Cz04
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This document describes an activity to teach students to distinguish between facts and opinions. The activity involves students reading sentences and passages and identifying whether they contain a fact or opinion. If students state their answer as a question, the document provides feedback asking them to explain their reasoning or rephrase as a statement. The goal is to help students recognize the difference between objective facts versus subjective opinions.
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Rosie, a puppy, attended puppy kindergarten where she learned how to trust people. She also received at-home training where she learned how to be comfortable around different types of people and how to play games. Through an ASPCA program, Rosie further learned obedience skills, how to work around hospital equipment, and how to get used to being handled in different ways.
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- Several passages attempt to persuade the reader to do something, such as purchase a product.
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This document provides an activity to help students distinguish between facts and opinions. The activity involves reading sentences and determining whether they convey a fact or opinion. Students then explain their reasoning and try turning facts into opinions. The goal is to help students recognize different perspectives and evaluate factual versus subjective information.
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view of human development states that development is: Question 2 options: The biological
unfolding of genetic potential. Any physical changes that occur between birth and maturity.
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development? Question 3 options: It overemphasizes positive development in old age. It is too
different from the way that non-scientists think about development It relies too much on
universal stages of adult development. It is difficult to figure out what should (or should not) be
considered “development”. All of the above. Save Question 4 (3 points) Question 4 Saved There
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specificity; the continuity of development versus the discontinuity of stages. Infant as a blank
slate versus the infant coming with stuff; adult as good due to social constraints or evil due to
selifsh instincts. The nature of environmental stimulus versus an organism\'s responses;
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The document provides guidance on identifying the main idea of a story or text. It explains that the main idea is what the story is mostly about and focuses on what finally happened. It introduces a mnemonic device using fingers to help remember the components of main idea - who, did what, where, when, why. The document walks through an example of finding the main idea of the story "Too Many Tamales" using this technique.
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4.4.5 encyclopedia brown
This document provides information about an Encyclopedia Brown story including the genre, which is realistic fiction, and the author, Donald J. Sobol. It poses the question of how attention to detail can help solve a problem. The document also includes vocabulary words and questions related to the story.
Fourth g compu4w4
The document discusses a timeline graphic that provides information about important years and events in the life and work of Jean-François Champollion. The timeline is used to answer questions about the year Champollion learned Coptic (1805), the confiscation of the Rosetta Stone by the British in 1800, Champollion's deciphering of Egyptian hieroglyphics in 1822, and that Champollion died in Paris.
4.4.4 the seeker of knowledge
- The document is a biography review that focuses on the question "How can knowing another language create understanding?".
- It includes vocabulary words, questions for each day of the week, and sections on building concepts, asking questions, vocabulary, fluency, grammar, spelling, and communication skills.
- The review explores how learning Egyptian hieroglyphics helped Jean Francois uncover the secrets of an ancient language and create new understanding between cultures.
First compu1w3
This document discusses characters and setting in stories. It defines characters as people or animals in stories and setting as where and when the story takes place. It provides examples of figuring out the setting when it is not explicitly stated and uses clues like pictures. It also summarizes three stories and asks the reader to identify the story details match. The purpose is to help students comprehend characters and setting.
4.4.3 the king in the kitchen
Here are some
tips for following directions:
1. Read all directions before starting.
2. Look for numbered steps and do them in order.
3. Ask questions if you don't understand something.
4. Double check measurements and ingredients.
5. Take your time and focus on each step.
6. Ask for help if needed. It's better than making a mistake.
Following directions carefully is important for success!
Grammar
Pronouns and Antecedents
the cook and I are going to
make a cake for the king
The cook and me are going to
make a cake for the king.
if anyone needs help,
Compare and contrast
This document provides guidance for teaching students to compare and contrast elements in texts over 3 weeks. It defines comparing as finding similarities and contrasting as finding differences. Graphic organizers like Venn diagrams and thinking maps are recommended to help students organize comparisons. Teachers should model comparing and contrasting through think-alouds and identify comparing/contrasting words. Suggested literature includes stories with comparable characters. Questions are provided to help students identify comparisons made by authors and connections to their own lives. The rationale is that comparing and contrasting is a critical thinking skill needed for reading proficiency.
4.4.2 encantado
This document provides information about an upcoming reading test. It will assess the story "Story Test" and include questions about the classroom webpage and reading quizzes. Students will also take an AR test. The document gives details about an upcoming assessment for students.
4.4.1 houdini
This document provides information about a book titled "The Big Question" by Brian Selznick. It is classified as a historical fiction genre. Key vocabulary words from the story are defined. Questions are provided about whether you can always believe what you see. Various activities and exercises related to vocabulary, fluency, grammar, spelling, and perception are outlined.
4.3.3 how night came from the sea
This document provides information about a reading passage. It identifies the genre as a Pourquoi Tale and notes that the author is Retold by MaryJoan Gerson. It poses the big question of how people have explained the pattern of day and night.
4.3.1 the stranger
Here are the corrections:
Fall is Mr. Bailey's favorite season.
The days grow shorter but the air is fresh and...
2.5 so you want to be president
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2.4 marven of the great north woods
This document provides information about a reading passage for a student. It includes the title "Marven of the Great North Woods", the author Kathryn Lasky, and identifies the genre as biography. It then lists some vocabulary words that will be used in the passage, including words like "arcade", "study stack", and spelling words involving consonant pairs like "ng" and "ph".
2007 drawing conclusions
This document contains summaries written by students in Mrs. Krauser's 3rd grade class. Each student provides clues to identify a person, place, thing, or creative work. The summaries identify games like Halo 3 and Jurassic Park, landmarks like the Sears Tower, animals like dinosaurs and dragons, holidays like Halloween, fictional characters like Optimus Prime, and more.
Drawing conclusions
When drawing conclusions, you use what you know from your own experiences and knowledge combined with information directly stated or implied in the text. Some examples provided show conclusions being drawn about a baby based on contextual clues, determining that shoes but not socks would be worn in the rain, identifying a postage stamp from its described purpose and location, concluding that milk is being referred to based on provided attributes, deciding a doll is the subject based on traits mentioned, and recognizing that popcorn is being referred to based on how it grows and is sometimes prepared.
2.2 coyote school news
The document provides the schedule and activities for a classroom. It includes the big question for the day, which asks how we can work together to achieve a goal. The schedule lists the different activities the class will do throughout the day, including small group work, vocabulary lessons, reading assignments, and grammar lessons. It focuses on teamwork and working together to accomplish tasks.
2.1 what jo did
This document provides information about a story for children. It includes the title of the story "What Jo Did" and the author "Charles R. Smith Jr." It also lists the genre as fiction. The document then provides a list of vocabulary words from the story, including basketball terms like "fouled" and "jersey" as well as other words like "marveled" and "speechless." It concludes by restating the big question that is the focus of the story: "How can we learn to appreciate the talents of others?" The summary is provided in 3 sentences as requested.
1.4 horned toad prince
The document provides background information about a reading passage titled "The Horned Toad Prince". It identifies the genre as a modern fairy tale and lists vocabulary words that appear in the story. It does not provide any details about the plot or characters. The purpose is to introduce vocabulary and give context before reading the passage.
Sequence (1)
The document discusses sequence and order of events. It provides examples of time-order words like first, next, then, finally that indicate sequence. It also lists time-order expressions like in the morning, after that, later that day. Two short stories are presented that demonstrate using these sequence clue words to understand the order that events happened in. The document encourages the reader to write their own short paragraph using sequence clue words to outline the order of events.
Sequence of events 0301.3.6
The document discusses the importance of sequence and order in stories and events. It provides context around sequence words like first, next, then, and finally that indicate the order things happen in. It also discusses other time words like yesterday, Saturday, and April that provide context around when events occur. The document includes an example story and asks the reader to identify the sequence clue words in the story. It describes a series of events between two friends on a particular day and over subsequent days.
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Cz04
- 1. Fact or Opinion To Teacher Page To Activity Page Created by Carrie Ziolkowski, GALACTIC
- 2. Fact or Opinion Grade 6 This activity addresses the following Missouri Standards: • Distinguish between fact and opinion (MO 1.6, 1.7) • Recognize different viewpoints, biases and propaganda (MO 1.6, 1.7) To Activity Page
- 3. Fact or Opinion Rules: 1. Read each sentence or passage. Decide whether it describes a fact or an opinion. Continue...
- 4. Fact or Opinion Rules: 2. Raise your hand to share your answer. Continue... Don’t forget to phrase your answer as a
- 5. Fact or Opinion Mark McGwire is the greatest baseball player who ever lived. Fact Opinion
- 6. Fact or Opinion Being an astronaut is the best job in the world. You get to travel in outer space and learn all about astronomy. Fact Opinion
- 7. Fact or Opinion A computer’s main job is to process a great deal of information on a regular basis. Fact Opinion
- 8. Fact or Opinion The United States is the most effective democracy in the world. Fact Opinion
- 9. Fact or Opinion Six billion people inhabit our planet. Fact Opinion
- 10. Fact or Opinion This answer is incorrect. Try again...
- 11. Fact or Opinion This answer is incorrect. Try again...
- 12. Fact or Opinion This answer is incorrect. Try again...
- 13. Fact or Opinion This answer is incorrect. Try again...
- 14. Fact or Opinion This answer is incorrect. Try again...
- 15. Fact or Opinion If you stated your answer in the form of a question, you are Can you explain why this statement is an opinion? Next ?
- 16. Fact or Opinion If you stated your answer in the form of a question, you are Can you explain why this statement is an opinion? Next ?
- 17. Fact or Opinion If you stated your answer in the form of a question, you are Can you explain why this statement is an opinion? Next ?
- 18. Fact or Opinion If you stated your answer in the form of a question, you are Can you turn this fact into an opinion? Next ?
- 19. Fact or Opinion If you stated your answer in the form of a question, you are Can you turn this fact into an opinion? One Step Further
- 20. Fact or Opinion Going further… In your journal: • Write two facts. End Activity • Write two opinions about these facts.