6 week blocks
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1. The document outlines a curriculum for religion, family life, tribes, science, and other subjects over three terms from September to June. 2. Key concepts are explored through units focusing on virtues, scripture, traditions, and technological innovations involving light and sound. 3. Reading, writing, oral communication, math, and media literacy skills are practiced through tasks like summaries, presentations, posters, and games.
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From TeacherTo assist you with preparing the Week 7 assignment.docx
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To assist you with preparing the Week 7 assignment, I am providing a few additional resources. Attached is a slide deck I created on coding textual data, and below are links to a video on coding and an article on identifying themes in qualitative data. Also, some learners find the Week 8 lecture helpful to this assignment, so I have attached it here as well.
As you prepare this assignment, closely follow the directions in the PSY 850 Assignments Document. Because it asks you to inductively code the data, I will expect to see that each of you have developed your own codes and themes. That means do not use the codes and themes from the Clark and Springer (2007) article. However, you should compare and contrast your findings with theirs in the recommendations section.
Submit one paper in APA format with the required subsections delineated in the Assignments Guide: Introduction, Sample, Instruments, Data Analysis, Results, and Recommendations. Include a references list. You must complete all three tables in the Tables for Assignment 7 document and include those tables as an Appendix in your document. Do not submit them as a separate document nor embed them within the text of the paper.
Please use this space to ask additional questions about the assignment.
Thanks and happy coding,
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Video on Coding:
https://www.youtube.com/watch?v=DRL4PF2u9XA
GCU Recommended article on Techniques to Identify Themes in Qualitative Data
http://www.analytictech.com/mb870/Readings/ryan-bernard_techniques_to_identify_themes_in.htm
Attached FilesPSY-850-L8.pdfCoding Textual Data.pptx
Dr. Paula Thompson
Senior Doctoral Adjunct Chair
College of Doctoral Studies
[email protected]
Schedule meetings with me at: http://meetme.so/PaulaThompson
problem12.13
Techniques to Identify Themes in Qualitative Data
Gery W. Ryan
RAND
1700 Main Street
P.O. Box 2138
Santa Monica, CA 90407-2138
H. Russell Bernard
Department of Anthropology
1350 Turlington Hall
University of Florida
Gaineville, FL 32611
Key Words: Theme Identification, Exploratory Analysis, Open Coding, Text Analysis, Qualitative Research Methods
Abstract
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Critical Thinking – PHI 210Student Course GuidePrerequisite.docx
Critical Thinking – PHI 210
Student Course Guide
Prerequisite: None
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
INSTRUCTIONAL MATERIAL — Required
Kirby, G. R., & Goodpaster, J.R. (2007). Thinking: An interdisciplinary approach to critical and creative thought (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
INSTRUCTIONAL MATERIAL — Supporting
The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course.
Facione, P. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California
Academic Press.
Grossman, L. (2005, January 10). Jumping to conclusions. Time, p. 57.
Hurt, F. (1998). Achieving creativity: Four critical steps. Direct Marketing, 60, 40-44.
Useful critical thinking Websites:
· http://www.criticalthinking.org/
· http://www.criticalthinking.org/resources/articles/
· http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%20part%20of%20syllabus.htm
· http://austhink.com/critical/
COURSE DESCRIPTION
This course develops the ability to identify, analyze, and evaluate reasoning in everyday discourse. It examines the elements of good reasoning from both a formal and informal perspective and introduces some formal techniques of the basic concepts of deductive and inductive reasoning. It also promotes reasoning skills through examining arguments from literature, politics, business, and the media. This course enables students to identify common fallacies, to reflect on the use of language for the purpose of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the “Information Age.”
COURSE OUTCOMES
Upon the successful completion of this course, the student will be able to:
1. Define critical thinking.
2. Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
3. Develop skills for overcoming barriers which limit objective and productive critical thinking.
4. Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
5. Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
6. Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
7. Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
8. Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
9. Create written work utilizing the concepts of critical thinking.
10. Use.
Wednesday, march 7, 2012
This document outlines the learning objectives and lesson plan for an English 9 class. The learning objectives focus on key ideas and details, craft and structure in informational texts. Students will learn to cite evidence, determine central ideas, analyze developments, and understand an author's perspective. The lesson will include reviewing vocabulary like inference and tone. Students will complete a Close Analytic Breakdown (CAB) on sample text using the terms. They will also write a reflection on their participation and listening skills.
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The document provides an overview of how to analyze informational texts. It discusses determining an author's purpose and point of view, considering tone and bias, differentiating between facts and opinions, and examining how content, structure, style, evidence, and rhetorical devices help achieve the author's intent. The document is intended to teach students how to effectively analyze various features of informational texts.
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- The Common Core Standards are broken into categories like speaking, listening, reading, and writing, and these categories are interrelated.
- The speaking and listening standards focus on presenting knowledge and ideas with relevant details from kindergarten through 6th grade.
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Similar to 6 week blocks
2.7 Text Connections
This document provides guidance for a student assignment to analyze significant connections across 4 dystopian texts, including The Matrix, Minority Report, and The Hunger Games. Students are instructed to identify at least 2 connections between the texts, provide evidence from the texts to support their analysis, and acknowledge other sources. The analysis should focus on how the connections provide insights into knowledge, human experience, society, and the wider world. Questions are provided to help guide the analysis of characters, themes, settings, purposes, visual/verbal features, and structures across the texts.
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The document discusses rhetoric and rhetorical analysis. It defines rhetoric as the study of effective persuasive language use and rhetorical analysis as examining how writers and speakers aim to shape people's thoughts and actions through language. It outlines some key elements of rhetorical analysis including determining the exigence, audience, and purpose of a text.
Presentation for Demo.pptx
Here are some key takeaways on creative teaching in an online setting based on our discussion:
- Creative teaching involves recognizing, encouraging, and appreciating students' contributions to make the learning experience more engaging and fun. It keeps students interested and motivated to learn.
- In an online setting, teachers can use technology like Kahoot, Padlet, and Empatico to make lessons interactive. Platforms like Kahoot allow for game-based quizzes while Padlet acts as a digital notice board where students and teachers can share content. Empatico facilitates global connections between classrooms.
- Parts of an engaging online lesson include an introduction to review concepts and motivate students, the main lesson content with clear procedures
High School Reading Standards
The document summarizes changes to the 2011 FCAT Reading test for 9th, 10th, 11th and 12th grade students in Florida. It notes that the 9th grade test will include performance task items while the 10th grade test will not. The content clusters being tested will remain the same. It also provides information on vocabulary requirements, reading applications, and percentages of question types that will be included in the tests.
Anual Plan 2dos
Plannig for the Use of the second year of Baccalaureate. There students will be able to prepare the topics and advance likewise see the level and the skills they have performed.
Draft Peace and Conflict (grade 6) June 2010
This document provides an overview for a 6-week thematic unit on peace and conflict for middle level English Language Arts. The unit focuses on developing students' communication and group skills to help maintain respectful relationships, make peace, and resolve conflicts. Key goals include understanding one's role and responsibilities in maintaining peace on personal, local, and global levels. Suggested resources cover topics like residential schools, choosing peace, and writings that speak out for peace. The unit aligns with grade-level outcomes focusing on comprehending and responding to texts, composing and creating oral, written, and multimedia works, and assessing and reflecting on language skills.
Capstone
This document outlines a capstone project for a college preparation English 11 course centered around studying Tim O'Brien's novel "The Things They Carried" about the Vietnam War. The goals are for students to think critically about American history and literature, work collaboratively, think independently, become better citizens, express themselves through writing, and use technology. Students will do group presentations on stories from the novel, write an essay in O'Brien's style, and complete other activities over a 20 day timeline. The project aligns with state English language arts standards.
The Common Core for the High School Classroom: Getting There Globally
Slides from a Primary Source webinar conducted February 28, 2012 by Susan Zeiger, Primary Source Program Director.
From TeacherTo assist you with preparing the Week 7 assignment.docx
From Teacher
To assist you with preparing the Week 7 assignment, I am providing a few additional resources. Attached is a slide deck I created on coding textual data, and below are links to a video on coding and an article on identifying themes in qualitative data. Also, some learners find the Week 8 lecture helpful to this assignment, so I have attached it here as well.
As you prepare this assignment, closely follow the directions in the PSY 850 Assignments Document. Because it asks you to inductively code the data, I will expect to see that each of you have developed your own codes and themes. That means do not use the codes and themes from the Clark and Springer (2007) article. However, you should compare and contrast your findings with theirs in the recommendations section.
Submit one paper in APA format with the required subsections delineated in the Assignments Guide: Introduction, Sample, Instruments, Data Analysis, Results, and Recommendations. Include a references list. You must complete all three tables in the Tables for Assignment 7 document and include those tables as an Appendix in your document. Do not submit them as a separate document nor embed them within the text of the paper.
Please use this space to ask additional questions about the assignment.
Thanks and happy coding,
Paula
Video on Coding:
https://www.youtube.com/watch?v=DRL4PF2u9XA
GCU Recommended article on Techniques to Identify Themes in Qualitative Data
http://www.analytictech.com/mb870/Readings/ryan-bernard_techniques_to_identify_themes_in.htm
Attached FilesPSY-850-L8.pdfCoding Textual Data.pptx
Dr. Paula Thompson
Senior Doctoral Adjunct Chair
College of Doctoral Studies
[email protected]
Schedule meetings with me at: http://meetme.so/PaulaThompson
problem12.13
Techniques to Identify Themes in Qualitative Data
Gery W. Ryan
RAND
1700 Main Street
P.O. Box 2138
Santa Monica, CA 90407-2138
H. Russell Bernard
Department of Anthropology
1350 Turlington Hall
University of Florida
Gaineville, FL 32611
Key Words: Theme Identification, Exploratory Analysis, Open Coding, Text Analysis, Qualitative Research Methods
Abstract
Theme identification is one of the most fundamental tasks in qualitative research. It also one of the most mysterious. Explicit descriptions of theme discovery are rarely described in articles and reports and if so are often regulated to appendices or footnotes. Techniques are shared among small groups of social scientists and are often impeded by disciplinary or epistemological boundaries. During the proposal-writing phase of a project, investigators struggle to clearly explain and justify plans for discovering themes. These issues are particularly cogent when funding reviewers are unfamiliar with qualitative traditions. In this article we have outlined a dozen techniques that social scientists have used to discover themes in texts. The techniques are drawn from across epistemological and disciplinary boundaries. They ...
Critical Thinking – PHI 210Student Course GuidePrerequisite.docx
Critical Thinking – PHI 210
Student Course Guide
Prerequisite: None
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
INSTRUCTIONAL MATERIAL — Required
Kirby, G. R., & Goodpaster, J.R. (2007). Thinking: An interdisciplinary approach to critical and creative thought (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
INSTRUCTIONAL MATERIAL — Supporting
The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course.
Facione, P. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California
Academic Press.
Grossman, L. (2005, January 10). Jumping to conclusions. Time, p. 57.
Hurt, F. (1998). Achieving creativity: Four critical steps. Direct Marketing, 60, 40-44.
Useful critical thinking Websites:
· http://www.criticalthinking.org/
· http://www.criticalthinking.org/resources/articles/
· http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%20part%20of%20syllabus.htm
· http://austhink.com/critical/
COURSE DESCRIPTION
This course develops the ability to identify, analyze, and evaluate reasoning in everyday discourse. It examines the elements of good reasoning from both a formal and informal perspective and introduces some formal techniques of the basic concepts of deductive and inductive reasoning. It also promotes reasoning skills through examining arguments from literature, politics, business, and the media. This course enables students to identify common fallacies, to reflect on the use of language for the purpose of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the “Information Age.”
COURSE OUTCOMES
Upon the successful completion of this course, the student will be able to:
1. Define critical thinking.
2. Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
3. Develop skills for overcoming barriers which limit objective and productive critical thinking.
4. Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
5. Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
6. Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
7. Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
8. Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
9. Create written work utilizing the concepts of critical thinking.
10. Use.
Wednesday, march 7, 2012
This document outlines the learning objectives and lesson plan for an English 9 class. The learning objectives focus on key ideas and details, craft and structure in informational texts. Students will learn to cite evidence, determine central ideas, analyze developments, and understand an author's perspective. The lesson will include reviewing vocabulary like inference and tone. Students will complete a Close Analytic Breakdown (CAB) on sample text using the terms. They will also write a reflection on their participation and listening skills.
Untitled design (16) ppt presentation template.pptx
The document provides an overview of how to analyze informational texts. It discusses determining an author's purpose and point of view, considering tone and bias, differentiating between facts and opinions, and examining how content, structure, style, evidence, and rhetorical devices help achieve the author's intent. The document is intended to teach students how to effectively analyze various features of informational texts.
Common core and best practices
The document discusses best practices for building reading communities in the classroom. It recommends building community among readers, reading aloud frequently, offering choice in reading materials, using authentic literature, and encouraging real responses to reading. Building a strong reading community helps students with comprehension and collaboration skills outlined in the Common Core State Standards. The community can be extended beyond the classroom through online resources. Qualitative measures are important to consider when selecting texts in addition to quantitative analysis.
2020 Essay Writing Business Improvement.pptx
The document provides guidance on writing university essays, including:
1) It outlines a 5-step planning process of understanding the question, initial reading, making a basic plan, further research, and expanding the plan.
2) Main body paragraphs should follow the PEEL structure of presenting a Point, Evidence, Explanation, and Link.
3) The introduction should set the scene and map out the argument, while the conclusion should summarize points and indicate wider importance.
4) Editing can check content, structure, flow, style, and citations across multiple drafts to refine the essay. Proofreading carefully catches errors before submission.
Teachingpaper 1-structure blog
The document provides guidance for students taking an International Baccalaureate (IB) exam on Paper 1. It lists ideas that the IB wants students to engage with, such as ethics, cultural sharing, environmental issues, inequality, and responsibility. It also lists text types students can expect to see, including those dealing with cultural exchange, discrimination, and media narratives. Students are advised to recognize how texts link to specific ideas and consider techniques, purpose, and content during the planning stage.
Assignment Write a 6 page analytic research essay in which you re.docx
Assignment: Write a 6 page analytic research essay in which you research and analyze one theme or aspect of Toni Morrison’s novel The Bluest Eye. (See steps below.) The paper must be double-spaced, following APA style.
Steps to Follow to Prepare and Write Your Paper
Step 1
Fine-Tuning Your Thesis to Build a Strong Outline
Adapted from the Pocket Wadsworth Handbook
Tentative Thesis Statement (rough, more vague)
Not all Americans have access to the Internet, and this is a potentially serious problem.
Final Thesis Statement (more precise)
Although the Internet has changed our lives for the better, it threatens to leave many people behind, creating two distinct classes – those who have access and those who do not.
Step 2
In one or two sentences, identify what you think is the most important theme in TheBluest Eye. Or you might notice a key symbol or detail that runs like a thread through the novel. For example, how does Morrison portray God in the novel? Or race relations. Or family dynamics throughout the story. As you do your research, you will certainly find specific and detailed ideas that you could pursue in a paper. It is this important theme or main idea that leads into your thesis statement.
Step 3
Spend some time thinking about how to support your thesis statement. In this case, you think about how Morrison uses the various elements of fiction to highlight or explain your theme, idea, detail, symbol, etc. Identify specific passages, events, character actions, conflicts, descriptions, and details, etc. that support your thesis. This is the textual evidence that you will provide in support of your thesis.
Step 4
After you prepare your annotated bibliography, read through the five sources, the so-called "secondary" works on the novel, which you found. Add two or three more with further study as needed. (These are books, journal articles, interviews, websites on Morrison, audio-visual materials, etc.) Identify passages you can quote, paraphrase, or summarize and use as supporting evidence for the thesis of your essay. These expert sources will support your own voice as you construct your argument.
Step 5
Use the evidence from the text that you have identified, as well as the additional researched materials you have compiled, to compose a focused, well-organized, academic essay of 6 pages, double-spaced. Remember, as stated above, the essay must have an introduction that contains your thesis statement, a body of evidence that supports your thesis, and a conclusion that sums up your main points and restates your position. A basic outline might look like this:
I. Introduction – Begin with a quote related to your thesis, then create a transition into your thesis statement. Your thesis lets your reader know your main idea. Everything else in the essay then supports your main idea with examples and evidence.
II. First Example from the Novel to Support the Thesis
A. Quote from novel and discussion.
B. Support from critic or secondary ...
K 12 2010 common core standards
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
K 12 2010 common core standards
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
Friday, march 2, 2012
This document outlines the learning objectives and lesson plan for an English class focusing on rhetorical devices in informational text. The objectives are to learn new rhetorical terms, read texts for understanding, determine central ideas, and analyze how authors develop and refine claims using rhetorical techniques. Key terms are defined. The lesson involves reviewing objectives and terms, reading an example text, more term review, completing a handout, and an activity identifying rhetorical devices in additional texts. Students are assigned extra practice analyzing rhetorical elements in other articles and writing their own short informational piece employing at least 3 such devices.
VCE English 2016
This document provides information about the VCE English Units 1 & 2 course. It outlines the key areas of study, including reading and responding to texts, analysing and comparing texts, and analysing and presenting arguments. It describes some of the texts and assessments students will encounter in each unit. Unit 1 involves analytical and creative responses to texts, while Unit 2 focuses on comparing themes across two texts. Developing language analysis skills is important for understanding persuasive techniques used in arguments. Public speaking skills are also practised as part of the course.
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一比一原版(UCSF毕业证)旧金山分校毕业证如何办理
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毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
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一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
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Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
Design and Amenities
The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
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- 2. 4. Feb 6 – March 307 weeks5. April 2 – May 116 weeks6. May 14 – June 287 weeksReligionUNIT 6FA –3EmpathyOCGE: “I am a team player!”UNIT 7ForgivenessOCGE: :I am a believer and I care!” UNIT 8EasterFA – 4StewardshipOCGE: “I have a voice!” UNIT 9HopeOCGE: “I will live my life like Jesus!”UNIT 10FA – 5CourageOCGE: “I will live my life like Jesus!”Writing form and traitProcedure, Word ChoiceReport/news articleExplanatoryPoetry typeRecipe poemsAlliterationFree verseWriting expectations1.6 determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and do more research if necessaryWord StudyContractionsPossessivesAbbreviationsAlliterationSuffixesPrefixesFigurative language Portmanteau Words (blended)AdverbsSentence structure etc.Reading skill focus – CafeReread textUse main idea and supporting details to determine importance Use word parts to determine the meaning of words (prefixes, suffixes, origins, abbreviations, etc.) Use prior knowledge and context to predict and confirm meaningUse pictures, illustrations, and diagramsReading Response expectation (non-fiction focus)1.5 make inferences about texts using stated and implied ideas from the texts as evidence 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details1.7 analyse texts and explain how specific elements in them contribute to meaning1.8 express opinions about the ideas and information in texts and cite evidence from the text to support their opinions 1.9 identify the point of view presented in a text, citing supporting evidence from the text, and suggest some possible alternative perspectivesMentor TextRead aloudGarden of Hope and The Giving TreeTechnologywww.prezi.com – rocksPower point – rocksOral2.2 demonstrate an understanding of appropriate speaking behaviour in variety of situations, including paired sharing and small- and large-group discussions2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form2.4 use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory terms, and appropriate elements of style, to communicate their meaning accurately and engage the interest of their audienceMedia literacyPicture book for kids - How toNews articles – Medieval Times PSA about preservationML expectations1.1 identify the purpose and audience for a variety of media texts Teacher prompt: “Why do you think this text was created? 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