Using child in a sentence

Examples of "Child" in a Sentence

The word usage examples above have been gathered from various sources to reflect current and historical usage. They do not represent the opinions of YourDictionary.com.

10 Questions To Ask Your Child’s Teacher for a Productive Conversation
There’s not much time to chat with your child’s teacher during the school year — besides the dreaded phone call home about classroom behavior or a quick email about grades. That’s where the parent-teacher conference comes in — but how effective can fifteen minutes really be? If you’re asking the right questions, that conference can establish the parent, teacher, and student as a true learning team with a shared goal.
What Is a Conservatorship vs. a Guardianship? A Closer Look
In some states, the terms conservatorship and guardianship are interchangeable. But in others, they’re quite different — they protect different people, they cover different needs, and they’re imposed in different ways. Be sure you’re using the proper terminology with a quick guide to each word.

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nurs·ling
or·phan
play·ful
ex·port
o·ver·pro·tect
paternal-cousin
ob·late1
pedal car
in·cest
child-language
baby doll
gam·in

Words near child in the Dictionary

Chilaiditi syndrome
chilacayote
chilaquiles
chilblain
chilblained
chilblains
child
child abuse
child advocacy
child-bearing
childbearing
childbed

Examples of "With-child" in a Sentence

with-child

The word usage examples above have been gathered from various sources to reflect current and historical usage. They do not represent the opinions of YourDictionary.com.

10 Questions To Ask Your Child’s Teacher for a Productive Conversation
There’s not much time to chat with your child’s teacher during the school year — besides the dreaded phone call home about classroom behavior or a quick email about grades. That’s where the parent-teacher conference comes in — but how effective can fifteen minutes really be? If you’re asking the right questions, that conference can establish the parent, teacher, and student as a true learning team with a shared goal.
What Is a Conservatorship vs. a Guardianship? A Closer Look
In some states, the terms conservatorship and guardianship are interchangeable. But in others, they’re quite different — they protect different people, they cover different needs, and they’re imposed in different ways. Be sure you’re using the proper terminology with a quick guide to each word.

Also Mentioned In

preg·nant1
en·ceinte1
peds
au pair
Underground Railroad
enseint
gravidated
molestache
jury of matrons

Words near with-child in the Dictionary

with bad grace
with-baited-breath
with-bated-breath
with-both-hands
with-cause
with-child
with-difficulty
withcall
withdraught
withdraw
withdrawable
withdrawal

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Ekaterina Buneeva's home online literacy school

In order for a child to learn to understand a text, you must first work with a separate sentence. What does it mean? This means showing the child how to read all the factual information from the sentence, that is, teaching him to understand what the sentence says directly, explicitly. And then show that a separate sentence can also contain subtextual information (something that is not directly mentioned, but the reader guesses).

The tasks below are suitable for children who can already read. It can be older preschoolers, and first graders, and older children.

1. We teach the child to determine how many words are in a sentence and ask questions to these words. At the same time, we draw attention to the fact that the question can not be asked for every word. For example, in the sentence “Nikita has a machine with control” there are 5 words, and there will be 3 questions, because you cannot ask a question to the prepositions U and C: these words do not mean anything, they help to connect the words in the sentence. What are these questions? 1) Who has a machine with control? 2) What does Nikita have? 3) What kind of car does Nikita have?

But in the sentence “Peter stopped at the crossing”, questions can be asked to all words, except for the preposition U (Who stopped at the crossing? What did Petya do? Where did Petya stop?), and these will be questions for factual information. And you can also ask this: Why did Petya stop at the crossing? This is a question for subtext information. There is no answer to this question in the sentence, but we can guess and assume: either the red traffic light was on, or, if there was no traffic light, Petya stopped because cars were driving along the road. With the help of this exercise, we gradually teach the child to understand that the sentence contains not only information that is reported in finished form, but also that which is hidden “between the lines”, and you also need to be able to read it.

2. We learn to pay attention to word order and put logical stress. For example, we give a sentence where the word order is clearly violated (Children and pencils got the albums.) And we suggest correcting it - swapping words so that the meaning of the sentence becomes clear. And then we ask the child to read the sentence several times, highlighting a different word each time (we learn to put logical stress). For example: CHILDREN took out albums and pencils. If we highlight the word CHILDREN with our voice, this will be the answer to what question? (WHO got the albums and pencils?). Children GET out albums and pencils. And this is the answer to what question? (WHAT DID THE CHILDREN DO?), etc. You noticed that, while dealing with word order and logical stress, we essentially continue to teach how to ask questions to a sentence, but not directly, but through answers.

3. We learn to see words in a sentence that are superfluous in meaning. In order for a child to find an extra word in a sentence, he must think about the meaning of the sentence and understand it. For example, in the sentence “Birds flew in and started nesting very much,” the extra word is very. Why? Here we will be helped by the ability to ask questions to words. The question started (how?) does not make much sense: another word is clearly needed here (immediately, soon ...), but it is not there, which means that the word is VERY superfluous, it needs to be removed.

4. We check how we learned to read sentences: we perform complex tasks. Such tasks suggest that the child first composes a “scattered” sentence, excluding an extra word, and then asks questions to all independent words. For example, given the words: on, strong, was, sea, storm, ship. It is necessary to make a sentence, eliminating the extra word: There was a strong storm at sea. Then determine which words you can ask a question. There are 4 such words (all except for the preposition NA). It turns out 4 questions: What was at sea? Where was the storm? What was the storm? What does it say about a strong storm at sea?

You can come up with a lot of similar tasks, you just need to choose the right sentences. You can always find them in children's books.

Working with a sentence is the first step by which you can teach a child to understand the text. The next steps are the compilation of the text based on the sentence, the comparison of the sentence and the text, and the actual work with the text. It is in this logic that the tasks are built in our training manual “Learning to read and understand the text. Literary reading, Grade 1 (authors E.V. Buneeva, O.V. Pronina, I.V. Kuznetsova, Balass publishing house) The tasks given above are taken from this collection.

In the following publications, I will talk about other methods of working with sentences and texts that are quite accessible to parents and are effective both in individual and group teaching of reading.

1.1.1.6. Using a sentence as a means of communication

greet the interlocutor (say goodbye to him)

attract attention

ask for help

express a request (desire)

· Express consent (disagreement)

phrase. Training is carried out by imitation: either repeat the way the interlocutor greeted (said goodbye), or repeat the pattern set by the teacher. If the child finds it difficult to say, a hint is given (sentence, word, first syllable), which gradually decreases.

The child learns to draw attention to himself by saying the phrase “Listen to me, please,” etc. paint".

When a child has learned to express agreement (disagreement) in one word in response to a question or a proposed situation, he is taught to pronounce the sentence. For example, to the question "Do you want an apple?" the child replies "No, I don't want an apple, I want a pear." When the child has spoken the sentence, he is given what he wants. Then they teach the expression of disagreement: show something that the child does not like (for example, food that he does not want; OR a toy that he does not like to play), ask the question: "Do you want?" and suggest the answer.

An expression of gratitude. The teacher gives an example of expressing gratitude: "Lena, thank you very much", "I thank you for . ..". Learning takes place in natural situations: the child was treated, his request was fulfilled, he was helped to do something, congratulated on his birthday, etc. In a specific situation, the child is given a hint (you need to thank an adult / peer). Tips from the teacher gradually decrease, and each independent expression of gratitude by the child is encouraged.

The child learns to answer questions in full sentences. Questions to the child should be formulated in such a way that it is clear from them that an answer is expected from him. Questions that require a yes or no answer should be avoided. It is best if the questions begin with an interrogative word (“What is this?”, “What are you doing?”, “Where ...?”, etc.). If the child answers the question on his own, he should be encouraged, if he finds it difficult to answer, a hint is given (a phrase, the whole word, the first syllable), which gradually decreases.

In situations where the child is interested in something, the teacher tells the child how to find out something about the object - ask a question (“What is this?”, “Why . ..?”, “Why ...?”, etc. .). The teacher gives a sample question and creates situations in which the child can ask this question. It is desirable to teach a child to ask questions in a conversation situation.

Maintaining a dialogue on a given topic includes: maintaining eye contact with the interlocutor, maintaining a distance (turn) in a conversation, communicating with the interlocutor, taking into account his emotional state. To increase the time of eye contact, various rewards, activities that are attractive to the child are used. Learning to maintain eye contact begins in a situation during the teacher’s statement to the child, for example, “Masha, what a beautiful dress you have!” The duration of the statement gradually increases, for example, when telling a story, describing events, during a conversation. During the conversation, the child learns to be at arm's length from the interlocutor. If the child does not keep the distance, he is asked to take a step back and then start a conversation. When the child seeks to touch the interlocutor with his hands, he is asked, for example, to put his hands in his pockets. The child learns to listen to the interlocutor without interrupting him; begins his statement only when the interlocutor has finished his phrase. They begin to teach the observance of the order in a simple subject game (taking turns putting any objects, collecting Lego / puzzles, etc.), a board game where you should wait for your turn. At first, two people participate in the game. Gradually the number of players increases. The child learns to follow the order in the conversation by participating in communicative games, where all participants introduce themselves in turn / answer the questions of the leader / tell something about themselves. When talking with a child, it is recommended to pause, interrupt the conversation so that the child has the opportunity to say something in response.

It is important to teach the child to take into account the emotional state of the interlocutor. Before teaching a child to communicate with an interlocutor, taking into account his emotional state, it is necessary to teach him to distinguish between basic emotions. The teacher introduces the child to emotions (joy, sadness, surprise, anger, fear) using pictograms, pictures, photographs, videos, a mirror. The mirror helps the child to see what facial expressions correspond to a particular emotional state. Select pictures and photographs with pronounced emotions. After the child has learned the names of emotions and the corresponding facial expressions of a person, he is taught to distinguish between these emotions. Each emotion is studied separately. When studying each emotion, the teacher explains to the child in what situations this emotion is manifested, these situations are played out. For example, the joy of winning the game, the sadness of separation from his mother, etc. Then the child learns to determine the emotional state of people, paying attention to their faces and behavior.

Using child in a sentence

Examples of "Child" in a Sentence

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Words near child in the Dictionary

Examples of "With-child" in a Sentence

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Words near with-child in the Dictionary

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1.1.1.6. Using a sentence as a means of communication

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