Fcim charts (week 2)
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The document provides tips for smart test takers, advising them to make predictions before seeing answer choices, know how to answer vocabulary questions using context clues and substitutions, understand the difference between detail and general questions and how to approach each type, and select the answer choice that best answers the question rather than just one found in the text. It also includes a checklist summarizing the tips.
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Eng1 10-18
The document outlines a lesson plan to help students establish grade-level vocabulary. It includes objectives to synthesize vocabulary definitions into contextual sentences. The agenda includes a Do Now activity asking students how they would answer a test question without knowing a word's meaning. It then discusses using context clues around difficult words to determine meanings without a dictionary before assessing vocabulary and having students share examples.
IETLS Reading question type True/False/Not Given
This document provides guidance on answering True/False/Not Given questions for the IELTS Reading exam. It advises test takers to carefully read each statement and underline key words, then scan the passage to find matching information. If a statement agrees with the passage, the answer is True. If opposite information is found, the answer is False. The answer is Not Given if only some information matches and not all details are provided.
Ielts reading true, false, not given
This ppt is about most important part of reading i.e. true, false, not given or yes, no, not given. These tips are very useful to get your answers right.
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The document outlines a lesson plan to help students establish grade-level vocabulary. It includes objectives to synthesize vocabulary definitions into contextual sentences. The agenda includes a Do Now activity asking students how they would answer a test question without knowing a word's meaning. It then discusses using context clues around difficult words to determine meanings without a dictionary before assessing vocabulary and having students share examples.
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This document provides guidance on answering True/False/Not Given questions for the IELTS Reading exam. It advises test takers to carefully read each statement and underline key words, then scan the passage to find matching information. If a statement agrees with the passage, the answer is True. If opposite information is found, the answer is False. The answer is Not Given if only some information matches and not all details are provided.
Ielts reading true, false, not given
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This document provides strategies for successfully answering open-ended questions about reading passages:
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2) Restate the question in your answer so the grader knows you understood what was being asked.
3) Answer the question in your own words while keeping it simple and concise. Do not directly copy from the passage.
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For more English tutorials, please visit:
https://www.thelecturette.com
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This document outlines the rubric for scoring responses on the EOC connecting selections task. It describes the characteristics of responses that would receive each score point from 0 to 3. A score point 3 response is considered exemplary and indicates an accomplished reading performance by being perceptive, aware of complexities, and making discerning connections across selections with well-chosen specific text evidence. A score point 2 response is sufficient and satisfactory, while a score point 1 response is partially sufficient and basic. A score point 0 response is insufficient and indicates a very limited reading performance.
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Consider whether questions are explicitly stated or require deeper thinking, think critically about question types and keywords, and predict answers before evaluating choices to eliminate incorrect options. Specific strategies are outlined like considering context, using evidence from texts, and reviewing work before submitting.
Strategies for answering open end questions
This document provides strategies for successfully answering open-ended questions about reading passages:
1) Read the question before reading the passage to understand what to look for. Underline key details.
2) Restate the question in your answer so the grader knows you understood what was being asked.
3) Answer the question in your own words while keeping it simple and concise. Do not directly copy from the passage.
4) Support your answer with a direct quote from the passage to prove your answer is grounded in evidence from the text.
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This document is a rubric for evaluating a student's reading comprehension based on their answers to questions. The rubric assesses students on their general understanding of vocabulary and information, as well as their grammar, spelling, vocabulary, and use of language. For general understanding, students can score 4 points for excellent comprehension, 3 points for good comprehension, 2 points for fair comprehension but not understanding a lot, and 1 point for not understanding enough to answer questions. For grammar, spelling, and vocabulary, students can score points based on their language use, precision of ideas, and number of errors. The rubric also instructs students to upload it to their eportfolio and write a short reflection on the activity.
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For more English tutorials, please visit:
https://www.thelecturette.com
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Tips and advice on how to do well on the Matching Headings section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
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The document outlines an agenda for a class that includes explaining the agenda, general comments, returning summaries, peer reviewing thesis statements, reviewing their own thesis statement, general questions, and starting research. General comments provide formatting guidelines for the research paper assignment, which is to be 5-7 pages including an introduction and book summary, research, analysis applying the research to the book, and a conclusion. Students must also complete research outside of the assigned book and there will be time for peer reviewing thesis statements and editing their own.
English tips
Tag questions are short questions added to the end of statements using the same auxiliary verbs as yes/no questions. If the statement is affirmative, the tag question is negative and vice versa. People use tag questions when they expect a certain response. Information questions ask who, what, when, where, why, how often, how far and so on, with the auxiliary verb coming before the subject except for questions about the subject. Common question words are used to form information questions.
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The document provides guidance on writing an essay about important characteristics to consider when finding a spouse or partner. It recommends organizing ideas into categories and characteristics, and using a point-by-point paragraph structure to discuss each characteristic individually with reasons and examples. The document also offers tips for revising such as using related word forms for cohesion, and focusing on an introduction with a thesis statement, body paragraphs on single characteristics, and a conclusion that restates the main ideas.
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This document provides strategies for effectively reading texts. It discusses:
1) Skimming to get the overall idea, scanning for specific details, and extensively reading word-for-word depending on the assignment.
2) Determining the appropriate strategy based on whether the questions ask about the whole text, specific information, or a particular paragraph.
3) Dealing with unfamiliar words by first trying to understand from context, recognizing cognates, and looking words up as a last resort.
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This document provides examples of introductions, thesis statements, and topic sentences for a midterm essay about the Constitutional Convention. It includes warm up questions to assess if the essay is persuasive or informative. The focus is on organization, content and conventions. Students are instructed to find a partner to exchange and grade rough drafts, and complete a worksheet.
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The document provides strategies for various sections of the IELTS exam, including reading, listening, and writing. For reading section 2, it recommends strategies for matching headings and multiple choice questions, such as skim reading, underlining key words, and eliminating obviously wrong answers. For listening section 2, it discusses multiple choice questions and labeling maps or plans, emphasizing following signposts, keywords, directions, and geographical positions. It stresses reading questions first to predict answers and carefully listening for all responses.
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In this part of the Speaking test, you will be given a topic and you will have 1 minute to prepare a talk on that topic. You will then have to speak for 2 minutes on that topic. The examiner will not interrupt you during your talk.
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Lecture 2
1. The document summarizes strategies for different sections of the IELTS exam, including writing, reading, listening, and speaking.
2. It provides guidance on tasks like describing charts, matching headings, multiple choice questions, and labeling maps or plans.
3. Key advice includes preparing for different question types, identifying important keywords, focusing on the main ideas, and using discourse markers to follow conversations.
Lecture 2
1. The document summarizes strategies for different sections of the IELTS exam, including writing, reading, listening, and speaking.
2. It provides guidance on tasks like describing charts, matching headings, multiple choice questions, and labeling maps or plans.
3. Key listening strategies include identifying signposts, keeping up with the recording, and not always choosing the first answer heard.
Caaspp testing review of strategies
The document provides test-taking strategies for students to use when taking standardized tests. It recommends considering whether questions are explicitly stated or require more critical thinking. Students should carefully read and understand what each question is asking. The document also advises using process of elimination to eliminate incorrect answer choices, making inferences before seeing answer options, and referring back to the text for support.
Tips for Answering Toefl Reading
This document provides tips for answering reading comprehension questions on the TOEFL exam. It discusses techniques for reading passages like skimming to get the main idea and scanning to find specific information. It also outlines different types of reading questions such as main idea questions, topic questions, detail questions, and vocabulary questions. For each question type, it offers strategies like focusing on topic sentences, keywords, and restatements of information in the passage. The overall document aims to help test takers understand reading question formats and develop strategies for answering different question types on the TOEFL reading section.
Caaspp testing review of strategies
This document provides strategies for taking standardized tests. It recommends considering whether questions are explicitly stated or require deeper thinking. Students should carefully read questions and answer choices to determine what type of question is being asked. Process of elimination can help narrow down options, and students should predict answers before looking at choices. Constructed response questions allow students to explain their thinking using evidence from the text. Rubrics are provided to self-evaluate responses. Visual elements like charts and maps provide information to answer questions. Students should try their best on all questions and review their work before submitting.
TOEFL Reading Strategies.pptx
This document provides strategies for reading effectively on the TOEFL exam. It discusses strategies for different question types like vocabulary questions, referent questions, and paraphrasing questions. It emphasizes skimming passages, monitoring time, and not spending too much time on difficult questions. It also provides tips for improving reading comprehension like reading aloud, using titles and questions to understand structure, summarizing ideas, and timing yourself. Finally, it discusses improving vocabulary by studying word families, synonyms, and words in context on a daily basis.
FCAT 2.0 reading presentation
This document provides information to help 9th and 10th grade students prepare for the upcoming FCAT 2.0 test. It details that the test will be 140 minutes long, split over two 70 minute sessions across two days. 9th graders will take a paper test while 10th graders will take the test on computers. The test contains multiple choice questions assessing vocabulary, reading application, literary analysis, and informational text skills. Strategies are suggested for before, during, and after reading to help students comprehend passages and answer questions correctly. Additional online practice is available through a provided website.
Test Taking Tips for Praxis Study
The document provides tips for taking the PRAXIS exam, including:
- Guess on questions you don't know rather than leaving them blank, as there is no penalty for incorrect guesses.
- Questions can be answered in any order, and questions can be skipped and returned to later.
- There are no trick questions - questions ask straightforwardly about subject matter knowledge.
- Read questions carefully twice and watch for key words to avoid being misled, but don't overthink or overanalyze questions.
Lecture 8
8.1 READING SECTION-1
- Labelling a diagram
- T /F /NG
- Flow-chart completion
8.2 LISTENING SECTION-2
- Matching
- Labelling a diagram
8.3 SPEAKING PARTS 2 &3.
- Using reasons & examples
- Strategies for self-correctionand expressing oneself more
8.4 WRITING TASK 2. DISCUSSING AFDVANTAGES & DISADVANTAGES
- Introducing and linking ideas in paragraphs
- Constructing the middle paragraphs of an essay
Breaking down the nys ela exam 1
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Test Taking Tips.pptx
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S A T Review
This document provides an overview and strategies for different sections of the SAT exam, including sentence completions, passage-based reading, essays, and grammar questions. It outlines key information such as timing strategies, common question types, and tips for improving performance. Students are advised to use strategies like process of elimination, underlining main ideas, and focusing answers within the context of passages. The document concludes with reminders for test day such as eating breakfast, arriving early, and maintaining a positive mindset during the exam.
Ecce last minute_test_taking_strategies
The document provides information and strategies for the revised ECCE exam in three areas: Listening, Reading, and Grammar/Vocabulary sections. For Listening, it outlines the changes including unrelated monologues in Part 2 and provides strategies for both parts. For Reading, it describes the two tasks involving short texts and sets of related texts. For Grammar/Vocabulary, it notes an additional 10 minutes and strategies like eliminating choices and learning vocabulary in chunks. Overall, it aims to prepare test-takers for the revised exam format and question types through detailed explanations, sample questions, and general test-taking advice.
Constructing questions for_interviews_&_questionnaires
The document provides guidance on constructing effective questions for interviews and questionnaires. It discusses common errors that can occur, such as respondents misunderstanding or not remembering questions correctly. It also examines how question wording, order, and response options can unintentionally influence responses. The document emphasizes defining topics clearly, using simple language, and piloting questions to ensure they are interpreted as intended. Symbolic interactionist theory holds that questions and answers are a process of interpretation between interviewers and respondents.
Reading Strategies
This document outlines reading strategies that will be used in an online course. It defines reading strategies as how readers make meaning from text, understand messages, evaluate information, and comprehend how it relates to the real world. Specific strategies that will be taught include identifying purpose, previewing, predicting, asking questions, checking predictions, connecting to background knowledge, summarizing, relating different parts of text, and rereading. Each strategy is then defined in more detail.
Lesson 62
This document provides guidelines for answering different types of test questions, including true-false, multiple choice, matching, sentence completion, and essay questions. It recommends strategies like looking for extreme modifiers or reasons in true-false questions, eliminating unlikely answers first in multiple choice, and using direction verbs in essay questions to understand what is being asked. Key tips include focusing on the question, using lists and examples, and clearly explaining your answers.
Lecture 3
This document provides guidance on preparing for and completing the speaking and writing tasks of the IELTS exam. For speaking part 2, it advises introducing points, beginning and ending talks clearly, and speaking for the full time. It also discusses strategies like note-taking, linking points, and avoiding memorization. For writing task 2, it outlines analyzing the question, brainstorming ideas, and organizing paragraphs. It describes the assessment criteria of task response, coherence, vocabulary, and grammar. It emphasizes determining the question type and developing a thesis statement before writing.
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- 2. Smart Test Takers Make Predictions! • Read the question and cover the answer choices • Make a prediction • Check answers with prediction in mind, “Is this choice close to my prediction?”
- 3. Smart Test Takers • Make predictions • Know how to answer vocabulary questions –Use context clues –Use substitutions (synonyms) –Think, “How does this fit with the whole text?”
- 4. Smart Test Takers • Make predictions • Know how to answer vocabulary questions • Understand the difference between DETAIL questions and GENERAL questions – When answering DETAIL questions we underline key words and phrases – Go back to ONE part of the passage to find those key words – Predict the answer and check
- 5. Smart Test Takers • Make predictions • Know how to answer vocabulary questions • Understand the difference between DETAIL questions and GENERAL questions • Find the answer that answers the question BEST – Most answer choices will be found in the passage – Identify the question (Vocab? Detail? Too General?) – Which is the BEST answer?
- 6. Smart Test Takers Checklist Make predictions Know how to answer vocabulary questions Understand the difference between DETAIL questions and GENERAL questions Find the answer that answers the question BEST