities, Now and Long AgoNSS-USH.K-4.3 The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political HeritageNSS-USH.K-4.4 The History of Peoples of Many Cultures Around the WorldGRADES 5 - 12NSS-USH.5-12.1 Era 1: Three Worlds Meet (Beginnings to 1620)NSS-USH.5-12.2 Era 2: Colonization and Settlement (1585-1763)NSS-WH.5-12.6 Global Expansion and Encounter, 1450-1770 TECHNOLOGYGRADES K - 12NT.K-12.1 Basic Operations and ConceptsNT.K-12.5 Technology Research Tools Find many more great geography lesson ideas and resources in Education World's Geography Center. Click here to return to this week's World of Learning lesson plan page. Updated 10/11/12
艰难时刻找到正确的词语来提出“改进领域”评论您的学生的报告卡？查看我们有用的建议，以找到正确的建议！以下陈述将帮助您为特定儿童量身定制您的评论，并突出其改进领域。相关：125报告卡评论是否有正面评价！需要改进 - 所有主题都是一个勤奋的工作者，但难以保持任务。难以终止任务并完成他/她的工作。需要对他/她的同学更加尊重和礼貌。需要完全倾听方向让他/她可以学会更加独立地工作。不证明责任，需要始终如一地提醒如何执行日常课堂任务。单独工作很好，但需要学习如何与同行合作地合作。 does not have a positive attitude about school and the work that needs to be completed. struggles with completing his/her work in a timely manner. gives up easily when something is difficult and needs extensive encouragement to attempt the task. gets along with his/her classmates well, but is very disruptive during full group instruction. has a difficult time using the materials in the classroom in a respectful and appropriate manner. has a difficult time concentrating and gets distracted easily. is having a difficult time with math. Going over _____ at home would help considerably. is having a very difficult time understanding math concepts for his/her grade level. He/she would benefit from extra assistance. could benefit from spending time reading with an adult every day. is enthusiastic, but is not understanding ____. Additional work on these topics would be incredibly helpful. is having difficulty concentrating during math lessons and is not learning the material that is being taught because of that. understands math concepts when using manipulatives, but is having a difficult time learning to ____ without them. is a very enthusiastic reader. He/she needs to continue to work on _____ to make him/her a better reader. needs to practice reading at home every day to help make him/her a stronger reader. needs to practice his/her sight words so that he/she knows them on sight and can spell them. needs to work on his/her spelling. Practicing at home would be very beneficial. can read words fluently, but has a difficult time with comprehension. Reading with ______ every day would be helpful. could benefit from working on his/her handwriting. Slowing down and taking more time would help with this. is having difficulty writing stories. Encouraging him/her to tell stories at home would help with this. has a difficult time knowing when it is appropriate to share his/her thoughts. We are working on learning when it is a good time to share and when it is a good time to listen. needs to work on his/her time management skills. _______is able to complete his/her work, but spends too much time on other tasks and rarely completes his/her work. needs reminders about the daily classroom routine. Talking through the classroom routine at home would be helpful. is having a difficult time remembering the difference between short and long vowel sounds. Practicing these at home would be very helpful. is struggling with reading. He/she does not seem to enjoy it and does not want to do it. Choosing books that he/she like and reading them with him/her at home will help build a love of reading. frequently turns in incomplete homework or does not hand in any homework. Encouraging _______to complete his/her homework would be very helpful. does not take pride in his/her work. We are working to help him/her feel good about what he/she accomplishes. does not actively participate in small group activities. Active participation would be beneficial. has a difficult time remembering to go back and check his/her work. Because of this, there are often spelling and grammar mistakes in his/her work. does not much effort into his/her writing. As a result, his/her work is often messy and incomplete. is struggling to understand new concepts in science. Paying closer attention to the class discussions and the readings that we are doing would be beneficial. is reading significantly below grade level. Intervention is required. does not write a clear beginning, middle and end when writing a story. We are working to identify the parts of the stories that he/she is writing. is struggling to use new reading strategies to help him/her read higher level books. is wonderful at writing creative stories, but needs to work on writing nonfiction and using facts. has a difficult time understanding how to solve word problems. needs to slow down and go back and check his/her work to make sure that all answers are correct. is not completing math work that is on grade level. Intervention is required. is struggling to understand place value. is very enthusiastic about math, but struggles to understand basic concepts. has a difficult time remembering the value of different coins and how to count them. Practicing this at home would be helpful. would benefit from practicing math facts at home. is very engaged during whole group math instruction, but struggles to work independently. is able to correctly answer word problems, but is unable to explain how he/she got the answer. is having a difficult time comparing numbers. Related: 125 Report Card Comments for positive comments! Student Award Certificates! Recognize positive attitudes and achievements with personalized student award certificates! Copyright© 2020 Education World
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