The document discusses the STaR chart, which measures a school's level of technology integration in four key areas: teaching and learning, educator preparation and development, leadership/administration/support, and infrastructure. It provides the state and Terrell High School's (THS) ratings in these areas based on the STaR chart, finding that while the state is developing, THS scores as developing in two areas and advanced in two others. The document concludes by recommending ways THS can improve its technology integration and noting that technology is important for student learning given today's globalized world.
This document provides instructions for an activity to help students practice a previewing strategy while reading a passage about the Spanish explorer Juan Ponce de León. The activity involves students answering questions before, during, and after reading to help them identify important ideas and evaluate their own predictions about the content and main ideas of the passage. Students are guided through steps like setting a purpose for reading, focusing on important ideas, connecting to prior knowledge, reading the passage, and checking their initial predictions after reading.
The document provides 4 surface revising strategies: 1) Read the paragraph aloud to identify mistakes, 2) Isolate specific problems such as commas or verbs to check their usage individually, 3) Identify repeating words which could be replaced to strengthen writing, 4) Check spelling of uncertain words by looking them up. The strategies aim to help writers objectively revise their work at a surface level.
The document discusses the STaR chart, which measures a school's level of technology integration in four key areas: teaching and learning, educator preparation and development, leadership/administration/support, and infrastructure. It provides the state and Terrell High School's (THS) ratings in these areas based on the STaR chart, finding that while the state is developing, THS scores as developing in two areas and advanced in two others. The document concludes by recommending ways THS can improve its technology integration and noting that technology is important for student learning given today's globalized world.
The technology action plan outlines several professional development activities for teachers including training on using the CCAP online curriculum, teaching ethical internet research skills, and achieving application-level education through technology. It also provides an evaluation plan to assess the success of these activities. Data from CCAP, reports on technology integrity, and STaR chart reports will be collected and compared over time. The goal is to see incremental improvements in student learning and increased appropriate technology use in the classroom.
This document provides definitions and perspectives on good and bad writing from various authors. A bad writer struggles with word selection and order, fails to examine their work, and protests editing. In contrast, a good writer thoughtfully chooses words, examines effects before writing, and welcomes editing. While it is hard to improve a bad writer, a competent writer can become good through dedication. The essence of a bad writer's bad writing is different than a good writer's lapses.
This document discusses tools for critical reading including recognizing the audience, understanding diction and how it relates to the audience, tone, irony/sarcasm/humor, assumptions, evidence, persona, purpose, point of view, argument, analysis, and logical fallacies. It explains how these elements provide clues about the intended audience and purpose and should be considered when actively reading a text.
The document discusses the STaR chart, which measures a school's level of technology integration in four key areas: teaching and learning, educator preparation and development, leadership/administration/support, and infrastructure. It provides the state and Terrell High School's (THS) ratings in these areas based on the STaR chart, finding that while the state is developing, THS scores as developing in two areas and advanced in two others. The document concludes by recommending ways THS can improve its technology integration and noting that technology is important for student learning given today's globalized world.
This document provides instructions for an activity to help students practice a previewing strategy while reading a passage about the Spanish explorer Juan Ponce de León. The activity involves students answering questions before, during, and after reading to help them identify important ideas and evaluate their own predictions about the content and main ideas of the passage. Students are guided through steps like setting a purpose for reading, focusing on important ideas, connecting to prior knowledge, reading the passage, and checking their initial predictions after reading.
The document provides 4 surface revising strategies: 1) Read the paragraph aloud to identify mistakes, 2) Isolate specific problems such as commas or verbs to check their usage individually, 3) Identify repeating words which could be replaced to strengthen writing, 4) Check spelling of uncertain words by looking them up. The strategies aim to help writers objectively revise their work at a surface level.
The document discusses the STaR chart, which measures a school's level of technology integration in four key areas: teaching and learning, educator preparation and development, leadership/administration/support, and infrastructure. It provides the state and Terrell High School's (THS) ratings in these areas based on the STaR chart, finding that while the state is developing, THS scores as developing in two areas and advanced in two others. The document concludes by recommending ways THS can improve its technology integration and noting that technology is important for student learning given today's globalized world.
The technology action plan outlines several professional development activities for teachers including training on using the CCAP online curriculum, teaching ethical internet research skills, and achieving application-level education through technology. It also provides an evaluation plan to assess the success of these activities. Data from CCAP, reports on technology integrity, and STaR chart reports will be collected and compared over time. The goal is to see incremental improvements in student learning and increased appropriate technology use in the classroom.
This document provides definitions and perspectives on good and bad writing from various authors. A bad writer struggles with word selection and order, fails to examine their work, and protests editing. In contrast, a good writer thoughtfully chooses words, examines effects before writing, and welcomes editing. While it is hard to improve a bad writer, a competent writer can become good through dedication. The essence of a bad writer's bad writing is different than a good writer's lapses.
This document discusses tools for critical reading including recognizing the audience, understanding diction and how it relates to the audience, tone, irony/sarcasm/humor, assumptions, evidence, persona, purpose, point of view, argument, analysis, and logical fallacies. It explains how these elements provide clues about the intended audience and purpose and should be considered when actively reading a text.
The document outlines 5 steps for effectively editing a paragraph:
1. Walk away from the paragraph to gain perspective before editing.
2. Imagine you are the intended audience reading it for the first time and evaluate if it makes sense, holds interest, and includes all needed information.
3. "Slim down the fat" by shortening sentences, simplifying words, and adding white space for readability.
4. Check for errors in spelling, grammar, formatting, and passive voice.
5. Print the paragraph and read it aloud to catch additional errors and needed changes before finalizing.
To summarize a paragraph:
1. Read it actively by circling repeated words and underlining the main idea. Then cross out unnecessary details.
2. Write a 3 sentence summary. The first sentence should connect the key ideas. One or two supporting sentences can add concise details or descriptions. Compare the summary to the original paragraph and avoid adding new information.
The document provides steps for writing a formal email, including writing the recipient's email address, including a clear subject line, writing the message in a concise and error-free manner, ensuring all relevant details are included, and ending with a closing salutation and signature with the sender's full name.
The document outlines the 3 main steps for paragraph writing:
1) Before writing, specify a topic and outline main points to discuss.
2) While writing, include a topic sentence, 3 supporting sentences, and a concluding sentence.
3) After writing, review for grammar, clarity, coherence, and relevance to the topic.
The document outlines 12 steps for writing a draft of a paper. It begins with brainstorming ideas and organizing them on paper by clustering related concepts. An informal outline is then made to structure the paper. Preliminary research is conducted to find supporting evidence. A thesis statement and summary are written. The rough draft is approached section-by-section based on the outline. Each section becomes a paragraph in the final draft. A conclusion ties all outline items together. The draft is set aside before revision for a fresh perspective.
The document discusses identifying and avoiding bias in writing. It provides examples of biased language to avoid, such as using gendered pronouns to refer to all people or reinforcing racial, age, or occupational stereotypes. It recommends using specific, uncharged language and considering how word choice could affect different groups.
An informal letter contains an address and date in the top right corner, followed by a salutation like "Dear" and the recipient's name with a comma. The content includes an introductory paragraph, 2-4 body paragraphs discussing the message or details, and a concluding paragraph that wraps up the main idea. The letter ends with a closing like "Love," or "Best wishes," followed by a comma.
This document introduces jQuery, a popular JavaScript library. It discusses what jQuery is, its main features like DOM manipulation and event handling. It also covers how to include jQuery, basic usage with selectors and methods, and key areas like DOM manipulation, effects, traversal, and utilities. Examples are provided throughout to demonstrate various jQuery functions.
How can you start a conversation when you have nothing to talkIbrahem Abdel Ghany
The document provides tips for starting a conversation when you have nothing to talk about. It suggests introducing yourself if needed, remarking on the location or occasion, and asking open-ended questions that require more than a yes or no answer. Open-ended questions tend to start with who, what, when, where, why and how rather than closed questions that start with do, have, is. It also recommends combining remarks with questions and keeping the conversation light with small talk while actively listening and synchronizing with the other person's cues. Sensory words that encourage description and responding thoughtfully if the other seems uncomfortable are also suggested.
1. The document discusses weak and strong forms of common function words in English such as articles, pronouns, prepositions, auxiliary verbs.
2. It explains that words like "the", "a", "and" have weak forms that are pronounced differently than their strong forms, especially before consonants and vowels.
3. The document also notes that some words like prepositions can have weak forms internally in a sentence but may use strong forms at the end of a sentence, depending on factors like emphasis.
The document provides steps for writing an informal email:
1. Include the recipient's email address in the header
2. Write the subject of the email in the subject line
3. Start the message body with a greeting and then write the message, checking for errors before sending
4. End the email with a sign-off like "see you soon" and your name.
The document provides examples of unified and non-unified paragraphs. A unified paragraph has one main idea stated in the topic sentence that is then supported and explained by related details in subsequent sentences. Example 1 and the revised Example 4 demonstrate unified paragraphs as all sentences are connected to and expand on the main point introduced in the first sentence. In contrast, Examples 2 and 3 lack unity as the ideas jump around between unrelated topics instead of staying focused on developing one central idea.
To achieve correct word choice, the document recommends: carefully using unfamiliar words by checking context and definitions; using a dictionary to confirm synonyms; avoiding overly complex language and using clear sentences; strengthening nouns and verbs before adjectives; using a slash/option technique to choose the best word; identifying good and bad repetition; and reading aloud to identify confusing sentences.
There are two ways to print a paragraph from a computer. The first way is to open the file menu, select print, and choose the page range. The second way is to press Ctrl+P at the same time, select the page range, and click OK. Both methods open a print dialog box where the page range can be specified before clicking OK to print the selected pages.
The document outlines an 8-item checklist for proofreading paragraphs that includes questions to ask about grammar, punctuation, spelling, vocabulary, contractions/abbreviations, organization, unrelated details, and order of ideas. The checklist provides a structured way to review paragraphs and identify potential errors in these key areas to improve writing quality and correctness.
This document provides steps for effectively proofreading a paragraph. It recommends setting the paragraph aside for 15 minutes before proofreading to eliminate unnecessary words and identify common mistakes. When proofreading, it advises reading aloud and using a blank sheet of paper to cover lines below to catch errors, as well as using computer search functions and a checklist to separately check for different types of errors like grammar, spelling, and punctuation. The goal is to thoroughly catch any issues through multiple focused proofreading techniques.
The document provides questions to consider when revising word choice, verb tense, and punctuation in a surface revision of a document. It suggests checking for correct spelling, word forms, repetition, and transitions in word choice. For verb tense, it recommends ensuring subject-verb agreement, consistent tenses, and verb variety. Regarding punctuation, it prompts reviewing complete sentences, comma splices, quotation marks, semicolons, and colons.
This document provides questions to consider when revising different parts of a thesis-driven essay, including the thesis, introduction, body paragraphs, and conclusion. It suggests evaluating whether the thesis is clear and takes a position, and whether the introduction includes an attention-getter and leads logically to the thesis. For the body paragraphs, it recommends assessing the topic sentences, supporting details, logical flow, and relationship to the thesis. Finally, it prompts reviewing whether the conclusion restates main points or draws new conclusions from the evidence.
Word order in English sentences follows some basic rules. The subject of a sentence comes before the verb, and the direct object comes after the verb. Adverbs and other modifiers usually come before or after the subject, verb, or object. Questions follow the same subject-verb-object order but place the auxiliary verb before the subject. These rules allow word order to be determined even in complex sentences.
The document outlines 5 steps for effectively editing a paragraph:
1. Walk away from the paragraph to gain perspective before editing.
2. Imagine you are the intended audience reading it for the first time and evaluate if it makes sense, holds interest, and includes all needed information.
3. "Slim down the fat" by shortening sentences, simplifying words, and adding white space for readability.
4. Check for errors in spelling, grammar, formatting, and passive voice.
5. Print the paragraph and read it aloud to catch additional errors and needed changes before finalizing.
To summarize a paragraph:
1. Read it actively by circling repeated words and underlining the main idea. Then cross out unnecessary details.
2. Write a 3 sentence summary. The first sentence should connect the key ideas. One or two supporting sentences can add concise details or descriptions. Compare the summary to the original paragraph and avoid adding new information.
The document provides steps for writing a formal email, including writing the recipient's email address, including a clear subject line, writing the message in a concise and error-free manner, ensuring all relevant details are included, and ending with a closing salutation and signature with the sender's full name.
The document outlines the 3 main steps for paragraph writing:
1) Before writing, specify a topic and outline main points to discuss.
2) While writing, include a topic sentence, 3 supporting sentences, and a concluding sentence.
3) After writing, review for grammar, clarity, coherence, and relevance to the topic.
The document outlines 12 steps for writing a draft of a paper. It begins with brainstorming ideas and organizing them on paper by clustering related concepts. An informal outline is then made to structure the paper. Preliminary research is conducted to find supporting evidence. A thesis statement and summary are written. The rough draft is approached section-by-section based on the outline. Each section becomes a paragraph in the final draft. A conclusion ties all outline items together. The draft is set aside before revision for a fresh perspective.
The document discusses identifying and avoiding bias in writing. It provides examples of biased language to avoid, such as using gendered pronouns to refer to all people or reinforcing racial, age, or occupational stereotypes. It recommends using specific, uncharged language and considering how word choice could affect different groups.
An informal letter contains an address and date in the top right corner, followed by a salutation like "Dear" and the recipient's name with a comma. The content includes an introductory paragraph, 2-4 body paragraphs discussing the message or details, and a concluding paragraph that wraps up the main idea. The letter ends with a closing like "Love," or "Best wishes," followed by a comma.
This document introduces jQuery, a popular JavaScript library. It discusses what jQuery is, its main features like DOM manipulation and event handling. It also covers how to include jQuery, basic usage with selectors and methods, and key areas like DOM manipulation, effects, traversal, and utilities. Examples are provided throughout to demonstrate various jQuery functions.
How can you start a conversation when you have nothing to talkIbrahem Abdel Ghany
The document provides tips for starting a conversation when you have nothing to talk about. It suggests introducing yourself if needed, remarking on the location or occasion, and asking open-ended questions that require more than a yes or no answer. Open-ended questions tend to start with who, what, when, where, why and how rather than closed questions that start with do, have, is. It also recommends combining remarks with questions and keeping the conversation light with small talk while actively listening and synchronizing with the other person's cues. Sensory words that encourage description and responding thoughtfully if the other seems uncomfortable are also suggested.
1. The document discusses weak and strong forms of common function words in English such as articles, pronouns, prepositions, auxiliary verbs.
2. It explains that words like "the", "a", "and" have weak forms that are pronounced differently than their strong forms, especially before consonants and vowels.
3. The document also notes that some words like prepositions can have weak forms internally in a sentence but may use strong forms at the end of a sentence, depending on factors like emphasis.
The document provides steps for writing an informal email:
1. Include the recipient's email address in the header
2. Write the subject of the email in the subject line
3. Start the message body with a greeting and then write the message, checking for errors before sending
4. End the email with a sign-off like "see you soon" and your name.
The document provides examples of unified and non-unified paragraphs. A unified paragraph has one main idea stated in the topic sentence that is then supported and explained by related details in subsequent sentences. Example 1 and the revised Example 4 demonstrate unified paragraphs as all sentences are connected to and expand on the main point introduced in the first sentence. In contrast, Examples 2 and 3 lack unity as the ideas jump around between unrelated topics instead of staying focused on developing one central idea.
To achieve correct word choice, the document recommends: carefully using unfamiliar words by checking context and definitions; using a dictionary to confirm synonyms; avoiding overly complex language and using clear sentences; strengthening nouns and verbs before adjectives; using a slash/option technique to choose the best word; identifying good and bad repetition; and reading aloud to identify confusing sentences.
There are two ways to print a paragraph from a computer. The first way is to open the file menu, select print, and choose the page range. The second way is to press Ctrl+P at the same time, select the page range, and click OK. Both methods open a print dialog box where the page range can be specified before clicking OK to print the selected pages.
The document outlines an 8-item checklist for proofreading paragraphs that includes questions to ask about grammar, punctuation, spelling, vocabulary, contractions/abbreviations, organization, unrelated details, and order of ideas. The checklist provides a structured way to review paragraphs and identify potential errors in these key areas to improve writing quality and correctness.
This document provides steps for effectively proofreading a paragraph. It recommends setting the paragraph aside for 15 minutes before proofreading to eliminate unnecessary words and identify common mistakes. When proofreading, it advises reading aloud and using a blank sheet of paper to cover lines below to catch errors, as well as using computer search functions and a checklist to separately check for different types of errors like grammar, spelling, and punctuation. The goal is to thoroughly catch any issues through multiple focused proofreading techniques.
The document provides questions to consider when revising word choice, verb tense, and punctuation in a surface revision of a document. It suggests checking for correct spelling, word forms, repetition, and transitions in word choice. For verb tense, it recommends ensuring subject-verb agreement, consistent tenses, and verb variety. Regarding punctuation, it prompts reviewing complete sentences, comma splices, quotation marks, semicolons, and colons.
This document provides questions to consider when revising different parts of a thesis-driven essay, including the thesis, introduction, body paragraphs, and conclusion. It suggests evaluating whether the thesis is clear and takes a position, and whether the introduction includes an attention-getter and leads logically to the thesis. For the body paragraphs, it recommends assessing the topic sentences, supporting details, logical flow, and relationship to the thesis. Finally, it prompts reviewing whether the conclusion restates main points or draws new conclusions from the evidence.
Word order in English sentences follows some basic rules. The subject of a sentence comes before the verb, and the direct object comes after the verb. Adverbs and other modifiers usually come before or after the subject, verb, or object. Questions follow the same subject-verb-object order but place the auxiliary verb before the subject. These rules allow word order to be determined even in complex sentences.
The document outlines six pre-writing steps to help plan and organize writing. The steps are to: 1) Think carefully about the topic question and how to answer it; 2) Write notes to the questions; 3) Collect relevant facts; 4) Write down your own ideas on why the topic is interesting and important; 5) Identify the main idea; 6) Organize supporting facts and ideas to develop the main idea.
The document provides several strategies for improving word choice in writing, including being careful when using unfamiliar words or synonyms, focusing on strong nouns and verbs before adjectives, using the slash/option technique to brainstorm word choices, avoiding repetition unless it is purposeful, writing your thesis in multiple ways, reading your writing aloud slowly, talking through your argument instead of reading it, and having an outsider point out any confusing words or sentences.
Good critical writers demonstrate traits of organization, ideas/content, voice, word choice, sentence fluency, and conventions. They hook the reader with an engaging lead, use logical structure and transitions between ideas. They support central ideas with fresh details and insights, keeping the topic specific. Their voice connects with the reader through honest and passionate language that brings the topic to life. They use concise, descriptive, and vivid word choice avoiding repetition. Sentence fluency varies structure for an easy flow, and conventions are applied correctly to enhance clarity, style, and readability.
The document provides definitions and examples of various logical fallacies including:
- Hasty generalization - Making assumptions based on inadequate samples
- Post hoc - Assuming A causes B because A occurred before B
- Ad hominem - Attacking the person making an argument rather than the argument itself
- Appeal to authority - Citing an irrelevant authority to support an argument
- Begging the question - Assuming the conclusion is true without evidence
- False analogy - Comparing two things that are not truly analogous
- Red herring - Intentionally diverting attention from the original issue
- Weak analogy - Comparing two things that are not analogous in relevant respects
1. The document provides instructions for marking a text to aid comprehension and recall. It recommends numbering paragraphs, circling key terms and places, and underlining relevant information.
2. Specific instructions include numbering paragraphs sequentially, circling names and dates, and underlining definitions, descriptions, evidence, and data that are important to the reading goal.
3. Practicing these marking techniques will help the reader better understand and remember the important elements of the text.
Diagrams, charts, tables, and graphs are common ways to present information graphically. Diagrams can summarize processes and ideas more effectively than words. Charts such as bar charts and line graphs represent numerical data visually. Tables display key information, usually numbers, and can summarize data or start discussions. Graphs show patterns and trends when precise numbers are not needed.