Environment revised 01-05-12
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The document discusses strategies for reading comprehension, including using prior knowledge, pre-reading, reading, scanning, and making inferences. It also discusses using nonverbal information like pictures, figures and graphics to understand texts. The document provides examples and exercises to help readers practice these comprehension strategies.
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This document outlines various reading strategies that teachers can use before, during, and after reading to help students comprehend texts more effectively. Some key strategies mentioned include anticipation guides where students make predictions about a text, think-pair-share where students discuss questions individually and in groups, and SQ3R where students survey, question, read, recite, and review a text. Other strategies include selective highlighting of important details, story maps to track story elements, and questioning the author to develop higher-level thinking. The goal of these various strategies is to keep students engaged with a text and check their understanding at different points as they read.
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Skimming and Scanning
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Skimming and scanning are two fast reading techniques.
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This document provides strategies for effective reading comprehension. It outlines pre-reading strategies like reading with a purpose in mind, such as answering a specific question. Readers should focus on main ideas by turning headings into questions. During reading, readers should actively engage by asking clarifying questions, reacting to details, making connections, and thinking of related ideas. The key is for readers to think critically about the text as they read rather than just passively taking in information. Regular practice of these strategies can improve reading comprehension.
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The document is a notebook entry that discusses reading strategies used by good readers. It begins with instructions to create a KWL chart about reading strategies. It then lists and provides examples of different strategies good readers use, such as connecting, predicting, questioning, visualizing, monitoring comprehension, summarizing, determining importance, and analyzing an author's craft. Specific behaviors are described for each strategy. The entry concludes by reminding the reader of the main strategies and instructing them to share what they learned with a partner.
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The document provides instructions for setting up note-taking paper and outlines a simple note-taking process. It instructs the reader to draw six lines from the top and bottom of the page and a vertical line 12 spaces from the left margin. In the top corners, notes should include the reader's name, date, title of the source material, and title of the notes. The note-taking process involves picking an important word, writing a sentence to demonstrate understanding, and listing key words from the text in bullet points.
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This document outlines various reading strategies that teachers can use before, during, and after reading to help students comprehend texts more effectively. Some key strategies mentioned include anticipation guides where students make predictions about a text, think-pair-share where students discuss questions individually and in groups, and SQ3R where students survey, question, read, recite, and review a text. Other strategies include selective highlighting of important details, story maps to track story elements, and questioning the author to develop higher-level thinking. The goal of these various strategies is to keep students engaged with a text and check their understanding at different points as they read.
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The document discusses seven reading strategies that good readers use to understand and engage with texts:
1) Make connections between the text and their own experiences or knowledge.
2) Ask questions about parts they don't understand or are curious about.
3) Determine what information is most important to focus on.
4) Make inferences and predictions based on clues in the text.
5) Visualize descriptions to picture the events.
6) Synthesize different parts of the text to understand the overall meaning.
7) Use "fix up" strategies like re-reading when having trouble to improve comprehension.
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1. The document discusses several reading strategies that good readers use such as predicting, inferring, decoding words, monitoring comprehension, asking questions, evaluating what they read, and summarizing.
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A powerpoint presentation based on Chapter 7 of "Reading Comprehension Skills 1", an internal publication of Unindra
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Scanning is a very helpful reading skill to develop in order to find the information which you need quickly without reading the entire text.
Reading strategies
This document outlines strategies to help middle school students with non-fiction reading comprehension. It recommends that students preview the text by looking at pictures, titles and bold words to activate prior knowledge and make predictions. Students should also determine the purpose for reading be it for learning, fun or educational reasons. As they read, students can make connections, visualize, think aloud and make inferences to deepen their understanding. After reading, students should evaluate by re-reading, summarizing, answering questions and comparing to other texts.
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Skimming is a technique for high-speed reading to get the general sense or main ideas of a passage or book quickly. When skimming, read the first paragraph carefully, then skim the second paragraph and beginning of subsequent paragraphs, looking for topic sentences. Skip over less important paragraphs. Read the last paragraph more carefully as it often summarizes the main idea. Guidelines for effective skimming include reading as fast as possible while keeping your purpose in mind, and being flexible in how much to skim depending on the passage and your purpose. Book reviews can be skimmed to learn about the book's subject and get hints about the reviewer's opinion.
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The document outlines a plan for designing a final document including:
1) Starting with background criteria and a good introduction.
2) Using a point-to-point approach rather than a whole-to-whole approach.
3) Identifying major headings and paragraphs in logical order and including a summary table.
Skimming and Scanning a key Reading Comprehension Skill
The document discusses skimming and scanning as rapid reading methods. Skimming involves quickly gathering the main ideas or gist without understanding every word. Scanning involves looking for specific information quickly while ignoring unrelated details. The document provides examples of when to use skimming and scanning and tips for how to skim, such as reading titles, introductions, and conclusions, as well as how to scan, like anticipating where to find answers.
Reading Strategies
This document outlines strategies for reading comprehension before, during, and after reading. Before reading, the strategies include establishing a purpose, learning new vocabulary, activating prior knowledge through graphic organizers or discussion. During reading, one should make predictions, visualize, locate key ideas, clarify understanding, and make inferences. After reading, it's important to summarize, evaluate comprehension, make connections, and reread if needed. The strategies are meant to improve understanding and retention of information from texts.
Skimming and scanning
Skimming and scanning are two reading techniques used to obtain information from text quickly. Skimming is used to get the overall idea or main points of a text, while scanning is used to find specific information within a text. The document provides tips for how to skim, such as reading titles, subtitles, and first/last sentences of paragraphs. It also provides tips for scanning, such as not reading every word but letting your eyes move quickly while using clues like headings to find what you're looking for. Both skimming and scanning are useful techniques for studying or finding information efficiently.
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2) Instructions to fill out a contact list and register for the course.
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4) Guidance on organizing time and materials for the course, taking academic notes, and using textbooks and DVDs.
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1. The document discusses several reading strategies that good readers use such as predicting, inferring, decoding words, monitoring comprehension, asking questions, evaluating what they read, and summarizing.
2. It provides examples of how to use each strategy and suggestions for what parents can do to help their children with these strategies such as asking questions before, during, and after reading.
3. Additional reading strategies discussed include making connections, visualizing, determining importance, and synthesizing information. The document provides guidance for parents on how to help children practice these strategies.
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Title Page: With your name, the title of your paper (use something real, not MGT 307), and a date
Body:
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Bottom Line paragraph that says where you are and what is next. This should be short.
Assumptions paragraph that states any assumptions that you made or will have to make in the future.
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Summary and conclusion: This set of paragraphs brings all of the highlights to a close.
References – if you need them. I don’t require them unless you specifically call out something that the boss may need to take a deeper look at.
Hopefully this format now allows you to tell your story about the three things that you are being graded on:
1. How did your team’s factory improve over time? Use real metrics to show that your team became more effective and more efficient. 15 points
2. What did your team do and how did it affect your team’s results? Use real metrics to show what happened. 50 points
3. What would you do differently and why? Use information from the book/slides/videos/class to support your comments. 35 points
Good luck!
Factory Process Improvement Update
The First Two Months
Jerry Burch
April 2, 2018
Purpose:
This paper provides information about what we have done over the first two months to improve the factory effectiveness and efficiency. We have several things that have worked well and others that we are still working on.
Bottom Line:
In the first two months we have increased X by Y. We expect this to continue since we still have several projects that are just now beginning to take effect. In particular we anticipate … which will …
Assumptions:
We assumed that continuous improvement processes will be used to improve efficiency and effectiveness without hiring any.
Planning a report
This document provides guidance on planning a report. It discusses analyzing the brief, conducting research and planning, and writing a plan. The key stages are:
1) Analyzing the brief to understand the topic, purpose, and key issues;
2) Researching and planning, which involves developing aims and objectives, taking notes, and organizing information;
3) Creating a writing plan with an outline and paragraph structure for each section to show evidence and meaning. Effective planning is essential for clearly communicating the findings of an investigation.
BA 308Writing Assignment #1 ProblemOpportunity Identification.docx
BA 308
Writing Assignment #1: Problem/Opportunity Identification
This term, your team will be writing a proposal to an important partner, The Lundquist College of Business Executive Council on Experiential Learning & Leadership (ExCELL) to address a critical project to be implemented in Fall 2018. For this assignment, you will write a memo that focuses on a specific constituency and a problem on which you would like to focus. Ultimately, you will try to convince your teammates they should adopt your choice of constituency and community issue for your team’s proposal project.
The Executive Council on Experiential Learning & Leadership (ExCELL):
ExCEL is committed to the development of Experiential Learning & Leadership opportunities for LCB Students. They are looking for dynamic and innovative proposals that will help students develop leadership and communication skills outside of the traditional classroom setting. Their mission is to “Prepare students for the to be leaders in the workplace through experiential learning opportunities.”
Experiential learning is the process of learning (Links to an external site.)Links to an external site. through experience (Links to an external site.)Links to an external site., and is more specifically defined as "learning through reflection on doing" Experiential learning is distinct from rote (Links to an external site.)Links to an external site. or didactic (Links to an external site.)Links to an external site. learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning (Links to an external site.)Links to an external site. such as action learning (Links to an external site.)Links to an external site., adventure learning (Links to an external site.)Links to an external site., free-choice learning, cooperative learning (Links to an external site.)Links to an external site., service-learning (Links to an external site.)Links to an external site., and situated learning (Links to an external site.)Links to an external site..
Choosing a Problem/Constituency
With these criteria in mind, think creatively and broadly about leadership and experiential learning. For example, you might choose to focus on service-learning, project-based learning or outdoor education. Your task is not to come up with a solution to a problem, but rather to :
1. Describe a significant problem
2. Pick specific constituency (group of people) in the community and,
3. Provide evidence for the problem. For example, you might provide evidence for the following problems:
· Low career-readiness, job preparedness
· Lack of experience with leadership, communication or decision-making skills
· Physical of mental health of college students
Note that each of these problems has many possible solutions. That’s good. You’ll know that you have identified a problem instead of a solution when there are many possible ways to address it. We often make the mistake of offe.
Planning a report
Planning is essential for writing a clear and logical report. The document outlines the stages of planning a report which include:
1) Analyzing the brief to understand the purpose and key issues;
2) Conducting research and planning by developing aims, taking notes, and organizing information;
3) Creating a writing plan with an outline and paragraph structure for each section.
Instructional Objectives.pptx
The document discusses classroom assessment and instructional objectives. It provides learning objectives for understanding aims, goals and objectives; SMART objectives; Bloom's and Krathwohl's taxonomies; and higher-order versus lower-order thinking skills. It defines aims, goals, objectives, and types of objectives. It also explains Bloom's original and Krathwohl's revised taxonomies, providing descriptions and examples of cognitive levels from remembering to creating. The document concludes with a self-assessment activity.
Before, during, and after reading strategies
Before, during, and after reading strategies are used to help students comprehend texts. Before reading, teachers activate prior knowledge, pre-teach vocabulary, and set a purpose. During reading, teachers model metacognitive skills like predicting and questioning through reciprocal teaching. After reading, students review information through graphic organizers, discussions, summarizing and timelines to ensure understanding of main ideas. These strategies link the different comprehension stages to help students derive meaning from texts and develop problem solving abilities.
Business Writing Mastery - 13th September 2017
In this full day session, we will learn :
MOM & Memos :
- Communicate in ways that help improve the accuracy and effectiveness of your minutes.
- Know how to select the right content for different types of minutes.
- Be able to report discussions and actions using correct grammar and tone.
Reports That Work :
- Project a more professional image through your report writing.
- Write reports which are clear, logical and convincing.
- Produce accurate sections of a report.
Strat Lesson Pitn
This document discusses three reading strategies: questioning, using text features, and monitoring understanding. For questioning, it emphasizes generating questions before, during, and after reading to focus attention and deepen comprehension. Using text features involves identifying elements like titles and subtitles to aid understanding. Monitoring understanding involves checking one's comprehension throughout reading using strategies like SQ3R (survey, question, read, recite, review). Guided practice sections ask readers to apply these strategies to sample texts.
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Factory Simulation Paper – Part 2 I know that several of you are.docx
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Qua school project instructions
The document provides instructions for organizing a school project in groups of 2 to 5 students. Students must choose one topic from a list, including culture, gender stereotypes, the environment, and more. They will then decide on a transforming action related to their topic. For their first draft, they must write the objectives, steps, documentation plans, and presentation format. A example is provided of a group choosing to save water for a month by tracking water usage and finding ways to reduce it. They will present their draft next week and final project later in November.
World cup reading strategies
Discourse markers are words or phrases that connect ideas and indicate relationships between sentences and paragraphs. They are used to signal addition, exemplification, time, contrast, emphasis, cause/consequence, and comparison. Common discourse markers in English include "and", "but", "because", "however", "for example", and "similarly".
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This document provides sources on the importance of English and includes exercises on strategies for reading and understanding texts. It lists sources from websites on English as a lingua franca and its use globally. It also includes exercises for scanning a text, reflecting personally on why English has become so prominent, making inferences, and reading non-verbal information. The document appears to be providing guidance and material for learning strategies when reading English texts.
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Environment revised 01-05-12
- 1. The Environment Click to edit Master subtitle style
- 2. What do you know about this topic?
- 3. Previous Knowledge This strategy consists of using our previous knowledge about the text in order to make predictions about the information we’re going to read about. It can help us understand new information more easily.
- 4. PRE-READING Look at the format of the text. How is the text divided? What will the text be about? What do you know about it?
- 5. READING Read the first and second parts of the text and underline cognates. Now, talk to your partner. What did you understand about those parts?
- 6. Write down a sentence to summarize YOUR idea. Begin like this: The objective of this conference is to...
- 7. Read the third and forth parts of the text and underline cognates. Now, talk to your partner. What did you understand about those parts? Click to edit Master subtitle style
- 8. SCANNING: We use this strategy when we need to find specific pieces of 4/30/ information. That means that we concentrate on the parts of the text that we need, ignoring the others.
- 9. Now let’s see how well you’ve understood the text! The conference will have 2 main themes: 1– 2–
- 10. 2c – What are the seven areas identified as priority by Rio+20? 1 2 3 4/30/ 4 5 6 7
- 11. Now, based on the contexts given, choose the best alternative for the words in bold. • Making Inferences It’s possible to deduce the meaning of many words we don’t know by analyzing the context where they are used. The context + our previous knowledge will usually help us make good, consistent predictions!
- 12. Examples: 2. Many people want to lose WEIGHT. To reduce WEIGHT, they eat less, eliminate carbohydrates from their diet, exercise to burn calories, etc. 3. I’ve just bought a MAZDA so I drive to work now. 4. Rachel wants to become a doctor so she studies very HARD to pass Vestibular and start University.
- 13. Nonverbal information • Nonverbal information is the information brought by pictures, figures, graphics, etc. It’s important to observe it carefully in the texts, because it may bring extra information or simplify the ideas of the text, like the Institutional framework for sustainable development:
- 14. DISCUSSION...
- 15. What have you learned today? • Write your answer on a sheet of paper and give it to your teacher. Don’t forget to add your name.