Here are potential prefixes, suffixes, and new words to complete the activity:
Group 1:
Prefix/suffix: un
Word: happy
New word: unhappy
Group 2:
Prefix: dis
Word: satisfy
New word: dissatisfy
Group 1:
Prefix: tele
Word: scope
New word: telescope
Group 2:
Suffix: ion
Word: valid
New word: validation
Group 1:
Prefix: a
Word: sexual
New word: asexual
Group 2:
Suffix: ity
Word: scope
New word: scopeity
Group 1:
Prefix: re
Word: valid
New word
Paraphrasing is a restatement of the meaning of a text using other words (instead of original words) Summarizing means taking the main ideas from a text and rewriting them in your own words in a brief manner.
Paraphrasing is a restatement of the meaning of a text using other words (instead of original words) Summarizing means taking the main ideas from a text and rewriting them in your own words in a brief manner.
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
Basic reading skills include the ability to identify and manipulate individual sounds in language; to identify printed letters and their associated sounds; to decode written language. Phonics is a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
Basic reading skills include the ability to identify and manipulate individual sounds in language; to identify printed letters and their associated sounds; to decode written language. Phonics is a set of rules that specify the relationship between letters in the spelling of words and the sounds of spoken language
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. Instruction
Read the story carefully , while you’ll reading you
will notice “bold” letters , try to arrange the letters
into a word.
Any strategies are allowed .
You will be given 1 minute and 15 seconds to form
the word by reading the text.
8. SKIMMING
• It is used when you
want to see if an
article may be of
interest in your
research.
• It is used to quickly
gather the most
important
information, or ‘gist’.
•It is used to quickly
identify the main
idea of text.
9. SCANNING
•It is running your
eyes over the text
looking for the
specific piece of
information you
need.
Scanning involves
moving your eyes
quickly down the
page seeking
specific words and
phrase.
•It is used to find a
particular piece of
information.
10. Extensive
Reading
•It is used to
improve your
general
knowledge of
business
procedures.
•It is used to
obtain a general
understanding of
a subject and
includes reading
longer texts for
pleasure, as well
as business
books.
11. •It is used on
shorter texts in
order to extract
specific
information
Intensive
Reading
includes very
close accurate
reading for detail.
12. •It is used to able
to create sensory
images in the
readers minds so
they will be more
Visualizing
engaged with the
content of the text
and will better
understand what
they read.
13. •This means
being to aware of
whether or not
understand what
Monitoring&
Repairing
Understanding
you read. Being able to
stop and use strategies
to clarify what is
confusing, whether it is
due to unfamiliar
vocabulary or lack of
background knowledge
is important to
achieving
comprehension.
15. •This involves
evaluating, sorting
and sifting
through
information that is
known and new
Synthesizing
and reorganizing it
into a larger idea or
concept.
17. Inferring
•It is drawing upon
reader’s
background
knowledge and
connecting this
with new
information.
INFERRING carries
reader’s
comprehension of
the text to anew
level, encouraging
them to create a
deeper
understanding
between what is
stated and what they
know.
18. Using Background
Knowledge
•This refers to the
ability of readers
to relate what
they know to what
they read; they
make connections
with the text, foster
their comprehension
and develop their
knowledge as
readers.
19. Questioning
•The ability to
generate questions
that demonstrate
that students are
synthesizing,
evaluating and
attempting to clarify
what they read.
•This leads to greater
understanding of the
content and fosters
further research and
exploration.
22. HOW TO IMPROVE READING COMPREHENSION
• Reading Comprehension requires motivation ,
mental frameworks for holding ideas, a
concentration and good study techniques .
• Martin (1991) suggests the following good
study techniques that will guarantee improved
comprehension ability
23. • Develop a broad background.
• Know the structure of paragraphs .
• Identify the type of reasoning
• Anticipate and predict
• Look for the method and interest
• Create motivation and interest
• Pay attention to supporting cues.
• Highlight , summarize and review
• Build a good vocabulary
• Use a systematic reading technique
like SQR3.
• Monitor effectiveness
HOW TO IMPROVE READING COMPREHENSION
26. Lwsson 9: Expanding your
Vocabulary
• Vocabulary is the knowledge of words and word meaning
(Diamond & GUttohn,2006)
• Vocabulary acquisition is very crucial to academic
development ( Baker et al.,1991)
• Vocabulary knowledge is knowledge; the knowledge of a
word not only implies definition but also how that word
fits into the world ( Stahl,2005).
27. Vocabulary Learning Strategies
• Schmitt’s (1997) developed a taxonomy of
vocabulary learning strategies categorized into
five:
• Determination (DET)
• Social (SOC)
• Memory(MEM)
• Cognitive(COG)
• Metacognitive(MET)
28. Determination (DET)
• Analyze part of speech;
• Analyze affixes and roots;
• Check for L1 cognate;
• Analyze any available pictures
or gestures;
• Guess form textual context
29. Social (SOC)
• Asking teachers for an L1
translation;
• Asking teachers for
paraphrase or synonym of
new word;
• Asking teachers for a
sentence including the new
word
30. Memory(MEM)
• Studying a word with pictorial representation
of its meaning;
• Imaging word’s meaning connecting word to a
personal experience;
• Using peg method;
• Using loci method;
• Grouping words together to study them;
• Learning the words of an idiom together
37. Lesson 10 : Analyzing Roots
• Roots are base words to which other
characters or letters like prefixes and suffixes
are attached.
Prefixes –a word, letter, or number placed before
another.
Suffixes – a morpheme added at the end of a word
to form a derivative
• Roots consistently the same things and are the
base for related words. We often encounter
roots of Greek and Latin origin in subjects like
Science and English.
38. • Example: Greek word for earth – geo
geo is the root word of geology,
and
Graphy , logical ang logy are the affixes
39. ACTIVITY TIME! Complete me!
Complete me !
Group 1 Group 2
Prefix /
suffix
word New word
Prefix /
suffix
word
New
word
Group 1 Group 2
Prefix /
suffix
word New word
Prefix /
suffix
word
New
word
scope ton
Group 1 Group 2
Prefix /
suffix
word New word
Prefix /
suffix
word
New
word
scope ton
logic valid
Group 1 Group 2
Prefix /
suffix
word New word
Prefix /
suffix
word
New
word
scope ton
logic valid
sexual scope
Group 1 Group 2
Prefix /
suffix
word New word
Prefix /
suffix
word
New
word
scope ton
logic valid
sexual scope
valid logic
Group 1 Group 2
Prefix /
suffix
word New word
Prefix /
suffix
word
New
word
scope ton
logic valid
sexual scope
valid logic
ton sexual
42. ROOT MEANING EXAMPLES
bene good Beneficial,
benevolent, benefit
cred believe Cedible, credit,
credence
dom home Domestic, domicile
pater father paternity
aud hear Audio, auditorium
43. LET’S TRY YOUR VOCABULARY
ROOT DEFINITION
act to do, to drive
bio life
bibl book
aqua water
circum around