Uzbek children who cannot spell any three-letter English word can use an Uzbek-English poster for 10 minutes a day to spell 25 three-letter English words within three months. The poster shows pictures with three-letter words and is designed based on theories of language acquisition to address the urgent need of Uzbek children to improve their English spelling skills. Further details about implementation and evaluation of the poster method will be developed in a 4-step research plan.
This presentation teaches how to write effective thesis statements using a simple 1x3 structure. It explains that a thesis statement should have three parts, with one part containing three elements. It provides examples of different thesis statement structures, including 1x1x3, 1x3x1, and 3x1x1, and how to craft each part using variables like time, action, inputs, outputs, descriptions, and classifications. The document aims to demonstrate how to transform a topic sentence into a clear and well-structured thesis statement.
The document provides guidance on developing problem statements and topic sentences. It explains that an effective problem statement should specify a target beneficiary, clearly identify an urgent need, and propose a measurable action. The document then provides two examples - one successful problem statement and topic sentence, and one unsuccessful due to missing elements. It demonstrates how to develop a topic sentence from a problem statement using a formula of target beneficiary + can + measurable action + to + urgent need. Additional steps include citing sources and theories to support ideas.
This document provides an overview of the sections and question types found in the English UPSR Paper One exam. It is divided into 5 sections (A-E) worth 40% of the total exam marks. Section A contains word, phrase, and sentence level questions. Section B contains questions about appropriate responses to language functions. Section C focuses on grammar questions. Section D involves filling in blanks of short texts. Section E requires answering comprehension questions about one or more passages. The document provides examples and advice for successfully answering each question type.
The document provides an overview of the format and content of the UPSR English exam for Year 4, 5 and 6 students in Malaysia. The exam consists of two papers: Paper 1 has 5 sections testing vocabulary, social expressions, grammar, and comprehension; Paper 2 focuses on writing skills. Paper 1 contains 40 multiple choice questions covering a range of language skills to assess students' understanding and knowledge of English.
The document summarizes the format of the UPSR English Language paper in Malaysia, which consists of two papers. Paper 1 is 50 minutes long and has 5 sections testing vocabulary, social expressions, grammar, text completion, and reading comprehension. Paper 2 is 1 hour and 15 minutes long and has 3 sections on sentence construction based on pictures and words, information transfer from advertisements into a table, and note expansion based on pictures. The document provides examples of questions from each section and concludes by wishing students effort, prayers, trust in God, and good luck for their exams.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
This document provides guidance for students on how to answer an exam question analyzing a media product in relation to media concepts. It instructs students to write about one product and evaluate it using one of the following concepts: genre, narrative, audience, media language, or representation. Students must refer to and apply at least two media theories. Examples are provided of how to analyze representation using Mulvey's male gaze theory and Goodwin's theory on active female roles. Students are also given definitions of key concepts to research and practice analyzing two music videos in relation to different concepts. Critics' quotes are provided for students to apply to their chosen concepts and videos.
The document provides guidance for preparing for an exam on Alvin Ailey American Dance Theater (AAADT). It includes sample exam questions, advice on how to structure answers, and what content should be covered in responses. Specific topics that need more focus are highlighted, like the origins of AAADT and the works/styles presented in its early performances. The document also provides grade boundaries, time allocated per section, and tips for effective exam preparation and technique.
This presentation teaches how to write effective thesis statements using a simple 1x3 structure. It explains that a thesis statement should have three parts, with one part containing three elements. It provides examples of different thesis statement structures, including 1x1x3, 1x3x1, and 3x1x1, and how to craft each part using variables like time, action, inputs, outputs, descriptions, and classifications. The document aims to demonstrate how to transform a topic sentence into a clear and well-structured thesis statement.
The document provides guidance on developing problem statements and topic sentences. It explains that an effective problem statement should specify a target beneficiary, clearly identify an urgent need, and propose a measurable action. The document then provides two examples - one successful problem statement and topic sentence, and one unsuccessful due to missing elements. It demonstrates how to develop a topic sentence from a problem statement using a formula of target beneficiary + can + measurable action + to + urgent need. Additional steps include citing sources and theories to support ideas.
This document provides an overview of the sections and question types found in the English UPSR Paper One exam. It is divided into 5 sections (A-E) worth 40% of the total exam marks. Section A contains word, phrase, and sentence level questions. Section B contains questions about appropriate responses to language functions. Section C focuses on grammar questions. Section D involves filling in blanks of short texts. Section E requires answering comprehension questions about one or more passages. The document provides examples and advice for successfully answering each question type.
The document provides an overview of the format and content of the UPSR English exam for Year 4, 5 and 6 students in Malaysia. The exam consists of two papers: Paper 1 has 5 sections testing vocabulary, social expressions, grammar, and comprehension; Paper 2 focuses on writing skills. Paper 1 contains 40 multiple choice questions covering a range of language skills to assess students' understanding and knowledge of English.
The document summarizes the format of the UPSR English Language paper in Malaysia, which consists of two papers. Paper 1 is 50 minutes long and has 5 sections testing vocabulary, social expressions, grammar, text completion, and reading comprehension. Paper 2 is 1 hour and 15 minutes long and has 3 sections on sentence construction based on pictures and words, information transfer from advertisements into a table, and note expansion based on pictures. The document provides examples of questions from each section and concludes by wishing students effort, prayers, trust in God, and good luck for their exams.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
This document provides guidance for students on how to answer an exam question analyzing a media product in relation to media concepts. It instructs students to write about one product and evaluate it using one of the following concepts: genre, narrative, audience, media language, or representation. Students must refer to and apply at least two media theories. Examples are provided of how to analyze representation using Mulvey's male gaze theory and Goodwin's theory on active female roles. Students are also given definitions of key concepts to research and practice analyzing two music videos in relation to different concepts. Critics' quotes are provided for students to apply to their chosen concepts and videos.
The document provides guidance for preparing for an exam on Alvin Ailey American Dance Theater (AAADT). It includes sample exam questions, advice on how to structure answers, and what content should be covered in responses. Specific topics that need more focus are highlighted, like the origins of AAADT and the works/styles presented in its early performances. The document also provides grade boundaries, time allocated per section, and tips for effective exam preparation and technique.
This document provides examples of and comments on different types of paragraphs: narrative, exposition, definition, description, comparison, process analysis, and persuasion. For each example paragraph, comments are given on effective techniques for that type of writing. The narrative paragraph tells a story of a couple who get scared while camping in the dark woods. The overall document serves to illustrate different paragraph styles and provide guidance on crafting paragraphs.
This document provides guidance on writing an effective introductory paragraph for a persuasive essay. It recommends including a hook sentence to grab the reader's attention, followed by a topic sentence stating what the essay will address. A thesis sentence should then clearly outline the author's position on the topic. Finally, a rainbow sentence previews the three main reasons that will be provided in the body paragraphs to support the thesis.
How to Build Better Query Letters and Book ProposalsMelanie Rigney
This document discusses how to write effective query letters and book proposals to pitch ideas to agents and publishers. It provides guidance on structuring a query letter, what to include in a book proposal like a synopsis, sample chapters, and competitive analysis. The goal is to introduce your idea and qualifications concisely to generate interest in your full manuscript or proposal. Writing proposals helps refine your marketing skills for the project.
The document provides instructions for writing an expository essay. An expository essay explains or analyzes a topic, and can describe personal experiences. The essay should include an introduction with a thesis statement, supporting paragraphs with details like facts and examples, and a conclusion that restates the thesis. A writing prompt is provided asking students to choose a technological change that has had the largest effect on life in the country and explain their choice in an essay.
This document discusses self-awareness. It defines self-awareness as having a clear understanding of one's personality, including strengths, weaknesses, thoughts, beliefs, motivations, and emotions. It also allows one to understand how others perceive them. Self-awareness is important because it allows one to make changes to their thinking and emotions, which determines where they go in life. Having self-awareness permits taking control of one's emotions, behavior, and personality to make desired changes.
Self-awareness is key to effective communication according to the document. It allows you to understand how your thoughts and emotions impact others so the conversation is balanced. Being self-aware makes you more comfortable and able to genuinely listen to what is important to others instead of focusing on yourself. High levels of self-awareness help build deeper and stronger relationships through meaningful connections and collaboration.
This document provides an overview of exposition writing. It defines exposition as longer works like memoirs and histories, as well as shorter works like essays and letters. The purpose of exposition is to state an assertion and support it with evidence. It discusses specific uses of exposition like informing, explaining, and persuading. The document then offers guidance on choosing a point of view, developing a thesis statement, organizing evidence, citing sources, and revising writing.
This document discusses the concepts of self-awareness, self-belief, and self-image. It begins by defining self-awareness as being conscious of one's own thoughts and aware of oneself. It then explores self-belief, describing it as one's values and beliefs about oneself that influence one's actions and outcomes. Finally, it examines self-image, which is one's mental picture of oneself and story of one's life based on experiences and perceptions. The document suggests that increasing self-awareness, building positive self-belief, and improving one's self-image are important for happiness and success.
This document provides information about a self-awareness workshop, including the aims, objectives, methodology, topics, and schedule. The workshop will be led by Dr. Abey Thomas and aims to help participants understand self-concepts, the importance of self-awareness, self-assessment techniques like SWOT analysis and Johari window, and how to promote oneself. The workshop methodology includes lectures, group discussions, role-playing, videos, cases studies, and individual presentations. Key topics that will be covered are self-concept, self-awareness, SWOT analysis, self-assessment, and improving self-esteem.
The document discusses various aspects of self-awareness including self-concept, self-identity, self-image, self-perception, and the development of self-awareness from childhood. It describes different levels of self including the factual self defined by physical attributes, the emotional self ruled by emotions, and the spiritual self as one's true identity. The document advocates focusing on strengths over weaknesses and exploring one's potential through stretching beyond comfort zones to better understand one's full abilities.
Emotional intelligence from self awareness to relationship management ncla pa...Michael Crumpton
This document discusses emotional intelligence and its importance for leadership. It defines emotional intelligence as the ability to recognize one's own emotions and the emotions of others, using emotions to motivate oneself, and managing emotions in relationships.
The document outlines the major components of emotional intelligence, including self-awareness, self-management, social awareness, and relationship management. It provides frameworks and exercises to help build skills in each area, such as a self-awareness exercise to share something others may not know and a self-management exercise on enhancing integrity.
The overall objectives are to demonstrate the value of soft skills for organizations, provide a leadership framework using emotional intelligence, and help emerging leaders develop skills to better serve their constituencies.
The document discusses the key elements of a paragraph, including that a paragraph contains a topic sentence that introduces the main idea, supporting sentences that develop the topic sentence, and a concluding sentence that restates the main idea. It provides an example paragraph about rats surviving human attempts to destroy them and notes that every sentence in a paragraph must relate back to and support the topic sentence. The document also covers paragraph types, development, unity, coherence, and transitions between ideas.
The document provides definitions and examples of the key elements of an introductory paragraph for a persuasive essay: the hook, topic, thesis statement, and rainbow sentence. The hook is meant to grab the reader's attention, the topic states what the essay will be about, the thesis gives the author's position, and the rainbow sentence lists the three main reasons for supporting the thesis. These elements are to be presented in order in the introductory paragraph, with the hook relating to the topic and a transition sentence leading to the body.
Self-awareness is a key component of psychiatric nursing that allows nurses to communicate authentically with patients and acknowledge their uniqueness. A holistic nursing model of self-awareness includes psychological, physical, environmental, and philosophical components. Increasing self-awareness involves listening to oneself to experience emotions and needs, moving the body freely, listening to and learning from others through open communication, and reducing hidden aspects of oneself through self-disclosure.
The document discusses the key elements of a paragraph, including the topic sentence, supporting sentences, and concluding sentence. A topic sentence states the main idea and focuses the paragraph. Supporting sentences explain and develop the topic sentence using facts, examples, and details. The concluding sentence summarizes the main points and leaves the reader with a final thought. Together, these elements provide unity and coherence within a paragraph.
The document contains several quotes attributed to Buddha about topics such as self-awareness, conquering oneself, living wisely in the present moment, and taking action based on spiritual teachings rather than just reading or speaking about them. Some of the key messages are that we become what we think, that hatred does not cease through more hatred but only through love, and that we must work out our own salvation rather than depend on others.
The document discusses the importance of self-awareness for empowerment. It states that knowing one's strengths, weaknesses, thoughts and feelings is key to understanding oneself and preventing emotional reactions. The concept of self comprises how we see ourselves ("I") and how others see us ("me"). Developing self-awareness involves self-examination, understanding one's different roles, and broadening one's perceptions. Models like the Johari window can also help increase self-awareness through understanding what we know about ourselves and what others know.
This document contains four paragraphs that exemplify different types of paragraphs: descriptive, informative, persuasive, and narrative. The descriptive paragraph describes a person, in this case the narrator's mother. The informative paragraph provides facts about Ecuador. The persuasive paragraph tries to convince the reader to buy a chocolate energy bar. The narrative paragraph tells a story about the narrator's last vacation.
A brief introduction to the parts of a paragraph (using the hamburger analogy) with a guided practice. (The formatting & animation got messed up during upload, but you get the idea.)
Short Cuts: From writing your first research assumptions to transforming this into your thesis statements, and on into a one-sentence research proposal
Here are some tips for Part 5 of the Listening test:
- Look carefully at the whole picture before you start listening so you know what objects/people are there. This will help you understand the instructions.
- Have your pencils/pens ready so you can colour or write as soon as you hear each instruction. Don't wait until the end.
- If you're not sure which object is being referred to, try to guess based on the description - e.g. "the big tree" or "the girl with long hair".
- Make sure to colour/write neatly so the examiner can see clearly what you've done.
- Don't worry if you make a mistake
This document provides examples of and comments on different types of paragraphs: narrative, exposition, definition, description, comparison, process analysis, and persuasion. For each example paragraph, comments are given on effective techniques for that type of writing. The narrative paragraph tells a story of a couple who get scared while camping in the dark woods. The overall document serves to illustrate different paragraph styles and provide guidance on crafting paragraphs.
This document provides guidance on writing an effective introductory paragraph for a persuasive essay. It recommends including a hook sentence to grab the reader's attention, followed by a topic sentence stating what the essay will address. A thesis sentence should then clearly outline the author's position on the topic. Finally, a rainbow sentence previews the three main reasons that will be provided in the body paragraphs to support the thesis.
How to Build Better Query Letters and Book ProposalsMelanie Rigney
This document discusses how to write effective query letters and book proposals to pitch ideas to agents and publishers. It provides guidance on structuring a query letter, what to include in a book proposal like a synopsis, sample chapters, and competitive analysis. The goal is to introduce your idea and qualifications concisely to generate interest in your full manuscript or proposal. Writing proposals helps refine your marketing skills for the project.
The document provides instructions for writing an expository essay. An expository essay explains or analyzes a topic, and can describe personal experiences. The essay should include an introduction with a thesis statement, supporting paragraphs with details like facts and examples, and a conclusion that restates the thesis. A writing prompt is provided asking students to choose a technological change that has had the largest effect on life in the country and explain their choice in an essay.
This document discusses self-awareness. It defines self-awareness as having a clear understanding of one's personality, including strengths, weaknesses, thoughts, beliefs, motivations, and emotions. It also allows one to understand how others perceive them. Self-awareness is important because it allows one to make changes to their thinking and emotions, which determines where they go in life. Having self-awareness permits taking control of one's emotions, behavior, and personality to make desired changes.
Self-awareness is key to effective communication according to the document. It allows you to understand how your thoughts and emotions impact others so the conversation is balanced. Being self-aware makes you more comfortable and able to genuinely listen to what is important to others instead of focusing on yourself. High levels of self-awareness help build deeper and stronger relationships through meaningful connections and collaboration.
This document provides an overview of exposition writing. It defines exposition as longer works like memoirs and histories, as well as shorter works like essays and letters. The purpose of exposition is to state an assertion and support it with evidence. It discusses specific uses of exposition like informing, explaining, and persuading. The document then offers guidance on choosing a point of view, developing a thesis statement, organizing evidence, citing sources, and revising writing.
This document discusses the concepts of self-awareness, self-belief, and self-image. It begins by defining self-awareness as being conscious of one's own thoughts and aware of oneself. It then explores self-belief, describing it as one's values and beliefs about oneself that influence one's actions and outcomes. Finally, it examines self-image, which is one's mental picture of oneself and story of one's life based on experiences and perceptions. The document suggests that increasing self-awareness, building positive self-belief, and improving one's self-image are important for happiness and success.
This document provides information about a self-awareness workshop, including the aims, objectives, methodology, topics, and schedule. The workshop will be led by Dr. Abey Thomas and aims to help participants understand self-concepts, the importance of self-awareness, self-assessment techniques like SWOT analysis and Johari window, and how to promote oneself. The workshop methodology includes lectures, group discussions, role-playing, videos, cases studies, and individual presentations. Key topics that will be covered are self-concept, self-awareness, SWOT analysis, self-assessment, and improving self-esteem.
The document discusses various aspects of self-awareness including self-concept, self-identity, self-image, self-perception, and the development of self-awareness from childhood. It describes different levels of self including the factual self defined by physical attributes, the emotional self ruled by emotions, and the spiritual self as one's true identity. The document advocates focusing on strengths over weaknesses and exploring one's potential through stretching beyond comfort zones to better understand one's full abilities.
Emotional intelligence from self awareness to relationship management ncla pa...Michael Crumpton
This document discusses emotional intelligence and its importance for leadership. It defines emotional intelligence as the ability to recognize one's own emotions and the emotions of others, using emotions to motivate oneself, and managing emotions in relationships.
The document outlines the major components of emotional intelligence, including self-awareness, self-management, social awareness, and relationship management. It provides frameworks and exercises to help build skills in each area, such as a self-awareness exercise to share something others may not know and a self-management exercise on enhancing integrity.
The overall objectives are to demonstrate the value of soft skills for organizations, provide a leadership framework using emotional intelligence, and help emerging leaders develop skills to better serve their constituencies.
The document discusses the key elements of a paragraph, including that a paragraph contains a topic sentence that introduces the main idea, supporting sentences that develop the topic sentence, and a concluding sentence that restates the main idea. It provides an example paragraph about rats surviving human attempts to destroy them and notes that every sentence in a paragraph must relate back to and support the topic sentence. The document also covers paragraph types, development, unity, coherence, and transitions between ideas.
The document provides definitions and examples of the key elements of an introductory paragraph for a persuasive essay: the hook, topic, thesis statement, and rainbow sentence. The hook is meant to grab the reader's attention, the topic states what the essay will be about, the thesis gives the author's position, and the rainbow sentence lists the three main reasons for supporting the thesis. These elements are to be presented in order in the introductory paragraph, with the hook relating to the topic and a transition sentence leading to the body.
Self-awareness is a key component of psychiatric nursing that allows nurses to communicate authentically with patients and acknowledge their uniqueness. A holistic nursing model of self-awareness includes psychological, physical, environmental, and philosophical components. Increasing self-awareness involves listening to oneself to experience emotions and needs, moving the body freely, listening to and learning from others through open communication, and reducing hidden aspects of oneself through self-disclosure.
The document discusses the key elements of a paragraph, including the topic sentence, supporting sentences, and concluding sentence. A topic sentence states the main idea and focuses the paragraph. Supporting sentences explain and develop the topic sentence using facts, examples, and details. The concluding sentence summarizes the main points and leaves the reader with a final thought. Together, these elements provide unity and coherence within a paragraph.
The document contains several quotes attributed to Buddha about topics such as self-awareness, conquering oneself, living wisely in the present moment, and taking action based on spiritual teachings rather than just reading or speaking about them. Some of the key messages are that we become what we think, that hatred does not cease through more hatred but only through love, and that we must work out our own salvation rather than depend on others.
The document discusses the importance of self-awareness for empowerment. It states that knowing one's strengths, weaknesses, thoughts and feelings is key to understanding oneself and preventing emotional reactions. The concept of self comprises how we see ourselves ("I") and how others see us ("me"). Developing self-awareness involves self-examination, understanding one's different roles, and broadening one's perceptions. Models like the Johari window can also help increase self-awareness through understanding what we know about ourselves and what others know.
This document contains four paragraphs that exemplify different types of paragraphs: descriptive, informative, persuasive, and narrative. The descriptive paragraph describes a person, in this case the narrator's mother. The informative paragraph provides facts about Ecuador. The persuasive paragraph tries to convince the reader to buy a chocolate energy bar. The narrative paragraph tells a story about the narrator's last vacation.
A brief introduction to the parts of a paragraph (using the hamburger analogy) with a guided practice. (The formatting & animation got messed up during upload, but you get the idea.)
Short Cuts: From writing your first research assumptions to transforming this into your thesis statements, and on into a one-sentence research proposal
Here are some tips for Part 5 of the Listening test:
- Look carefully at the whole picture before you start listening so you know what objects/people are there. This will help you understand the instructions.
- Have your pencils/pens ready so you can colour or write as soon as you hear each instruction. Don't wait until the end.
- If you're not sure which object is being referred to, try to guess based on the description - e.g. "the big tree" or "the girl with long hair".
- Make sure to colour/write neatly so the examiner can see clearly what you've done.
- Don't worry if you make a mistake
1. The document outlines a lesson plan for teaching vocabulary. It includes warming up activities, presenting different vocabulary techniques like using realia, word building, matching, and dictionaries.
2. Students would practice concept checking by writing questions for vocabulary words. They would also suggest which techniques to use for different words like "vote" and "medicine".
3. The document provides examples of applying the techniques, such as using real kitchen tools to teach cooking vocabulary or acting out verbs. It also lists guidelines for effective vocabulary presentations.
How to Be Responsive if…· A student solves it one .docxsalmonpybus
How to Be Responsive if…
·
A student solves it one way and can’t think of any other way:
· Ask if they can draw a picture that shows the answer.
· Ask if they can invent a new way to solve it.
· Show them a method that they haven’t used and ask if they can figure out how it works and why.
·
A student solves the problem multiple ways easily:
· Ask
why they did what they did. Why do their methods work? Be specific about what you want to know.
· See if they can come up with another method that isn’t as easy to find.
· Ask the interviewee how their methods are similar and different. Be as specific as possible.
·
A student solves the problem incorrectly:
· Remain neutral.
· Ask the interviewee
why they did what they did. Why do their methods work?
· See if they can solve it a different way. Compare solutions.
· Say, “I saw someone else solve it like this….and they got 90.” What would you say to that person?
General Strategies for Being Responsive
· Ask, “Why?” Why did they do …(be specific about what you want to know)? How do they know it’s mathematically correct?
· Be patient. Use lots of wait time, and don’t answer your own questions.
· Focus on understanding what they are thinking.
· Ask them to make connections.
· How is this the same as what you did in the first solution?
· How is this different then what you did in the standard algorithm?
· Ask them to generalize their strategy.
· Will it always work to …?
· What if it was … instead?
Solution
Strategies and Chart for Students
Strategy
Example
Probing Questions
Direct Modeling
Equal groups
Array
· How does this represent the problem?
· Could you represent it in a different way?
· 18 groups of 5 instead of 5 groups of 18
Traditional Algorithm
· Why did you put a little 4 on top of the 1?
· Why didn’t you put the little 4 on top of the 8?
· What does the little 4 represent?
Partial Products
· How is the 40 represented in the traditional algorithm?
· Why is it 50 instead of 5?
· How did you know how to line up the 40 and the 50?
· Can you apply this method to 32 x 9?
Box Method
· How did you know where to put the numbers and what to write in the boxes?
· Why did you add 50 and 40?
Distributive Property
a(b+c) = ab + ac
5 x ( 10 + 8)
50 + 40
90
OR
5 x (5 + 5 + 8)
25 + 25 + 40
90
OR
5 x (11 + 7)
55 + 35
90
OR
5 x (20 - 2)
100 - 10
90
· Why did you decide to break 18 into 10 and 8?
· You broke the 18 into 10 and 8. If you broke it up differently, would your method still work?
· Does the distributive property work with subtraction?
Doubling/Halving
5 x 18
Double 5 → 10
Halve 18 → 9
10 x 9 = 90
· Why does this strategy work? What is happening here?
Repeated Addition
18 + 18 + 18 + 18 + 18 = 90
OR
5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 18
· Is adding 18 five times the same as adding 5 eighteen times? Why?
Associative Property
5 x 18
5 x (6 x .
This document discusses best practices for writing and correcting communicative language exams. It covers:
- Reasons for testing such as placement, proficiency, and achievement tests.
- Types of exam questions including written, oral, and portfolio assessments.
- Guidelines for ensuring exams are balanced and test grammar, vocabulary, functions, accuracy, fluency, production, and recognition.
- Formats such as multiple choice, ordering, and matching questions.
- Tips for writing stems, options, and balancing exam sections.
ASSIGNMENT 08E01 Careers in Early Childhood EducationDirection.docxjane3dyson92312
ASSIGNMENT 08
E01 Careers in Early Childhood Education
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. Your response should be four (4) double‐spaced pages; refer to the “Format Requirementsʺ page for specific format requirements.
Part A
Using the major objectives identified in one of the four curricula discussed in Lesson 5 (HighScope, Creative Curriculum, Core Knowledge, or Tools of the Mind), create a short learning opportunity for a 5-year-old child in the kindergarten class that you teach.
· Begin by identifying three objectives that you might use for instruction.
· Once you have determined your objectives, determine what adaptations to the curriculum and to the environment you might make in order to reach these objectives.
· Next, write a plan of what special learning opportunities will prompt the child to explore and discover new ideas and that support reaching the three objectives chosen.
Part B
As a teacher, think about how technology could be used to help children in a preschool class understand the following three concepts: Understanding Change, Cause-and-Effect Relationships, and the Idea of a System (that a whole is composed of related parts that affect each other).
· Choose one of the three concepts, and develop a sequence of three lessons that focus on the concept you have chosen.
· Describe each of the three lessons. Make sure to incorporate the questions below by including your answers to each when describing the three lessons.
· How will you intentionally plan for student learning?
· What activities will children engage in?
· What materials will be used?
· How will you know if your students understand the key concepts?
Part C
Imagine that you are a teacher’s aide in a classroom of 2nd-grade children (7- to 8-year-olds). In each of the following situations, describe the following.
a. The emotions the children involved might be experiencing
b. How you would use the strategies presented in the textbook to help the children become more aware of their own feelings and the feelings of others
c. How you would help them cope effectively with the situation
· Manual and Damien are playing in the sandbox. Manuel wants Damien’s shovel, so he takes it. Damien begins to cry, but Manuel continues to play, unaffected. Damien comes running to you, saying, “He took my shovel!”
· Latoya has been standing watching the others climbing the rock wall. It seems as if she’d like to join in, yet makes no move to do so.
· Tommy has a dilemma. He was just invited to a movie with Chuck, but his best friend, Mohammad, has not been asked to come and asks him to spend the night on the same date.
Part D
Ethics is one of the most fundamental qualities of a competent early childhood educator. Individuals have their ow.
The document provides instructions and examples for creating a blog, including defining phrasal verbs, discussing modal verbs of advice and obligation, describing future tenses, giving examples of tag questions, and presenting a map of the 3 units in an English course. It also includes a student's self-introduction with name, location, studies, hobbies, favorite sport and food.
This document outlines seven steps for developing a research proposal from an initial problem statement to a final thesis statement. Step 1 involves describing a poster that will be created to address a topic approved by the teacher. Step 2 is to submit the problem statement for approval and revise it until the teacher is satisfied. Step 3 is to create a three-part thesis statement and get it approved. Step 4 provides guidance on drafting posters and slideshows, specifying target users and purposes. Step 5 is to email draft materials for teacher comments. Step 6 is to create the final presentation materials. Step 7 involves presenting the materials to peers for feedback and revising based in input.
This lesson plan is for a secondary school English class focusing on the past simple tense and quantities of food items. It involves revising past tense verbs and countable/uncountable nouns. Students will practice asking and answering questions about quantities using a picture of a pasta dish. Activities include ordering sentences, identifying question structures, asking about quantities in the picture, and completing recipe questions in pairs. The lesson will conclude with a math word problem involving quantities.
This document contains a daily lesson log for a 6th grade mathematics class. The lesson focuses on multiplying decimals and mixed decimals with factors up to 2 decimal places. Students will practice multiplying decimals mentally by 0.1, 0.01, 10, and 100. They will also solve routine and non-routine word problems involving multiplication of decimals and mixed decimals. The teacher uses examples, think-pair-share activities, and word problems to reinforce the skills and concepts. Students are assessed on their ability to accurately complete multiplication problems and solve word problems involving decimals.
This document contains a list of 50 items with information about English language assessments, including the unit or skill being assessed, question type, and author. Each item includes a brief context, question, answer options, and correct answer key. The items assess skills and concepts from units covered during an English IV course, including conditionals, passive voice, time clauses, vocabulary, and comprehension of short readings.
This document provides feedback on a mock AS Media exam sat by the student. It offers general advice on exam technique as well as specific feedback on each question:
1) For Question 1 on media codes and conventions, the student should have analyzed the visual codes and mode of address of both magazine covers provided rather than focusing more on one.
2) For Question 2, part a the student needed to explain how the target audience would be attracted to the cover, part b should have 3-4 points about what is seen in the text, and part c examples are needed to show how audiences are targeted.
3) For Question 3 on representation, the student must define key terms, state that media construct rather than
Tpd roman - lesson 6 classplan - high schoolLaura Roman
This lesson plan is for a 6th year English class in Comodoro Rivadavia, Argentina. The lesson focuses on discussing animal testing and ways to raise awareness about the issue. Students will read news articles on animal testing, discuss opinions using language like "argue" and "emphatically", and do paired speaking practice with discussion cards. The lesson aims to improve reading, speaking, and language skills while exploring an ethical topic.
This document provides feedback on a mock AS Media exam sat by students. It offers guidance in 3 key areas:
1. General exam technique - such as using a plan, time management, using formal language and citing theories.
2. Answering specific question types - with advice on how to structure responses to questions about media texts, representations, and targeting audiences.
3. Using evidence - with guidance on effectively analyzing media codes, contextualizing examples, and deconstructing representations in case studies.
The document provides guidelines for designing tests. It discusses important considerations when writing a test such as determining the purpose and scope of the test. It also covers different types of test items like multiple choice questions, matching, true/false, and open questions. For each type of item, it provides examples and discusses what skills the items can be used to test. The document emphasizes writing clear, unambiguous questions and avoiding clues that make the correct answer obvious without real knowledge of the subject matter.
The student is currently enrolled in the Dental Hygiene Program at Clark College and plans to graduate in Spring 2001. After working in the field for a year, she will pursue a Bachelor's Degree in Dental Hygiene through Eastern Washington University, which she has researched. Ultimately, she hopes to teach dental hygiene at the college level and earn a Master's Degree. She has chosen dental hygiene because it will provide a salary and flexibility as a single mother, and she enjoys the dental office environment from her experience with friends in the field.
Writing Assignment 3 – Choosing, Defining, Applying, and Evaluating Concepts as they Apply to You
Worth 100 points, broken down as follows:
Incomplete Below Average Average Above Average
Discussion/Definition of Concept Student did not accurately
define/discuss any of the
concepts.
(0 points)
Student accurately
defined/discussed one
concept.
(7 points)
Student accurately
defined/discussed two
concepts.
(14 points)
Student accurately
defined/discussed all
three concepts.
(20 points)
Examples of Concepts Student did not give accurate
examples for any of the
concepts.
(0 points)
Student gave accurate
examples of one
concept.
(7 points)
Student gave accurate
examples of two
concepts.
(14 points)
Student gave accurate
examples of all three
concepts.
(20 points)
Explanation Student did not give accurate
explanations for any of the
concepts.
(0 points)
Student provided an
accurate explanation
for one concept
(7 points)
Student provided an
accurate explanation
for two concepts.
(14 points)
Student provided an
accurate explanation
for all three concepts.
(20 points)
Avoiding Plagiarism (Please note
that per the syllabus, if you are
found to have more than 15%
plagiarism on this assignment, you
will receive a 0 on the entire
assignment).
Student put very little of
his/her answers in his/her
own words (there is a
similarity index of more than
15%).
(0 points)
Student put some of
his/her answers in
his/her own words
(there is a similarity
index of 11-15%)
(5 points)
Student put most of
his/her answers in
his/her own words
(there is a similarity
index of 6-10%)
(10 points)
Student put all of
his/her answers in
his/her own words
(there is a similarity
index of 0-5%).
(15 points)
Format Missing the introductory and
concluding paragraphs; does
not follow any of the
guidelines on the assignment
sheet (i.e., paragraph form,
double-spaced)
(0 points)
Missing the
introductory and
concluding paragraphs;
does not follow one of
the guidelines on the
assignment sheet (i.e.,
paragraph form,
double-spaced)
(1 point)
Missing either the
introductory or
concluding paragraph;
OR does not follow one
of the guidelines on the
assignment sheet (i.e.,
paragraph form,
double-spaced)
(3 points)
Has an introductory
and concluding
paragraph; follows the
guidelines on the
assignment sheet (i.e.,
paragraph form,
double-spaced)
(5 points)
Writing Style: Organization,
Clarity, & Precision
There are more than 7
instances of unclear and
imprecise language, and the
structure of the answer
detracts from the message
that the student is trying to
get across. Paragraphs are
disjointed and there is a lack
transition between ideas.
(0 points)
There are 5-6 instances
of unclear and
imprecise language,
and the structure of
the answer is
somewhat clear.
(4 points)
There are 3-4 instances
of unclear and
imprecise ...
This document discusses assessment tools and processes for evaluating learning in English, Filipino, and mother tongue subjects. It provides details on the specific assessment tools used for different grade levels and subjects, which include tests of alphabet knowledge, phonological awareness, listening comprehension, word reading, and more. Scoring rubrics are also included to standardize how students' responses are evaluated. The assessment results will be used to determine students' ability levels and tailor lesson plans to meet their strengths and weaknesses.
This document discusses setting goals to learn English and provides examples of SMART goals. It explains that "I will learn English" is not a good goal because it is vague and provides no way to measure progress. A good goal should be specific, measurable, achievable, relevant, and time-bound. The document then provides several examples of well-defined English learning goals that meet SMART criteria and cover areas like vocabulary, listening, writing, conversation skills, and grammar.
Similar to Short-cut Writing - The Assumption, Topic Sentence, and Thesis Statement (20)
This document provides advice and strategies for writing a thesis or dissertation. It discusses establishing a regular writing routine of at least a few hours per day to make consistent progress. It emphasizes that writing is thinking - the process of writing will help generate new ideas. It also addresses common psychological obstacles to completing a dissertation and provides tips for overcoming procrastination and feelings of being overwhelmed by the large project. The document stresses focusing on small, manageable goals and outputting written work regularly in order to eventually complete a full draft.
The document provides guidance on the correct use of apostrophes, including rules for showing possession and omission. It outlines basic rules, such as adding 's for singular nouns and just ' for plural nouns. More advanced rules address words ending in sibilant sounds and those used in religious contexts. The document includes examples and exercises to help readers properly use apostrophes.
This document provides an overview and explanation of different types of pronouns, including personal pronouns, subject and object pronouns, demonstrative pronouns, interrogative pronouns, indefinite pronouns, and possessive pronouns. It defines each type of pronoun, provides examples, and discusses rules regarding their use as subjects and objects. The document is intended to teach about pronouns for independent learners, with explanations, exercises, and answers. It covers essential vocabulary and the 12 main types of pronouns in detail.
This document provides information on how to use allusions and examples of common mythological allusions. It explains that allusions can be used as nouns, adjectives, or in other grammatical forms and provides guidelines on capitalization and modifying the allusion based on its use. The document then lists over 50 mythological allusions from figures like Achilles, Apollo, Hercules, and others and provides brief summaries of their stories and origins from Greek and Roman mythology to help the reader understand the allusion.
This document contains a seating arrangement chart for an Integrated English Skills college course. It lists 39 students divided into 4 groups. Each student's name, email address and designation as either a Bachelor of Science in Pharmacy (BSP) student or other is provided. The course is held on Tuesdays, Thursdays and Saturdays from 12:00-13:00 in room CDL 407.
AAPD1BB is a World Classics (Literature) course offered on Tuesdays, Thursdays and Saturdays from 3:00-4:00pm in room CDL409. The class has 42 students divided into 4 groups. The document lists each student's name, email address and intended degree program. It also indicates students who have dropped the course.
This document contains a roster for BSMT 2C HUM 13: World Classics (Literature) class with 47 students divided into 4 groups. It lists each student's name, email address and degree program. The class is held on Tuesdays, Thursdays and Saturdays from 4:00-5:00pm in room CDL 409 at the CEU building.
This document contains information about a BSMT 2B class called World Classics at the College of Humanities at the University of the East. The class has 48 students divided into 4 groups and meets on Tuesdays, Thursdays and Saturdays from 1:00-2:00pm in room 312 of the CDL building. It includes a table with the students' names and email addresses.
This document provides instructions for using Quizlet to learn about mythological allusions. It outlines several flashcard sets, practice tests, and the ability to create custom tests on Quizlet to study the topic. It recommends taking the tests multiple times and reviewing incorrect answers, then taking a graded test in class. The document also suggests using Memrise as another option for studying mythological allusions online.
This document provides instructions for improving a website created on Jimdo. It recommends creating a surveys page with eight subpages and hiding unfinished pages so they do not display publicly. It also advises using title case rather than all capital letters for page titles, as this makes the menu less crowded and more professional.
This document provides an overview of key literary elements and terminology used in analyzing stories, novels, films and plays. It discusses the seven main types of conflict, three categories of characters, six ways of analyzing characters, six common plot structures, six types of endings, and various plot devices. It also covers setting, theme, point of view, and different genres of stories. The document serves as a reference for understanding the fundamental components of narrative works of fiction.
This document provides an overview and examples of key concepts in poetry analysis. It defines prose and poetry, and describes the typical parts of a poem like title, stanzas, and lines. It also explains different types of classical poetry and repeating sounds in poetry like alliteration, consonance, assonance, internal rhyme, end rhyme, and rhyme schemes. Additionally, it covers scansion, meter, rhythm, theme, and topic. Sample test questions are provided to assess understanding of these concepts and their application in analyzing specific poems.
This document provides a step-by-step visual guide for displaying various types of media on a webpage using the Jimdo website building platform. It includes instructions for displaying videos by linking to YouTube, displaying slideshows by linking to SlideShare, displaying PDFs by linking to Dropbox or Mediafire, and uploading learning journals. The guide is broken into multiple sections with screenshots to illustrate each step, such as logging in, creating columns, adding text boxes, and inserting embedded links. It also provides tips for group leaders and instructions for finding additional video tutorials.
Jane Roxas is reporting a 30-second news broadcast from the CEU Broadcast Studio in Manila, where she introduces a new face, 18-year-old Alyssa Mae Reyhes, who is a dentistry student from Nueva Ecija, a town in Central Luzon.
This document provides a visual step-by-step guide for displaying different types of media on a webpage. It explains how to link videos, slideshows, PDFs, and learning journals instead of directly uploading them due to limited storage. The guide instructs the user to upload media files to sites like YouTube and SlideShare first, then copy the link and paste it into the webpage to display. Steps include logging in, selecting the media type page, formatting with titles and columns, and inserting the link. Users are reminded to always log out for security after editing a page.
This document provides a visual step-by-step guide to editing a website. It outlines 4 steps: 1) Logging into the website, 2) Adding a column, 3) Adding another column, and 4) Adjusting the column width. Each step includes an image demonstrating the process and descriptions of how to perform the specified task, such as clicking buttons to add or edit columns. The document emphasizes the importance of logging out of websites for security reasons after completing edits.
This document provides a step-by-step guide to using a class website. It instructs the user to:
1. Log in to their class website by scrolling to the bottom of the page and clicking "LOG IN NOW".
2. Wait for the page to fully load, indicated by the disappearance of a green loading circle.
3. Show their family the different pages on the site, like videos and slideshows, to impress potential employers with their work.
4. Always log out of sites for security, to prevent others from accessing private information.
This document provides a visual step-by-step guide to creating and managing pages on a class website. It outlines the process for logging in, creating new pages under different categories, deleting pages, and notes about viewing pages and logging out for security. The guide uses images to illustrate each step, such as clicking buttons and links, and provides captions to explain what the user should be seeing on the screen. It aims to clearly outline the basic functions for navigating and managing content on the site.
This document provides a 3-step visual guide to linking photos on a website:
Step 1 explains how to log into a website and select a photo to link.
Step 2 demonstrates how to click buttons to select a target page for the link and set the link.
Step 3 shows how to check that the photo is correctly linked by viewing the target page and returning to edit the link if needed. Throughout, screenshots illustrate each step and caution is given to always log out of websites for security.
The document is an assignment template for students to complete that covers key elements of literary plots including: definitions of plot points (e.g. rising action, climax, resolution) from external sources with citations; examples from their own experience for each plot point; a diagram of a plot structure with an example; and reflections on what was learned and how it could be applied. The template provides guidelines for completing the assignment concisely and with proper citations and formatting.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
2. Before You Begin
• The topic sentence can be called
assumption because it expresses
an idea that is assumed (not
100% established or certain).
3. Before You Begin
• The topic sentence uses the
conditional “can” at the start of
the beneficiary’s action, which is
a condition for the solution.
4. Before You Begin
• The topic sentence uses the word
“to” at the start of the urgent
need and proposed solution.
5. Before You Begin
• The topic sentence begins with a
description of the target
beneficiaries.
6. One More Time...
• The topic sentence can be called assumption
because it expresses an idea that is assumed
(not 100% established or certain).
• The topic sentence uses the conditional “can”
at the start of the beneficiary’s action, which
is a condition for the solution.
• The topic sentence uses the word “to” at the
start of the urgent need and proposed
solution.
• The topic sentence begins with a description
of the target beneficiaries.
7. Sample Student Proposal
In three weeks, I will create an English-Uzbek
poster with 6 pictures that shows 6 steps for
children 4 to 6 years old to follow and learn
how to spell 25 simple English words in 3
months.
8. Sample Student Assumption
Children 4 to 6 years old can use an EnglishUzbek poster that shows pictures of 6 steps to
spell 25 simple English words in 3 months.
9. PART 1 OF THE ASSUMPTION
TARGET BENEFICIARY
Image courtesy of FreeGreatPicture.com
10. Target Beneficiary: SUMMARY
1. The target beneficiary is a noun.
2. The description of the target beneficiary
begins the sentence, before the word “can”.
3. The description indicates the urgent need or
critical problem.
4. DESCRIPTION: The description is not an
adjective; verbs/nouns are used.
5. Quantify the need or problem by using
numbers.
11. Target Beneficiary (1)
The target beneficiary is a noun.
Children 4 to 6 years old can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.
12. Target Beneficiary (2)
The description of the target
beneficiary begins the
sentence, before the word “can”.
Children 4 to 6 years old can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.
13. Target Beneficiary (3a)
The description indicates the
urgent need or critical problem.
THIS IS NOT A PROBLEM
Children 4 to 6 years old can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.
14. Target Beneficiary (3b)
The description indicates the
urgent need or critical problem.
THIS IS NOT A PROBLEM
Children 4 to 6 years old can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.
15. Target Beneficiary (3c)
The description indicates the
urgent need or critical problem.
THIS IS A PROBLEM
Children who cannot spell simple
English words can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.
16. Target Beneficiary (3d)
The description indicates the
urgent need or critical problem.
Children who cannot spell simple
English words can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.
17. Target Beneficiary (4a)
The description is not an adjective;
verbs/nouns are used.
Children who cannot spell simple
English words can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.
18. Target Beneficiary (4b)
The description is not an adjective;
verbs/nouns are used.
THIS IS AN ADJECTIVE
Children who cannot spell simple
English words can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.
19. Target Beneficiary (4c)
The description is not an adjective;
verbs/nouns are used.
THIS IS A VERB/NOUN
Children who cannot spell threeletter English words can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.
20. Target Beneficiary (5)
Quantify the need or problem by
using numbers.
Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.
21. One More Time....
1. The target beneficiary is a noun.
2. The description of the target beneficiary
begins the sentence, before the word
“can”.
3. The description indicates the urgent need
or critical problem.
4. The description is not an adjective;
verbs/nouns are used.
5. Quantify the need or problem by using
numbers.
22. PART 2 OF THE ASSUMPTION
REQUIRED ACTION
Image courtesy of FreeGreatPicture.com
23. Required Action: SUMMARY
1. The beneficiary must do this action to answer
the need or solve the problem.
2. This part begins after the word “can”.
3. The actions are verbs about using your poster.
Quantify the action and time required.
4. Quantify the parts of the poster to be used by
the beneficiary: number of
images, languages, contents (e. g.
steps, techniques, methods, recipe, instructions)
5. The poster description should correspond to the
beneficiary description or need.
24. Target Beneficiary (1)
The beneficiary must do this
action to answer the need or
solve the problem.
Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.
25. Target Beneficiary (2)
This part begins after the word
can.
Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.
26. Target Beneficiary (3)
The actions are verbs about using
your poster.
Children who cannot spell any threeletter English word can use an
English-Uzbek poster that shows
pictures of 6 steps to spell 25 simple
English words in 3 months.
27. Target Beneficiary (3a)
Quantify the action and time
required
THIS IS ACTION ONLY
THERE IS NO QUANTITY
Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.
28. Target Beneficiary (3b)
Quantify the action and time
required
USE FOR TEN MINUTES A DAY
Children who cannot spell any threeletter English word can use an EnglishUzbek poster that shows pictures of 6
steps to spell 25 simple English words
in 3 months.
29. Target Beneficiary (3c)
Quantify the action and time
required
THIS IS ACTION & TIME
THERE IS A QUANTITY (NUMBER)
Children who cannot spell any threeletter English word can use for 10
minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.
30. Target Beneficiary (4)
Quantify the parts of the poster to be used by
the beneficiary: number of
images, languages, contents (e. g.
steps, techniques, methods, recipe, instructio
ns)
Children who cannot spell any threeletter English word can use for 10
minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.
31. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
CORRESPONDENCE
Children who cannot spell any threeletter English word can use for 10
minutes a day an English-Uzbek poster
that shows pictures of 6 steps to spell
25 simple English words in 3 months.
32. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
NO CORRESPONDENCE
Children who cannot spell any threeletter English word can use for 10
minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.
33. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
NO CORRESPONDENCE
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.
34. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
CORRESPONDENCE
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.
35. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
NO CORRESPONDENCE
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an English-Uzbek
poster that shows pictures of 6 steps
to spell 25 simple English words in 3
months.
36. Target Beneficiary (5)
The poster description should
correspond to the beneficiary
description or need.
CORRESPONDENCE
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words in 3 months.
37. One More Time....
1. The beneficiary must do this action to answer
the need or solve the problem.
2. This part begins after the word “can”.
3. The actions are verbs about using your poster.
Quantify the action and time required.
4. Quantify the parts of the poster to be used by
the beneficiary: number of images, languages,
contents (e. g. steps, techniques, methods,
recipe, instructions)
5. The poster description should correspond to the
beneficiary description or need.
38. PART 3 OF THE ASSUMPTION
PROPOSED SOLUTION
Image courtesy of FreeGreatPicture.com
39. Proposed Solution: SUMMARY
1. This part begins after the word “to”.
2. This is a situation that meets the need or
solves the problem.
3. The solution is the opposite of the
problem.
4. Quantify the solution with numbers or
measures.
5. Quantify the required time with numbers
or measures.
6. Don’t use adjectives; use verbs/nouns
40. Proposed Solution (1)
This part begins after the word to.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words in 3 months.
41. Proposed Solution (2)
This is a situation that meets the
need or solves the problem.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words in 3 months.
42. Proposed Solution (3)
The solution is the opposite of the
problem.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words in 3 months.
43. Proposed Solution (4)
Quantify the solution with
numbers or measures.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words within three months.
44. Proposed Solution (5)
Quantify the required time with
numbers or measures.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 simple English
words within three months.
45. Proposed Solution (6a)
Don’t use adjectives; use
verbs/nouns.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
THIS IS AN ADJECTIVE
poster that shows pictures with threeletter words to spell 25 simple English
words within three months.
46. Proposed Solution (6b)
Don’t use adjectives; use
verbs/nouns.
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeVERB/NOUN
letter words to spell 25 three-letter
VERB/NOUN
English words within three months.
47. One More Time....
1. This part begins after the word “to”.
2. This is a situation that meets the need or
solves the problem.
3. The solution is the opposite of the
problem.
4. Quantify the solution with numbers or
measures.
5. Quantify the required time with numbers
or measures.
6. Don’t use adjectives; use verbs/nouns
49. 1. Sample Student Proposal
In three weeks, I will create an
English-Uzbek poster with 6 pictures
that shows 6 steps for children 4 to 6
years old to follow and learn how to
spell 25 simple English words in 3
months.
50. 2. Sample Student Assumption (Original)
Children 4 to 6 years old can use
an English-Uzbek poster that
shows pictures of 6 steps to spell
25 simple English words in 3
months.
51. 3. Assumption (Improved)
Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day an UzbekEnglish poster that shows pictures
with three-letter words to spell 25
three-letter English words within
three months.
52. FROM ASSUMPTION TO THESIS STATEMENT
1X1X3
Image courtesy of FreeGreatPicture.com
53. 1 x 1 x 3 Thesis Statement (1)
Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day an UzbekEnglish poster that shows pictures
with three-letter words to spell 25
one-, two-, and three-letter
English words within three
months.
54. 1 x 1 x 3 Thesis Statement (b)
Uzbek children who cannot spell any
three-letter English word can use for
10 minutes a day an Uzbek-English
poster that shows pictures with threeletter words to spell 25 English words
of one letter in month 1, of two
letters in month 2, and of three
letters in month 3.
55. FROM ASSUMPTION TO THESIS STATEMENT
1X3X1
Image courtesy of FreeGreatPicture.com
56. 1 x 3 x 1 Thesis Statement (a)
Uzbek children who cannot spell
any three-letter English word can
color, cut and paste for 10 minutes
a day an Uzbek-English poster that
shows pictures with three-letter
words to spell 25 three-letter
English words within three months.
57. 1 x 3 x 1 Thesis Statement (b)
Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day an UzbekEnglish poster that shows
shapes, colors and words with
three letters or less to spell 25
three-letter English words within
three months.
58. 1 x 3 x 1 Thesis Statement (c)
Uzbek children who cannot spell
any three-letter English word can
use for 10 minutes a day an UzbekEnglish poster that shows pictures
with one-, two-, and three-letter
words to spell 25 three-letter
English words within three months.
59. FROM ASSUMPTION TO THESIS STATEMENT
3X1X1
Image courtesy of FreeGreatPicture.com
60. 3 x 1 x 1 Thesis Statement (a)
Uzbek children who cannot
read, spell or write any threeletter English word can use for 10
minutes a day an Uzbek-English
poster that shows pictures with
three-letter words to spell 25
three-letter English words within
three months.
61. 3 x 1 x 1 Thesis Statement (b)
Uzbek children who cannot spell
any three-letter English noun, verb
or adjective can use for 10 minutes
a day an Uzbek-English poster that
shows pictures with three-letter
words to spell 25 three-letter
English words within three months.
62. 3 x 1 x 1 Thesis Statement (c)
Uzbek children who cannot spell
any one-, two- or three-letter
English word can use for 10
minutes a day an Uzbek-English
poster that shows pictures with
three-letter words to spell 25
three-letter English words within
three months.
63. URGENCY, THEORY & DETAILS
4-STEP RESEARCH PLAN
Image courtesy of FreeGreatPicture.com
64. Research Plan: SUMMARY
1. Choose the best of the three-part
theories (the most sensible or logical).
2. Add (URGENCY) where the idea can be
about urgency.
3. Add (THEORY) where the idea can be
connected to a theory.
4. Add (DETAILS) where the idea can be
connected to details.
65. 1. Choose the best of the 3-part theories
Uzbek children who cannot spell
any three-letter English word can
color, cut and paste, for 10 minutes
a day, an Uzbek-English poster that
shows pictures with three-letter
words, and learn to spell 25 threeletter English words within three
months.
66. 2. Add (URGENCY) where the idea
can be about urgency.
Uzbek children who cannot spell
(Urgency) any three-letter English
word can color, cut and paste, for
10 minutes a day, an Uzbek-English
poster that shows pictures with
three-letter words, and learn to
spell 25 three-letter English words
within three months.
67. 3. Add (THEORY) where the idea
can be connected to a theory.
Uzbek children who cannot spell
(Urgency) any three-letter English
word can color, cut and paste
(Theory), for 10 minutes a day, an
Uzbek-English poster that shows
pictures with three-letter
words, and learn to spell 25 threeletter English words within three
68. 3. Add (THEORY) where the idea
can be connected to a theory.
Uzbek children who cannot spell
(Urgency) any three-letter English
word can color, cut and paste
(Theory), for 10 minutes a day, an
Uzbek-English poster (Theory) that
shows pictures with three-letter
words, and learn to spell 25 threeletter English words within three
months.
69. 4. Add (DETAILS) where the idea
can be connected to details.
Uzbek children who cannot spell
(Urgency) any three-letter English
word can color, cut and paste
(Theory), for 10 minutes a day, an
Uzbek-English poster (Theory) that
shows pictures with three-letter
words (Details), and learn to spell
25 three-letter English words within
three months.
70. One More Time...
1. Choose the best of the three-part
theories (the most sensible or logical)
2. Add (URGENCY) where the idea can be
about urgency.
3. Add (THEORY) where the idea can be
connected to a theory.
4. Add (DETAILS) where the idea can be
connected to details.
71. URGENCY, THEORY & DETAILS
USING SOURCES
Image courtesy of FreeGreatPicture.com
72. 7 Tips When Using Sources: 1
Choose events, facts, and scientific
reports. Avoid
opinions, fiction, and biased
statements.
73. 7 Tips When Using Sources: 2
If the article is long, add a
paragraph number to the in-text
citation, not to the reference.
74. 7 Tips When Using Sources: 3
If there is a DOI, add this to the
reference list, not to the citation.
75. 7 Tips When Using Sources: 4
Hyperlink the citation to the
corresponding entry in the
reference list.
76. 7 Tips When Using Sources: 5
In the reference, use the short
website address but hyperlink it
so that the actual reference
opens, not the website home
page.
77. 7 Tips When Using Sources: 6
Always cite any borrowed idea. Use
APA-format for citations and
references.
78. 7 Tips When Using Sources: 7
Paraphrasing is better to shorten
an idea.
Quoting is better when the idea is
expressed so well that you can’t
improve it by rephrasing.
79. One More Time...
1. Choose events, facts, and scientific reports. Avoid
opinions, fiction, and biased statements.
2. If the article is long, add a paragraph number to the in-text
citation, not to the reference.
3. If there is a DOI, add this to the reference list, not to the
citation.
4. Hyperlink the citation to the corresponding entry in the
reference list.
5. In the reference, use the short website address but
hyperlink it so that the actual reference opens, not the
website home page.
6. Always cite any borrowed idea. Use APA-format for
citations and references.
7. Paraphrasing is better to shorten an idea. Quoting is better
when the idea is expressed exceedingly well.
80. SHORT
CUTS
FROM ASSUMPTION TO
TOPIC SENTENCE TO
THESIS STATEMENT
END OF PRESENTATION
Send comments or suggestions to mr.jaime.aiu@gmail.com
THANK YOU