5.3.4 Latitude and Longitude (PLEA).docx
•Download as DOCX, PDF•
0 likes•36 views
1) The document is about recognizing the concepts of latitude and longitude and their application in daily life. It discusses how to locate places using their latitude and longitude coordinates. 2) The reading strategies outlined include activating prior knowledge, selecting important information from a map showing lines of latitude and longitude, and asking and reflecting on how latitude and longitude are relevant to everyday life and can be used with a GPS system. 3) Students are asked to locate requested places on a map using their latitude and longitude coordinates as learned from videos about how to use a GPS device.
Report
Share
Report
Share
Recommended
Native americans (plea)
1. The document discusses the cultural legacy of pre-Columbian civilizations in North America.
2. Students will read about the main features of Amerindian or native civilizations and create an infographic on one assigned tribe or region in a Google Slides document with a partner.
3. The infographic must include a location map, information on the tribe's culture, clothing, history, and modern way of life.
Native americans (plea)
The document provides instructions for a social studies assignment on the ancient civilizations of pre-Columbian North America. Students are asked to read sources on various Native American tribes and regions, then work collaboratively to create an infographic about one topic. They must include key information like images, short descriptive texts, and citations of sources. After reading, students will discuss in a chat whether they agree with common misconceptions about Native Americans presented in a second video.
RED4348 Critical Assignment #1
Before, during, and after reading strategies are discussed to improve comprehension. Before reading, the document recommends setting a purpose, previewing the text, activating background knowledge, and making predictions. During reading, strategies include monitoring comprehension, visualizing, questioning, making connections, and determining importance. After reading strategies involve reflecting, clarifying understanding, summarizing, discussing with others, and applying the new information. The document provides examples and explanations of how to implement these strategies at each stage of reading.
Researchtopic lec3
1. The document provides guidance on selecting and narrowing down a research topic. It emphasizes that the topic should be of interest to the researcher so their enthusiasm comes through.
2. Several criteria are listed for evaluating potential topics, such as whether it will appeal to readers, offer a new perspective, and be of lasting significance.
3. The process of narrowing a topic involves considering its aspects, components, relationships, and types to focus the scope in a manageable way. Outlining the topic in stages and justifying its importance helps define the direction of the research.
Strategies of Reading in the Academic Setting
This document outlines strategies for reading comprehension in academic settings. It discusses three main stages of reading: pre-reading, while reading, and post-reading. In the pre-reading stage, the reader decides their goal, places the title, and makes predictions. While reading, the reader uses visual cues and background knowledge, asks questions, and takes notes. In the post-reading stage, the reader answers questions, provides new insights, predicts future topics, and connects ideas from all three stages in a KWL chart. The document emphasizes that reading comprehension is improved through deep thinking before, during, and after reading.
An experience with the pdp model to teaching reading
This presentation discusses the PDP model of reading instruction used at ICPNA. The PDP model includes three stages: pre-reading activities to spark interest and build background knowledge; during-reading activities like answering questions to develop understanding; and post-reading activities such as discussions or projects to extend comprehension. Specific activity ideas for each stage are provided, along with the rationale that they help move students from a general to deeper understanding of texts. The presentation concludes by asking participants to reflect on what they found useful and want to know more about.
Active reading accl 71
This document provides an agenda for a class on reading strategies and skills. It includes an introduction, overview of the course syllabus, a group activity on reading analysis, a discussion of applications of reading strategies, and an assignment of homework. The group activity involves discussing questions about reading abilities in America and purposes for reading. It also outlines strategies for active reading, such as surveying texts using headings and previews before, during, and after reading.
Aiou.pptx
The document discusses various models for designing lessons for textbooks at different educational levels, including Woolfok's model for general education, Dr. Durrani's model for middle school, the Singapore model, and a model developed by GTZ in Peshawar. It provides details on the key features and organization of these models, such as their focus on student-centered learning, inclusion of pre-reading and post-reading activities, and illustration of concepts through examples and exercises. The models aim to effectively convey content while developing students' skills through engaging lessons and multi-sensory learning experiences.
Recommended
Native americans (plea)
1. The document discusses the cultural legacy of pre-Columbian civilizations in North America.
2. Students will read about the main features of Amerindian or native civilizations and create an infographic on one assigned tribe or region in a Google Slides document with a partner.
3. The infographic must include a location map, information on the tribe's culture, clothing, history, and modern way of life.
Native americans (plea)
The document provides instructions for a social studies assignment on the ancient civilizations of pre-Columbian North America. Students are asked to read sources on various Native American tribes and regions, then work collaboratively to create an infographic about one topic. They must include key information like images, short descriptive texts, and citations of sources. After reading, students will discuss in a chat whether they agree with common misconceptions about Native Americans presented in a second video.
RED4348 Critical Assignment #1
Before, during, and after reading strategies are discussed to improve comprehension. Before reading, the document recommends setting a purpose, previewing the text, activating background knowledge, and making predictions. During reading, strategies include monitoring comprehension, visualizing, questioning, making connections, and determining importance. After reading strategies involve reflecting, clarifying understanding, summarizing, discussing with others, and applying the new information. The document provides examples and explanations of how to implement these strategies at each stage of reading.
Researchtopic lec3
1. The document provides guidance on selecting and narrowing down a research topic. It emphasizes that the topic should be of interest to the researcher so their enthusiasm comes through.
2. Several criteria are listed for evaluating potential topics, such as whether it will appeal to readers, offer a new perspective, and be of lasting significance.
3. The process of narrowing a topic involves considering its aspects, components, relationships, and types to focus the scope in a manageable way. Outlining the topic in stages and justifying its importance helps define the direction of the research.
Strategies of Reading in the Academic Setting
This document outlines strategies for reading comprehension in academic settings. It discusses three main stages of reading: pre-reading, while reading, and post-reading. In the pre-reading stage, the reader decides their goal, places the title, and makes predictions. While reading, the reader uses visual cues and background knowledge, asks questions, and takes notes. In the post-reading stage, the reader answers questions, provides new insights, predicts future topics, and connects ideas from all three stages in a KWL chart. The document emphasizes that reading comprehension is improved through deep thinking before, during, and after reading.
An experience with the pdp model to teaching reading
This presentation discusses the PDP model of reading instruction used at ICPNA. The PDP model includes three stages: pre-reading activities to spark interest and build background knowledge; during-reading activities like answering questions to develop understanding; and post-reading activities such as discussions or projects to extend comprehension. Specific activity ideas for each stage are provided, along with the rationale that they help move students from a general to deeper understanding of texts. The presentation concludes by asking participants to reflect on what they found useful and want to know more about.
Active reading accl 71
This document provides an agenda for a class on reading strategies and skills. It includes an introduction, overview of the course syllabus, a group activity on reading analysis, a discussion of applications of reading strategies, and an assignment of homework. The group activity involves discussing questions about reading abilities in America and purposes for reading. It also outlines strategies for active reading, such as surveying texts using headings and previews before, during, and after reading.
Aiou.pptx
The document discusses various models for designing lessons for textbooks at different educational levels, including Woolfok's model for general education, Dr. Durrani's model for middle school, the Singapore model, and a model developed by GTZ in Peshawar. It provides details on the key features and organization of these models, such as their focus on student-centered learning, inclusion of pre-reading and post-reading activities, and illustration of concepts through examples and exercises. The models aim to effectively convey content while developing students' skills through engaging lessons and multi-sensory learning experiences.
PLEA SCIENCE IT
This document provides guidance for a first grade reading comprehension activity about distinguishing between living and nonliving things. It outlines the objectives, strategies and assessment for a three-part lesson - before, during and after reading. Students are asked to make predictions before reading based on pictures, underline key words while reading, and complete a graph organizing the characteristics of living things after reading. The document emphasizes locating specific information, selecting key terms, and designing simple diagrams from the text.
Plea IT science
This document provides guidance for a reading comprehension activity for 1st grade students about distinguishing between living and nonliving things. It outlines the steps students should take before, during, and after reading including activating prior knowledge, making predictions, identifying key words, and organizing information into a graph. The reading strategies are meant to help students locate specific information, understand new vocabulary, and describe the characteristics of living versus nonliving things at a literal, inferential, and critical level.
6.3.4 Native americans (PLEA).docx
The document provides instructions for a social studies assignment on Native American cultures. Students are asked to work in groups to read about a assigned Native American tribe and create an infographic highlighting key information. The infographic should include a title, images, short descriptive texts, and suggested reading order. After reading, students will consider whether they agree or disagree with statements about modern Native American life and culture.
5.3.3 latitude and longitude plea
This document provides a reading assignment on latitude and longitude for a 5th grade social studies class. It includes a map animation resource on the concepts of parallels, meridians, and hemispheres. Students are asked to look up the latitude and longitude coordinates for 10 cities around the world and record them in a table. The purpose is to help students understand how geographical positioning systems locate places globally and to practice applying their new knowledge of latitude and longitude.
1. Please name two of the most famous geographers and what they co.docx
1. Please name two of the most famous geographers and what they contributed to the field of geography. Describe how you use geography each day. How did you use geography in the past? How do you use it today? How do you think you will use it in the future?
PART I: MAP ACTIVITY
Use the map below to identify all numbered areas.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
PART II: SHORT ESSAY
Please answer the following questions in a 1-2 page short essay using APA Format.
Please be sure to use the module readings and/or other outside documented research to support all of your ideas, facts, and opinions.
Describe what geography means to you and explain the various subfields of geography.
If you could pick one area of geography to study which would you choose and why?
Which global region or realm fascinates you the most? Why?
How do you use geography in your everyday life?
After taking this course, how do you think you will use geography in your future classes and in your future career/profession?
Describe a recent major global event and or incident that occurred and how geography impacted its overall cause.
How was geography used to solve this event or incident?
PART III: GEOGRAPHY JOURNAL
Please utilize LIRN (you may visit the Academic Resource Center for a guide on how to utilize LIRN successfully) and search for one peer reviewed research article that covers any of the following:
identify the defining criteria for geographic realms and regions.
analyze geography’s spatial perspective as it applies to human activity.
differentiate among the major elements of the natural environment and their general geographic characteristics.
name and locate the three largest world population clusters.
examine the concept of cultural landscape.
explain the meaning of state.
analyze the spatial dimensions of economic development and the World Bank’s global classification scheme.
Then write a 1-2 page review/reaction/reflection paper describing that article using APA format (please visit the Academic Resource Center for a concise guide on APA format).
Be sure to include the following:
Goals/Objectives
: What is the purpose of the article?
What does it attempt to solve, determine, or demonstrate?
Data
: Which data are assessed or analyzed to determine if the goals/objectives are met?
Methods
: What specific methodology is used to analyze the data in the context of the goals?
Analysis/Conclusion
: What resulted from methods being applied to the data?
What do the author(s) conclude from the analysis or how do they interpret the analysis/results?
Your critical review of the article must include the following:
Assessment
: Were the goals and objectives clearly stated?
Did the goals match the methods and results?
Was the article easy to follow?
Importance
: What, in your view, is the importance of this research?
What impact
does
knowing this have on geography?
Improvement
: What, if anything, could.
Ancient civilizations (plea)
This document provides instructions for a reading activity about the influence of metals on ancient civilizations. Students are asked to review sources on Mesopotamia, Egypt, China, and the Indus Valley civilization to complete an infographic assignment. The reading aims to help students recognize the main features of ancient Asian and African civilizations. Students are guided through preparing for the reading, selecting important information from assigned sources, and creating an infographic on their assigned topic. They will then post their work and reflect on what they learned.
KRP Student Research Guidelines
This document provides guidelines for students on how to conduct research. It outlines the 7 steps of the research process which include choosing a topic, developing guiding questions, finding answers through research, organizing findings, presenting findings, receiving feedback, and reflecting on what was learned. It provides information on different sources students can use for their research such as websites, books, experts, and libraries. It also includes examples and worksheets to help students through each step of the research process.
Jordon spencer critical assignment 1
The document outlines various reading strategies that can be used before, during, and after reading to improve comprehension. Some strategies mentioned are frontloading by activating prior knowledge, introducing new vocabulary, setting a purpose for reading, making predictions, using think-alouds during reading, creating concept maps, summarizing, asking self-questions, reviewing predictions and organizers after reading, creating timelines or diagrams, making connections, and using exit slips with questions. The strategies provide ways for teachers to engage students and help them understand and remember what they are reading.
Ncab conference 2012
The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
Informational Reading & Writing Across the Content Areas
This document provides information about a workshop on teaching informational reading and writing. The goals are to learn strategies for engaging students with informational texts, explore scaffolds for writing informational texts, perform reading and writing expected of students, and share expertise on redesigning assignments. Participants are encouraged to ask questions, share ideas and experiences, read deeply, discuss with enthusiasm, and write with intellectual abandon. The workshop will also address the role of writing in various disciplines and real world contexts.
Reading comp 2010 w deptford
The document summarizes strategies for improving reading comprehension. It discusses connecting students to texts before, during, and after reading through building background knowledge, understanding text structure, establishing a purpose, and writing about or discussing what was read. It also addresses assessing whether students can comprehend textbook passages independently and providing support through pre-reading activities and simplified materials when needed. Formative assessment techniques are recommended to identify students struggling with reading speed, comprehension, or vocabulary.
Sequencingr highschool
This document provides a 5-day lesson plan for teaching students about sequencing and chronological order. Day 1 involves explicit instruction on sequencing and signal words. Day 2 models sequencing through a read aloud. Day 3 provides guided practice sequencing events and stories. Day 4 has independent practice making and following recipes. Day 5 assesses understanding through a writing assignment connecting sequencing to careers. The goal is for students to understand how determining chronological order is important for comprehension.
TRS601.PART 1-1-23.pdf ielrts reading ban 5.0
This document provides an overview of fundamental reading skills, with a focus on active reading. It discusses the importance of reading actively by questioning, evaluating, and keeping track of ideas. Two key active reading skills are introduced: skimming for the overall gist or main idea of a text, and scanning for specific details. Skimming involves quickly reviewing elements like the title, headings, first sentences of paragraphs, and images to understand the overall meaning before reading in-depth.
TRS601.PART 1-1-23.pdf in english ban4.0
Jefferson Singer developed a method for measuring self-defining memories. He categorized memories based on specificity, meaning, and emotions. Specificity refers to how defined in time a memory is. Meaning looks at whether a memory is integrative, drawing significant personal growth, or nonintegrative. Emotions examine if a memory has positive or negative feelings. Singer found older adults recall memories differently than young adults, viewing events more positively and remembering things in a more general way.
Before, During, and After Reading Strategies
This document outlines strategies to use before, during, and after reading to improve comprehension. Before reading, teachers prepare students by building background knowledge, introducing vocabulary, and setting a purpose. During reading, students make predictions, visualize, clarify unknown concepts, check their understanding, and imagine talking to the author. After reading, students generate their own questions, make predictions, do writing assignments, compare to prior knowledge, and summarize the main ideas. These strategies help students engage with, understand, and retain information from texts.
Technology For Student Success - Simplifying Student Research
"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format.
The format is easy to use when following the ABCs of Briefings:
*A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas.
*B - Briefings based on content for a purpose; affecting an audience.
*C - Choice is applies and connected to community within and outside of the classroom.
Throughout the session teachers:
1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience.
2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing.
3. use self generated, open-ended questions about a topic to guide research from a variety of resources.
4. identify what makes effective revision through a question and answer sharing format.
5. self assess their own learning and consider how to implement the research model in their own classrooms with students.
I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.
Q3-M3_3Is_Selecting-Relevant-LiteratureV4-1.pdf
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
Thematic unit 2
This document outlines a thematic unit plan for a 4th grade social studies class supplementing the textbook with the book "Our Continent: A Natural History of North America." The teacher will focus on the chapter "The Living Land" to address state standards on physical/human geography of North America. Reading strategies like KWL, partner reading, and exit slips will be used. Students will also learn from online sources about US geography and North American countries. Writing exercises will reinforce concepts learned from the texts and websites. The supplemental material aims to broaden students' background knowledge to improve comprehension.
WEEK-1 (1).pptx
This document provides an overview of a module that teaches reading and teaching strategies for comparing and contrasting patterns of written texts across disciplines. The module contains two lessons: 1) describing text as connected discourse, and 2) distinguishing techniques for selecting and organizing information. It includes learning objectives, examples, comprehension questions, and explanations of techniques like brainstorming, graphic organizers, outlining, and analyzing qualities of text.
Design a Research Useful in Daily Life.pptx
1. The document provides guidance on developing a research topic that is useful and relevant. It discusses choosing a topic that is interesting, significant, and relevant to one's field of study.
2. Background research is important for better understanding the topic and identifying specific questions or problems to research. This helps in defining the research topic.
3. Refining the research question is important. Questions should be specific enough to answer but not too narrow. Consideration must be given to course requirements and available time and resources.
7.3.4 Colony and Conquest (PLEA).docx
1. The document provides reading strategies and questions for understanding the influence of European exploration and colonization in America.
2. It asks students to read about the conquest process in America and how this impacted the region economically and geographically.
3. Students are given directions to activate prior knowledge, select important information, identify the text structure, and create an infographic on a topic from the colonial America section to demonstrate their understanding.
7.2.5 Infancia y adolescencia (PLEA).docx
Este documento presenta las instrucciones para una actividad sobre la Ley de Infancia y Adolescencia en Colombia. Los estudiantes deben responder preguntas para activar sus conocimientos previos sobre las normas que protegen a los menores y adultos. Luego, se les asigna un artículo de la ley y deben crear un periódico ficticio denunciando un caso relacionado con dicho artículo. Finalmente, completan una tabla resumiendo los principales aspectos de la ley. El objetivo es que comprendan los derechos de los niños y adolescentes
More Related Content
Similar to 5.3.4 Latitude and Longitude (PLEA).docx
PLEA SCIENCE IT
This document provides guidance for a first grade reading comprehension activity about distinguishing between living and nonliving things. It outlines the objectives, strategies and assessment for a three-part lesson - before, during and after reading. Students are asked to make predictions before reading based on pictures, underline key words while reading, and complete a graph organizing the characteristics of living things after reading. The document emphasizes locating specific information, selecting key terms, and designing simple diagrams from the text.
Plea IT science
This document provides guidance for a reading comprehension activity for 1st grade students about distinguishing between living and nonliving things. It outlines the steps students should take before, during, and after reading including activating prior knowledge, making predictions, identifying key words, and organizing information into a graph. The reading strategies are meant to help students locate specific information, understand new vocabulary, and describe the characteristics of living versus nonliving things at a literal, inferential, and critical level.
6.3.4 Native americans (PLEA).docx
The document provides instructions for a social studies assignment on Native American cultures. Students are asked to work in groups to read about a assigned Native American tribe and create an infographic highlighting key information. The infographic should include a title, images, short descriptive texts, and suggested reading order. After reading, students will consider whether they agree or disagree with statements about modern Native American life and culture.
5.3.3 latitude and longitude plea
This document provides a reading assignment on latitude and longitude for a 5th grade social studies class. It includes a map animation resource on the concepts of parallels, meridians, and hemispheres. Students are asked to look up the latitude and longitude coordinates for 10 cities around the world and record them in a table. The purpose is to help students understand how geographical positioning systems locate places globally and to practice applying their new knowledge of latitude and longitude.
1. Please name two of the most famous geographers and what they co.docx
1. Please name two of the most famous geographers and what they contributed to the field of geography. Describe how you use geography each day. How did you use geography in the past? How do you use it today? How do you think you will use it in the future?
PART I: MAP ACTIVITY
Use the map below to identify all numbered areas.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
PART II: SHORT ESSAY
Please answer the following questions in a 1-2 page short essay using APA Format.
Please be sure to use the module readings and/or other outside documented research to support all of your ideas, facts, and opinions.
Describe what geography means to you and explain the various subfields of geography.
If you could pick one area of geography to study which would you choose and why?
Which global region or realm fascinates you the most? Why?
How do you use geography in your everyday life?
After taking this course, how do you think you will use geography in your future classes and in your future career/profession?
Describe a recent major global event and or incident that occurred and how geography impacted its overall cause.
How was geography used to solve this event or incident?
PART III: GEOGRAPHY JOURNAL
Please utilize LIRN (you may visit the Academic Resource Center for a guide on how to utilize LIRN successfully) and search for one peer reviewed research article that covers any of the following:
identify the defining criteria for geographic realms and regions.
analyze geography’s spatial perspective as it applies to human activity.
differentiate among the major elements of the natural environment and their general geographic characteristics.
name and locate the three largest world population clusters.
examine the concept of cultural landscape.
explain the meaning of state.
analyze the spatial dimensions of economic development and the World Bank’s global classification scheme.
Then write a 1-2 page review/reaction/reflection paper describing that article using APA format (please visit the Academic Resource Center for a concise guide on APA format).
Be sure to include the following:
Goals/Objectives
: What is the purpose of the article?
What does it attempt to solve, determine, or demonstrate?
Data
: Which data are assessed or analyzed to determine if the goals/objectives are met?
Methods
: What specific methodology is used to analyze the data in the context of the goals?
Analysis/Conclusion
: What resulted from methods being applied to the data?
What do the author(s) conclude from the analysis or how do they interpret the analysis/results?
Your critical review of the article must include the following:
Assessment
: Were the goals and objectives clearly stated?
Did the goals match the methods and results?
Was the article easy to follow?
Importance
: What, in your view, is the importance of this research?
What impact
does
knowing this have on geography?
Improvement
: What, if anything, could.
Ancient civilizations (plea)
This document provides instructions for a reading activity about the influence of metals on ancient civilizations. Students are asked to review sources on Mesopotamia, Egypt, China, and the Indus Valley civilization to complete an infographic assignment. The reading aims to help students recognize the main features of ancient Asian and African civilizations. Students are guided through preparing for the reading, selecting important information from assigned sources, and creating an infographic on their assigned topic. They will then post their work and reflect on what they learned.
KRP Student Research Guidelines
This document provides guidelines for students on how to conduct research. It outlines the 7 steps of the research process which include choosing a topic, developing guiding questions, finding answers through research, organizing findings, presenting findings, receiving feedback, and reflecting on what was learned. It provides information on different sources students can use for their research such as websites, books, experts, and libraries. It also includes examples and worksheets to help students through each step of the research process.
Jordon spencer critical assignment 1
The document outlines various reading strategies that can be used before, during, and after reading to improve comprehension. Some strategies mentioned are frontloading by activating prior knowledge, introducing new vocabulary, setting a purpose for reading, making predictions, using think-alouds during reading, creating concept maps, summarizing, asking self-questions, reviewing predictions and organizers after reading, creating timelines or diagrams, making connections, and using exit slips with questions. The strategies provide ways for teachers to engage students and help them understand and remember what they are reading.
Ncab conference 2012
The document describes several teaching strategies for facilitating student-centered dialogue and developing higher-order thinking skills:
1) Cooperative Controversy involves students identifying arguments for and against a proposition in pairs and negotiating with another pair to determine the strongest arguments.
2) Multi-view asks students to consider a controversial issue from different perspectives of people involved.
3) Socratic Circles explore an issue through discussion, with students in inner and outer circles providing feedback.
4) Other strategies include Theme Park to teach about a topic through hypothetical park features, Under the Microscope to examine concepts through different lenses, and Ten Thinking Tracks to guide discussion of propositions from multiple viewpoints.
Informational Reading & Writing Across the Content Areas
This document provides information about a workshop on teaching informational reading and writing. The goals are to learn strategies for engaging students with informational texts, explore scaffolds for writing informational texts, perform reading and writing expected of students, and share expertise on redesigning assignments. Participants are encouraged to ask questions, share ideas and experiences, read deeply, discuss with enthusiasm, and write with intellectual abandon. The workshop will also address the role of writing in various disciplines and real world contexts.
Reading comp 2010 w deptford
The document summarizes strategies for improving reading comprehension. It discusses connecting students to texts before, during, and after reading through building background knowledge, understanding text structure, establishing a purpose, and writing about or discussing what was read. It also addresses assessing whether students can comprehend textbook passages independently and providing support through pre-reading activities and simplified materials when needed. Formative assessment techniques are recommended to identify students struggling with reading speed, comprehension, or vocabulary.
Sequencingr highschool
This document provides a 5-day lesson plan for teaching students about sequencing and chronological order. Day 1 involves explicit instruction on sequencing and signal words. Day 2 models sequencing through a read aloud. Day 3 provides guided practice sequencing events and stories. Day 4 has independent practice making and following recipes. Day 5 assesses understanding through a writing assignment connecting sequencing to careers. The goal is for students to understand how determining chronological order is important for comprehension.
TRS601.PART 1-1-23.pdf ielrts reading ban 5.0
This document provides an overview of fundamental reading skills, with a focus on active reading. It discusses the importance of reading actively by questioning, evaluating, and keeping track of ideas. Two key active reading skills are introduced: skimming for the overall gist or main idea of a text, and scanning for specific details. Skimming involves quickly reviewing elements like the title, headings, first sentences of paragraphs, and images to understand the overall meaning before reading in-depth.
TRS601.PART 1-1-23.pdf in english ban4.0
Jefferson Singer developed a method for measuring self-defining memories. He categorized memories based on specificity, meaning, and emotions. Specificity refers to how defined in time a memory is. Meaning looks at whether a memory is integrative, drawing significant personal growth, or nonintegrative. Emotions examine if a memory has positive or negative feelings. Singer found older adults recall memories differently than young adults, viewing events more positively and remembering things in a more general way.
Before, During, and After Reading Strategies
This document outlines strategies to use before, during, and after reading to improve comprehension. Before reading, teachers prepare students by building background knowledge, introducing vocabulary, and setting a purpose. During reading, students make predictions, visualize, clarify unknown concepts, check their understanding, and imagine talking to the author. After reading, students generate their own questions, make predictions, do writing assignments, compare to prior knowledge, and summarize the main ideas. These strategies help students engage with, understand, and retain information from texts.
Technology For Student Success - Simplifying Student Research
"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format.
The format is easy to use when following the ABCs of Briefings:
*A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas.
*B - Briefings based on content for a purpose; affecting an audience.
*C - Choice is applies and connected to community within and outside of the classroom.
Throughout the session teachers:
1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience.
2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing.
3. use self generated, open-ended questions about a topic to guide research from a variety of resources.
4. identify what makes effective revision through a question and answer sharing format.
5. self assess their own learning and consider how to implement the research model in their own classrooms with students.
I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.
Q3-M3_3Is_Selecting-Relevant-LiteratureV4-1.pdf
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
Thematic unit 2
This document outlines a thematic unit plan for a 4th grade social studies class supplementing the textbook with the book "Our Continent: A Natural History of North America." The teacher will focus on the chapter "The Living Land" to address state standards on physical/human geography of North America. Reading strategies like KWL, partner reading, and exit slips will be used. Students will also learn from online sources about US geography and North American countries. Writing exercises will reinforce concepts learned from the texts and websites. The supplemental material aims to broaden students' background knowledge to improve comprehension.
WEEK-1 (1).pptx
This document provides an overview of a module that teaches reading and teaching strategies for comparing and contrasting patterns of written texts across disciplines. The module contains two lessons: 1) describing text as connected discourse, and 2) distinguishing techniques for selecting and organizing information. It includes learning objectives, examples, comprehension questions, and explanations of techniques like brainstorming, graphic organizers, outlining, and analyzing qualities of text.
Design a Research Useful in Daily Life.pptx
1. The document provides guidance on developing a research topic that is useful and relevant. It discusses choosing a topic that is interesting, significant, and relevant to one's field of study.
2. Background research is important for better understanding the topic and identifying specific questions or problems to research. This helps in defining the research topic.
3. Refining the research question is important. Questions should be specific enough to answer but not too narrow. Consideration must be given to course requirements and available time and resources.
Similar to 5.3.4 Latitude and Longitude (PLEA).docx (20)
1. Please name two of the most famous geographers and what they co.docx
1. Please name two of the most famous geographers and what they co.docx
Informational Reading & Writing Across the Content Areas
Informational Reading & Writing Across the Content Areas
Technology For Student Success - Simplifying Student Research
Technology For Student Success - Simplifying Student Research
More from Diana Paola Garzón Díaz
7.3.4 Colony and Conquest (PLEA).docx
1. The document provides reading strategies and questions for understanding the influence of European exploration and colonization in America.
2. It asks students to read about the conquest process in America and how this impacted the region economically and geographically.
3. Students are given directions to activate prior knowledge, select important information, identify the text structure, and create an infographic on a topic from the colonial America section to demonstrate their understanding.
7.2.5 Infancia y adolescencia (PLEA).docx
Este documento presenta las instrucciones para una actividad sobre la Ley de Infancia y Adolescencia en Colombia. Los estudiantes deben responder preguntas para activar sus conocimientos previos sobre las normas que protegen a los menores y adultos. Luego, se les asigna un artículo de la ley y deben crear un periódico ficticio denunciando un caso relacionado con dicho artículo. Finalmente, completan una tabla resumiendo los principales aspectos de la ley. El objetivo es que comprendan los derechos de los niños y adolescentes
7.2.4 Infancia y adolescencia.pptx
La ley 1098 de 2006 o Código de Infancia y Adolescencia en Colombia tiene como objetivo actualizar la legislación sobre niñez en el país para estar acorde con convenciones internacionales. El código reconoce los derechos de los menores de 18 años y establece las responsabilidades de la familia, la sociedad y el Estado para garantizar dichos derechos a través de la protección integral, un sistema de responsabilidad penal para adolescentes, y políticas públicas.
8.1.6 nationalism and liberalism (plea)
1) The document provides reading strategies and learning objectives for understanding the main characteristics of revolutions in Europe during the 18th and 19th centuries, with a focus on nationalism and liberalism.
2) Students are asked to read about the Revolution of 1848, locate countries involved on a map, and identify political and economic causes of the revolution.
3) A comparison chart is to be completed on aspects of nationalism and liberalism, and their similarities and differences.
4) After reading, students answer questions to identify the overall topic of the text and its main idea.
7.1.5 black death (plea)
The Black Death was a devastating pandemic that hit Europe between 1347 and 1351. It is believed to have been caused by the Yersinia pestis bacterium, which was passed from infected rodents to humans through flea bites. It spread rapidly through Europe due to poor sanitation and overcrowded living conditions in cities. The plague arrived in Europe from Central Asia, carried along trade routes. It is estimated that 25 million people in Europe died during this outbreak, approximately one-third of the total population. The pandemic had profound and long-lasting social and economic impacts on medieval Europe.
7.1.1 fall of rome (2)
The Romans referred to groups outside their empire as barbarians. These included various tribes from Northern Europe like the Goths, Vandals, Huns, Franks and Saxons. The Visigoths sacked Rome in 410 AD, while the Vandals sacked Rome in 455 AD. Internal weaknesses, along with invasions by these barbarian groups, contributed to the fall of the Western Roman Empire in the 5th century AD. However, the Eastern Roman Empire survived for another thousand years as the Byzantine Empire.
7. epc séptimo cc (1)
Este documento presenta la planeación de una unidad didáctica para el área de Ciencias Sociales en el grado séptimo. La unidad se enfoca en los derechos y la participación ciudadana según la Constitución colombiana. Incluye las competencias, metas, contenidos y actividades a desarrollar a lo largo de tres semanas. Las actividades involucran el análisis de mecanismos de participación, derechos constitucionales y su aplicación en Colombia. La evaluación es tanto cualitativa como cuantitativa y busca desar
8. epc eighth ss (1)
The document outlines a social studies teaching unit for 8th grade students that focuses on major historical events and ideologies from the 18th and 19th centuries. The unit has three main goals: (1) identify the legacies of different social, political, economic, and cultural forces as sources of identity and development; (2) recognize the interaction between geography and humanity; and (3) critically analyze concepts of rights and identity. The unit covers topics on the Enlightenment, French Revolution, Napoleonic Era, Industrial Revolution, liberalism, nationalism, and imperialism through various activities assessing students' competencies in social thinking and interpreting perspectives. Student understanding is evaluated through performances like creating memes, writing letters, completing work
7. epc seventh ss (1)
The document outlines a teaching unit on social studies for 7th grade focused on the Middle Ages. It includes three overarching understanding goals, related competencies in social thinking and interpreting perspectives, and topics that will be covered each week such as medieval geography, religion and economy, art, and the Black Death. Students will complete activities like developing maps, taking notes from readings, and participating in debates to demonstrate their understanding of the time period and different social classes. Their performance will be assessed through quantitative and qualitative evaluations of these tasks.
Back to school
This document provides information for students returning to social studies class. It begins with an introduction welcoming students back to school and acknowledging that some may feel nervous about new teachers, friends, or schools. It then asks students to introduce themselves and reflect on their favorite and least favorite aspects of social studies from the previous year. Classroom rules are also outlined, including expectations around attendance, materials, listening, device use, and respect. The document closes by noting any questions can be directed to the teacher and thanking students.
7.1.4 middle ages
During the Middle Ages in Europe, feudalism was the dominant economic system. Land was granted by kings to nobles in exchange for loyalty and military service. Nobles provided knights to fight for their rulers. Knights trained extensively in combat skills and wore heavy armor into battle. Castles, often made of stone, served as fortresses and homes for wealthy lords. Clothing indicated social class, with rich people wearing colorful, elaborate robes and poor people wearing plain, durable clothes. Diet also varied by class, as rich people consumed white bread, meats, fruits and spices while poor people mostly ate dark bread, vegetables and small amounts of meat or fish.
7.1.1 fall of rome
The Roman Empire ruled much of Europe and the Mediterranean from around 200 BC to 400 AD, but began declining around 200 AD due to political corruption, economic troubles, and attacks from outside forces. By 410 AD, Rome was sacked by Visigoths for the first time in 800 years, and in 476 AD the Roman Empire fell when the last Western Roman emperor was forced to abdicate, marking the end of Rome's rule and the beginning of the Dark Ages in Europe.
More from Diana Paola Garzón Díaz (12)
Recently uploaded
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Setup Warehouse & Location in Odoo 17 Inventory
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.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Recently uploaded (20)
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
5.3.4 Latitude and Longitude (PLEA).docx
- 1. SOCIAL STUDIES III TERM PLEA NAME: _________________________________GRADE: 5___ DATE: ________TEACHER: _____________________ Type of text: Expositive (map) Format: Discontinuous Sources: Latitude and Longitude - https://howforkids.com/latitude-and-longitude-for-kids/ Topic: The structure of our planet Earth Understanding goal: Recognize characteristics of the Earth that make it a living planet. Reading levels: Literal and inferential Reading strategies: Pre - Reading: 1. Reading goal: What am I going to read for? 2. Prior knowledge activation: What do I know about the topic? What kind of text will it be? What is the format of the text? While - Reading: 1. Select important information: (Highlight) What information should I select because it is important for the topic or it is the main idea? After - Reading: 1. Ask and reflect: What did I understand? Reading skills Learning Evidence Recover explicit information in the content of the text. Selects relevant information about the text. Recovers implicit information from the content of the text. Select keywords in a paragraph. Interdisciplinary evidences. Develops and applies a discontinuous format (map) and extracts relevant information and explicit details about latitude and longitude. BEFORE: Reading objective: to recognize the concepts of the latitude and longitude and its application to the daily basis. Let´s activate previous knowledge about the subject. Look at the tittle of the reading, then answer what do I know about the topic? What kind of text is? Making predictions: What will be the theme of the reading? 1. Answer the questions about previous knowledge related to the topic What does GPS mean? How do I find an address in Bogota without the help of GPS? how do I find an exact address on a GPS device? DURING: Now, let´s analyze a map with lines of latitude and longitude. Now, let´s select important information, after, answer the respective questions. What information should I select because it is important for the topic or it is the main idea? (use the map) Which information can I suppress because it is not important? What can I generalize because it is repetitive through the text? Activity: locate the requested places based on what was learned in the videos using the assigned GPS AFTER: Ask and reflect: Based on the text, let´s reflect about the relevance of use of Latitude and Longitude in the everyday life. Apply these concepts with a Global Positional System. Copy the respective answers of the cities in the chart.