Good reader
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The document discusses the relationship between reading ability and enjoyment. It states that becoming a better reader requires having more exposure to language through different contexts and active vocabulary building. It also discusses schema theory and the role of background knowledge in reading comprehension. According to schema theory, comprehension is an interactive process between the text and a reader's world knowledge and experiences. The more background knowledge a reader has that is relevant to a text, the easier it will be to understand.
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Good reader
The document discusses the importance of background knowledge in reading comprehension. It explains that reading is an interactive process between the text and the reader's prior knowledge and experiences. According to schema theory, comprehension involves the reader's knowledge of the world. Different types of background knowledge are discussed, including content knowledge, formal knowledge of genres/styles, and linguistic knowledge. The role of background knowledge is illustrated through questions about a short passage, showing how answers depend on one's background assumptions.
Good reader
The document discusses several key aspects of the reading process:
1) Reading is an active process that involves both the reader and text in building meaning based on the reader's background knowledge and experiences.
2) According to schema theory, comprehension is interactive between the text and reader's prior knowledge, which can be culturally biased.
3) Background knowledge includes information, concepts, emotions, experiences, and culture that the reader brings, allowing new ideas to have meaning by relating to what is already known.
Developmental reading 1
This document discusses an interactive reading model that combines top-down and bottom-up processing approaches. It evaluates this interactive model, examines researchers' views that reading involves various complex interactions, and provides examples of literary appreciation skills like poetic language, tone, mood, character, setting, plot, and theme. The document aims to help gain a deeper understanding and appreciation of literature.
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This document outlines a lesson plan for teaching students about how the English language has evolved over time. It includes key concepts to be taught, such as how language evolves and changes in pronunciation and rules. It also lists potential preconceptions students may have, such as thinking language has always stayed the same or that old texts are irrelevant. The lesson aims to teach students how writers' language choices reflect changing thought and understanding.
Planning the story of english
This document outlines a scheme of learning for year 7 students on the story of English. It identifies students' current abilities and knowledge, such as their understanding of ancient myths from a previous unit. The scheme aims to help students understand how context influences language and language change by having them explore language variations, read texts from different periods, and analyze differences between versions. Students will complete assignments comparing Chaucer and Shakespeare's Troilus and Cressida and inventing a Canterbury Tales character. The goal is to build students' knowledge of language and literature and show how contexts connect over time.
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The document discusses historical perspective taking (HPT), which involves understanding the context of historical texts by viewing them from the perspective of the author. It notes HPT is difficult but can be made more approachable by breaking it into steps. It then contrasts reading comprehension with HPT, noting HPT requires understanding words in their original context and the author's intent. The document proposes a think-aloud protocol where students read texts aloud and discuss their thinking, followed by reflection. It provides guidance for readers and recorders to structure the think-aloud process. Finally, it introduces the SPACSS and EMABI algorithms to help students analyze sources.
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This document discusses various aspects of reading comprehension and effective reading strategies. It addresses topics like top-down and bottom-up processing, coherence and cohesion, referencing, and features of well-written texts. It also discusses how good readers adjust their skills based on the text, use metacognition to connect different processing levels, and combine old and new strategies. Lexical accessibility and using various clues and knowledge sources are presented as ways to improve understanding.
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Good reader
The document discusses the importance of background knowledge in reading comprehension. It explains that reading is an interactive process between the text and the reader's prior knowledge and experiences. According to schema theory, comprehension involves the reader's knowledge of the world. Different types of background knowledge are discussed, including content knowledge, formal knowledge of genres/styles, and linguistic knowledge. The role of background knowledge is illustrated through questions about a short passage, showing how answers depend on one's background assumptions.
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The document discusses several key aspects of the reading process:
1) Reading is an active process that involves both the reader and text in building meaning based on the reader's background knowledge and experiences.
2) According to schema theory, comprehension is interactive between the text and reader's prior knowledge, which can be culturally biased.
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This document discusses an interactive reading model that combines top-down and bottom-up processing approaches. It evaluates this interactive model, examines researchers' views that reading involves various complex interactions, and provides examples of literary appreciation skills like poetic language, tone, mood, character, setting, plot, and theme. The document aims to help gain a deeper understanding and appreciation of literature.
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This document outlines a lesson plan for teaching students about how the English language has evolved over time. It includes key concepts to be taught, such as how language evolves and changes in pronunciation and rules. It also lists potential preconceptions students may have, such as thinking language has always stayed the same or that old texts are irrelevant. The lesson aims to teach students how writers' language choices reflect changing thought and understanding.
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This document outlines a scheme of learning for year 7 students on the story of English. It identifies students' current abilities and knowledge, such as their understanding of ancient myths from a previous unit. The scheme aims to help students understand how context influences language and language change by having them explore language variations, read texts from different periods, and analyze differences between versions. Students will complete assignments comparing Chaucer and Shakespeare's Troilus and Cressida and inventing a Canterbury Tales character. The goal is to build students' knowledge of language and literature and show how contexts connect over time.
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This document provides an assessment grid for analyzing English texts at different levels, from "working towards" to "beyond." It evaluates skills such as analyzing texts, using evidence, understanding context, structure and coherence, and spelling, punctuation and grammar. Each level provides descriptors of the types of inferences, ideas, structure and conventions typical of students performing at that level. The highest levels involve sophisticated interpretations, synthesis of ideas from various sources, awareness of cultural biases and imaginative adaptations of style and perspective.
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The document discusses historical perspective taking (HPT), which involves understanding the context of historical texts by viewing them from the perspective of the author. It notes HPT is difficult but can be made more approachable by breaking it into steps. It then contrasts reading comprehension with HPT, noting HPT requires understanding words in their original context and the author's intent. The document proposes a think-aloud protocol where students read texts aloud and discuss their thinking, followed by reflection. It provides guidance for readers and recorders to structure the think-aloud process. Finally, it introduces the SPACSS and EMABI algorithms to help students analyze sources.
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The document discusses literacy standards and instruction for grade 2 students. It covers the key areas of reading, including literature, informational text, foundational skills, and responding to reading. Writing standards on text types, production, and research are also mentioned. Various units are listed that support reading and writing instruction, including small moments, authors as mentors, and information books. Close reading is defined as an interaction between reader and text that involves rereading portions intensely to find own questions and interpretations.
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2. When teaching reading, it is important to start with the overall meaning and structure of a text before focusing on details. This helps build confidence and awareness of how texts are organized.
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This document discusses the differences between gerunds and infinitives in English grammar. It provides examples of verbs that can be followed by gerunds or infinitives, as well as some verbs that can be followed by either. Some key points are that gerunds are verb forms ending in "-ing" and infinitives are "to" plus the base verb form. Certain verbs like "like" and "would love" are always followed by infinitives, while prepositions are always followed by gerunds. The document aims to clarify the proper uses of gerunds and infinitives.
Indirect questions
Indirect questions are used to soften direct questions and make them more polite. They involve changing the word order of the embedded question compared to a simple question. For example, "Where has Tom gone?" would become "Do you know where Tom has gone?". Yes/no questions in an indirect form use "if" or "whether" instead of auxiliary verbs. Indirect questions are used when the speaker wants a softer tone, such as asking for information politely.
Unit 12: Conditional 1
This document discusses the structure and use of conditional type 1 sentences in English. Conditional type 1 sentences are used to talk about the possible consequences of present or future actions using the structure "if + present tense, future with will". Some examples are given such as "If the customer doesn’t demand action, you’ll have to suggest a solution" and "If we ask the customers for feedback, we can find out what they want." Conditional type 1 sentences are also used to explain terms and conditions using language like "If you are not fully satisfied with this product, we will refund your money."
Typographical clues and punctuation marks
The document discusses various typographical clues and punctuation marks that are used in writing. It explains that typography is used to visually organize information and hierarchy ideas in a way that makes relationships obvious. Specific typographical clues mentioned include headings, fonts, symbols, and punctuation marks. Various punctuation marks such as dashes, parentheses, brackets, colons, quotation marks, ellipses, and italics are then defined and examples of their uses are provided. The document concludes that typographical signs can be used for statement, exemplification, clarification and other purposes.
Grammar unit 9 read_and_writ
The document discusses the passive voice in English. The passive voice focuses on the recipient of the action rather than the doer. It is formed by using some form of "to be" plus the past participle of the main verb. For the present perfect passive, "have/has been" is used, while for the past perfect passive "had been" is used. The passive voice is useful when the doer is unknown, a general group is doing the action, or the focus should be on the recipient rather than the doer. Examples are provided to illustrate active and passive voice constructions.
Simple present
This document provides information about the simple present tense in English. It discusses the forms of the verb "to be" in statements, questions, and contractions. It also covers the simple present tense with other verbs like work, chat in affirmative and negative statements and questions. Finally, it reviews question words like who, what, when, where, why, how, how much/many and provides examples of their use in questions with the simple present tense.
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● Types of event processing models in Mule 4
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Giridhar Meka - https://www.linkedin.com/in/giridharmeka
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Chapter-1
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Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Good reader
- 2. Virtuous vs. Vicious Cycle Someone who… Doesn’t read much Finds difficult to understand Reads slowly Doesn't enjoy reading
- 4. To become a better read, you must… have more contact with language. have access to different contexts. be active collectors of words. recycle words. be motivated.
- 5. Understanding the Reading Process Reading is an active, fluent process which involves the reader and the reading material in building meaning. Meaning doesn’t reside solely on the printed page or on the reader’s head. The process of reading combines the words on the printed page with the reader’s background knowledge and experiences. (Neil Anderson,1999)
- 6. Schema Theory According to the schema theory, reading comprehension is an interactive process between the text and the reader’s background knowledge. Reading comprehension involves one’s knowledge of the world, which may be culturally based and culturally biased. (Patricia Carrell, 1983)
- 7. What Is Background Knowledge? It is the information, knowledge, emotion, experience, and culture that the reader brings to the text. New information, new concepts, new ideas, can have meaning only when they can be related to something the individual already knows (Kant).
- 8. What background knowledge do you need to understand the text’s implied meaning?
- 9. Types of background knowledge Content: General and specific information about something Formal: Genres, style, format, vocabulary Linguistic: Necessary knowledge to decode a message written in any given language and understand how words are organized in sentences.
- 10. Read this passage. Think about the answers to the questions below: • How old is Jane? • How old is Jack? • What leads you to your answer? • What sound did Jane expect to hear when she shook her piggy bank? • What if it is filled with bills and not coins? What’s the role of background knowledge in our understanding of texts? Jane was invited to Jack’s birthday party. She wondered if he would like a kite. She went to her room and shook her piggy bank. It made no sound.