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What can be learned from studying the history of the English has become, to a large degree, the international language of business and science. These alone make it an important language to learn. Additionally, the United States and Great Britain What is the role of diachronic study and synchronic study in linguistics?

This is a very intelligent question. Both words come from ancient Greek: From this breakdown, we can say that a diachronic In the sentence "I will get a reward since I passed my class," which word is being modified? This is a good question. I can see where your problem is.

Grammar can be tricky. The best way to answer this question is to break down the sentence. The benefit of this is you can see how the How does one revise sentences to contain parallel structure? Simply put, constructing sentences using parallel structure is a way of making wording match. When we make wording match, we create clearer, economical, elegant sentences that are much easier to The language-learning theories of socioculturalism and context embedding, alongside the Mango Language Learning Program, stand in stark contrast to the theory proposed by Lily Wong Fillmore What effect does slang have on society?

Slang has had both positive and negative effects on society. One positive effect is that the use of slang helps to informally develop the language. Languages are constantly changing and growing For this case assignment, read both Prezi vs. Powerpoint articles by Daivd Wicks and Phil Bird The paradigm that both Wicks and Bird address exists in the function and form of Prezi and Powerpoint.

Wicks makes the argument that Prezi could be seen as more advantageous than Powerpoint for a Which sentence uses the word ordinances correctly? If you want forgiveness for your It is used as if it has Can anyone please help make a sentence with: Sentence frames refer to the structure of a sentence. Basically, you have a grammatically correct sentence and insert words where they properly fit.

In order to use your three words, you have to What are "articles" and "prepositions" in grammar? By definition, parts of speech fall into the category of "language arts," which is In general, schools divide What is the difference between the kinds of sentences? The four kinds of sentences are labeled by purpose. They are declarative, imperative, exclamatory and interrogative.

A declarative sentence is a statement. It gives information about something How would I reword this sentence?

This sentence is somewhat awkward because it has prepositional phrases of which, in the ceremonial centre, and of Tenochtitlan and two clauses. The simplest way to rewrite it is to try to put What is the definition of an adjective?

An adjective is a describing word that describes a noun or a pronoun. A noun is a person, place, thing, or idea. It is described by an adjective.

Adjectives tell what kind, which one, and how What are the adjectives and the nouns or pronouns they qualify from the following sentence? It tells what kind, which one, or how many. What is the difference between a mental and physical action verb? An action verb describes some kind of action being performed, either mental or physical action. A physical action verb has an Subject that is clearly performing an action. Sally walked the dog. How do you differentiate your instruction, activities, and assessments to meet the academic needs Differentiated instruction is based on assessment and adapting activities to multiple levels and needs.

In teaching language arts, there are many things to consider. Children will have different How do you assess student mastery of the curriculum in secondary language arts?

Describe how reading books to children enhances language development and language skills for Reading aloud to children aids in the process of language development because the primary way in which we build the amount of language that is required to speak and comprehend is by listening. It seems to have remnants of French, Old English, and Latin.

As a noun, from s. Its Old English cognate guma from How does the blending of history and fiction make for a successful story? Real historical events or details are used in fiction to create verisimilitude. The use of bits and pieces from history can make a story believable or make it seem real. This, in turn, may lead the I would suggest choosing a topic where you can use a lot of description. For example, it is holiday time for many.

I can clearly remember Christmases past with people who are no longer with us Paraphrasing is very important. The key is that if you paraphrase an idea, you still need to properly site it to give I think the main way that they are doing this is by encouraging the use of abbreviations and such.

My kids sometimes actually say things like "OMG," just saying it out as the letters when AutomatizationWhat is the role of deautomatization in stylistics? Hold a large ball of yarn. Start by telling the students something about yourself. Then roll the ball of yarn to a student without letting go of the end of the yarn.

The student who gets the ball of yarn tells his or her name and something good about himself or herself. Then the student rolls the yarn to somebody else, holding on to the strand of yarn. Soon students have created a giant web. After everyone has spoken, you and all the students stand up, continuing to hold the yarn.

Start a discussion of how this activity relates to the idea of teamwork -- for example, the students need to work together and not let others down. Questions might include the following: What is your name? Where were you born?

How many brothers or sisters do you have? What are their names? Do you have any pets? Pair students, and have each student interview his or her partner and record the responses. Then have each student use the interview responses to write a "dictionary definition" of his or her partner to include in a Student Dictionary. You might model this activity by creating a sample dictionary definition about yourself.

Born in Riverside, California. No brothers or sisters. Have students bring in small pictures of themselves to paste next to their entries in the Student Dictionary. Bind the definitions into a book, and display it at back-to-school night. Ask each student to write a brief description of his or her physical characteristics on one index card and his or her name on the other.

Physical characteristics usually do not include clothing, but if you teach the primary grades, you might allow students to include clothing in their descriptions.

Put all the physical characteristic index cards in a shoe box, mix them up, and distribute one card to each student, making sure that no student gets his or her own card. Give students ten minutes to search for the person who fits the description on the card they hold. There is no talking during this activity, but students can walk around the room.

At the end of the activity, tell students to write on the card the name of the student who best matches the description. Then have students share their results. How many students guessed correctly? Patricia McHugh, John W. Set up a circle of chairs with one less chair than the number of students in the class. Play music as the students circle around the chairs. When the music stops, the students must sit in a seat.

Unlike the traditional game, the person without a seat is not out. Instead, someone must make room for that person. Then remove another seat and start the music again. You can play this game outside, and you can end it whenever you wish. Afterward, stress the teamwork and cooperation the game took, and how students needed to accept one another to be successful. Reinforce that idea by repeating this game throughout the year. Danielle Weston, Willard School, Sanford, Maine Hands-On Activity Have students begin this activity by listing at least 25 words that describe them and the things they like.

No sentences allowed, just words! Then ask each student to use a dark pen to trace the pattern of his or her hand with the fingers spread apart. Provide another sheet of paper that the student can place on top of the tracing.

Because the tracing was done with a dark pen, the outline should be visible on the sheet below. Direct students to use the outlines as guides and to write their words around it. Provide students a variety of different colored pencils or markers to use as they write. Then invite students to share their work with the class.

They might cut out the hand outlines and mount them on construction paper so you can display the hands for open house. Then provide each student with five different-colored paper strips. Have each student write a different talent on separate paper strips, then create a mini paper chain with the strips by linking the five talents together.

As students complete their mini chains, use extra strips of paper to link the mini chains together to create one long class chain. Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates -- for example, all the students have talents; all the students have things they do well; together, the students have many talents; if they work together, classmates can accomplish anything; the class is stronger when students work together than when individual students work on their own.

Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits of teamwork.

Your school librarian might have a discard pile you can draw from. Invite students to search through the magazines for pictures, words, or anything else that might be used to describe them. Have students cut out their silhouettes, then fill them with a collage of pictures and words that express their identity. Then give each student an opportunity to share his or her silhouette with the group and talk about why he or she chose some of the elements in the collage.

Post the silhouettes to create a sense of "our homeroom. You can use such cards to gather other information too, such as school schedule, why the student signed up for the class, whether the student has a part-time job, and whether he or she has access to the Internet at home. As a final bit of information, ask the student to write a headline that best describes him or her! This headline might be a quote, a familiar expression, or anything else. When students finish filling out the cards, give a little quiz.

Then read aloud the headlines one at a time. Ask students to write the name of the person they think each headline best describes. Who got the highest score?

It seems as if parents are contacted only if there is a problem with students. At the end of each grading period, use the home address information to send a postcard to a handful of parents to inform them about how well their child is doing. This might take a little time, but it is greatly appreciated! Pop Quiz Ahead of time, write a series of getting-to-know-you questions on slips of paper -- one question to a slip. You can repeat some of the questions.

Then fold up the slips, and tuck each slip inside a different balloon. Blow up the balloons. Give each student a balloon, and let students take turns popping their balloons and answering the questions inside. Contributor Unknown Fact or Fib? Tell students that you are going to share some information about yourself. Suggest that students take notes; as you speak, they should record what they think are the most important facts you share.

When you finish your presentation, tell students that you are going to tell five things about yourself. Four of your statements should tell things that are true and that were part of your presentation; one of the five statements is a total fib. This activity is most fun if some of the true facts are some of the most surprising things about you and if the "fib" sounds like something that could very well be true. Tell students they may refer to their notes to tell which statement is the fib.

Next, invite each student to create a biography and a list of five statements -- four facts and one fib -- about himself or herself. Mitzi Geffen Circular Fact or Fib? Organize students into two groups of equal size. One group forms a circle equally spaced around the perimeter of the classroom. There will be quite a bit of space between students. The other group of students forms a circle inside the first circle; each student faces one of the students in the first group.

Give the facing pairs of students two minutes to share their second oral "biographies. After each pair completes the activity, the students on the inside circle move clockwise to face the next student in the outer circle. Students in the outer circle remain stationary throughout the activity. When all students have had an opportunity to share their biographies with one another, ask students to take turns each sharing facts and fibs with the class.

The other students refer to their notes or try to recall which fact is really a fib. Contributor Unknown People Poems Have each child use the letters in his or her name to create an acrostic poem. Tell students they must include words that tell something about themselves -- for example, something they like to do or a personality or physical trait.

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