Levels of comprehension
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The document describes three levels of comprehension when reading: literal, interpretive, and applied. The literal level involves simple facts and details. The interpretive level involves drawing inferences and interpretations beyond the direct statements. The applied level involves synthesizing information and applying concepts to new situations. Each level increases in complexity, with applied comprehension representing the most sophisticated level of reading.
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Levels Of Comprehension
The document discusses three levels of understanding: literal, interpretive, and applied. Literal understanding involves recalling facts and details directly stated. Interpretive understanding requires drawing inferences and determining implied meanings. Applied understanding involves synthesizing information and applying concepts to new situations. Higher-order questions assess deeper levels of understanding by requiring analysis, synthesis, and application of ideas rather than just recall.
Reading skill
This document discusses developing students' reading skills. It emphasizes the importance of reading skills and provides tips for instructors. Some key points include:
- Reading skills are important for students' development and should be regularly practiced.
- Instructors should include reading skill development as a course objective and provide guidance to students.
- A variety of in-class activities can help practice skills like skimming, scanning, and summarizing. This keeps reading engaging for students.
Explicit and Implicit Claims, Critical Reading
This document discusses various reading comprehension skills and strategies, including:
- Interpreting text to find deeper meaning beyond literal words.
- Inferring ideas that are implicitly stated based on information given.
- Drawing conclusions by combining information and evidence from a full text.
- Analyzing separate parts of a text to understand the whole.
Reading and writing skills
The document discusses how reading and writing skills can be enhanced through using the internet. It proposes that students' reading abilities will improve by having them upload, read, and modify information on teacher-selected topics using interactive wikispaces. Students' writing will also grow as they comment on and modify online information based on their knowledge, acquiring new learning by reading and writing online lessons.
Solo taxonomy complete explanation
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
Speech context
Here are the types of communication for each situation:
1. Deciding on what to eat in the cafeteria - Intrapersonal communication
2. Asking your mother for allowance - Dyadic communication
3. Delivering a speech before your schoolmates - Public communication
4. Being a part of a committee choosing the theme of your school fair - Small group communication
5. Watching a popular Korean telenovela - Mass communication
6. Explaining the scientific terms to a science experimental partner - Dyadic communication
Levels of comprehension-LET Review
The document discusses the three levels of comprehension when reading: literal, interpretive, and applied. At the literal level, readers understand the primary meaning directly from the text. The interpretive level involves deeper understanding, such as inferences. The applied level requires understanding both the literal and interpretive levels and using analysis and reasoning to draw conclusions. The document provides strategies for readers such as anticipating the material and questions to improve comprehension at all three levels.
Panel discussion lesson plan
This lesson plan is for a 7th grade English class and focuses on teaching students how to participate in a panel discussion. The objectives are for students to discuss issues through a panel discussion process, perform a panel discussion, and actively participate in a group activity. Students will learn about panel discussions, including the roles of moderator and experts. They will then participate in a mock panel discussion where some students role play different stakeholders discussing the issue of poor garbage collection causing health problems in the community. Afterwards, students will evaluate each other's participation using a rating sheet and are assigned an essay explaining the importance of learning panel discussion skills.
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Levels Of Comprehension
The document discusses three levels of understanding: literal, interpretive, and applied. Literal understanding involves recalling facts and details directly stated. Interpretive understanding requires drawing inferences and determining implied meanings. Applied understanding involves synthesizing information and applying concepts to new situations. Higher-order questions assess deeper levels of understanding by requiring analysis, synthesis, and application of ideas rather than just recall.
Reading skill
This document discusses developing students' reading skills. It emphasizes the importance of reading skills and provides tips for instructors. Some key points include:
- Reading skills are important for students' development and should be regularly practiced.
- Instructors should include reading skill development as a course objective and provide guidance to students.
- A variety of in-class activities can help practice skills like skimming, scanning, and summarizing. This keeps reading engaging for students.
Explicit and Implicit Claims, Critical Reading
This document discusses various reading comprehension skills and strategies, including:
- Interpreting text to find deeper meaning beyond literal words.
- Inferring ideas that are implicitly stated based on information given.
- Drawing conclusions by combining information and evidence from a full text.
- Analyzing separate parts of a text to understand the whole.
Reading and writing skills
The document discusses how reading and writing skills can be enhanced through using the internet. It proposes that students' reading abilities will improve by having them upload, read, and modify information on teacher-selected topics using interactive wikispaces. Students' writing will also grow as they comment on and modify online information based on their knowledge, acquiring new learning by reading and writing online lessons.
Solo taxonomy complete explanation
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
Speech context
Here are the types of communication for each situation:
1. Deciding on what to eat in the cafeteria - Intrapersonal communication
2. Asking your mother for allowance - Dyadic communication
3. Delivering a speech before your schoolmates - Public communication
4. Being a part of a committee choosing the theme of your school fair - Small group communication
5. Watching a popular Korean telenovela - Mass communication
6. Explaining the scientific terms to a science experimental partner - Dyadic communication
Levels of comprehension-LET Review
The document discusses the three levels of comprehension when reading: literal, interpretive, and applied. At the literal level, readers understand the primary meaning directly from the text. The interpretive level involves deeper understanding, such as inferences. The applied level requires understanding both the literal and interpretive levels and using analysis and reasoning to draw conclusions. The document provides strategies for readers such as anticipating the material and questions to improve comprehension at all three levels.
Panel discussion lesson plan
This lesson plan is for a 7th grade English class and focuses on teaching students how to participate in a panel discussion. The objectives are for students to discuss issues through a panel discussion process, perform a panel discussion, and actively participate in a group activity. Students will learn about panel discussions, including the roles of moderator and experts. They will then participate in a mock panel discussion where some students role play different stakeholders discussing the issue of poor garbage collection causing health problems in the community. Afterwards, students will evaluate each other's participation using a rating sheet and are assigned an essay explaining the importance of learning panel discussion skills.
Paragraph Development by Classification
This document discusses methods of paragraph development through classification. It provides examples of how to develop a classification paragraph by grouping items into categories according to a certain principle. Useful expressions for classification paragraphs are also outlined, such as "be divided into" and "falls under". An example classification paragraph divides plants into four general types: edible, ornamental, raw-material, and shade.
First quarter exam tos in english 7 10
The document contains tables of specifications for English examinations for grades 7, 8, 9, and 10 at Dolores Integrated School in the Philippines. The tables list language competencies, question levels, question types, and number of items for each examination. Competencies include identifying features of writing, using reading strategies, grammar and punctuation rules. Question types include multiple choice, identification, composition, cloze test and enumeration. The tables were prepared by the English subject teacher and noted by the school principal.
Research paper lesson plan
This lesson plan outlines activities over four days to teach students research skills and writing a research paper. On the first day, students learn about credible sources and citation, and practice reading comprehension techniques like quoting, summarizing, and paraphrasing. The second day reviews these concepts and has students practice the skills. On the third day, more articles are read as students continue practicing comprehension techniques and Cornell note taking. The fourth day reviews outlining and includes more independent practice of skills like quoting and summarizing sources.
Part 1 unit 1 lesson 3 techniques in selecting and organizing information
The document discusses techniques for organizing information, including brainstorming and different types of graphic organizers. It provides details on the basic steps of brainstorming according to Ralph Keeney: 1) Lay out the problem to solve, 2) Identify objectives of a possible solution, 3) Generate solutions individually, and 4) Work as a group when objectives and solutions are clear. Additionally, it describes topic and sentence outlines and some common graphic organizers like the clock diagram, decision making diagram, KWHL chart, Y-chart, cycle diagram, fishbone diagram, Frayer model, star diagram, and chain diagram.
Metacognitive Reading Strategies
This document discusses metacognitive reading strategies to improve comprehension. Metacognition refers to awareness of one's own thought processes and level of knowledge. Greater metacognition leads to more effective learning strategies and academic success through increased confidence, motivation, and critical thinking. The document recommends initial steps like contextualizing readings, asking pre-reading questions, and predicting; and ongoing strategies like annotating texts, discussing readings, and summarizing information to engage in metacognitive conversations that build knowledge.
Speech acts
Here are the main types of communicative strategies with examples:
1. Assertive strategies - Directly stating your needs, thoughts, and feelings without violating others' rights. For example, using "I" statements like "I feel upset when you're late without letting me know."
2. Passive strategies - Not clearly stating your needs and allowing others to ignore or deny your rights. For example, hinting you're upset rather than directly communicating it.
3. Aggressive strategies - Attacking others or violating their rights to get your needs met. For example, yelling at someone for being late instead of having a respectful discussion.
4. Passive-aggressive strategies - Expressing negative feelings indirectly rather
Linear and nonlinear text
The document discusses the differences between linear and non-linear texts. Linear texts must be read from beginning to end, include printed materials like novels and poems, and have a single reading path. In contrast, non-linear texts do not require sequential reading, can include digital materials like graphs and maps, and provide multiple reading paths determined by the reader.
Reading Strategies
This document provides strategies for effective reading of non-fiction texts. It recommends preparing for reading by previewing the text, activating prior knowledge on the topic, writing questions, and setting an appropriate reading speed. The document then describes different reading speeds: first gear for slow, thoughtful reading; second gear for relaxed reading; third gear for skimming; and fourth gear for scanning. It emphasizes using strategies like visualizing and predicting while reading to aid comprehension.
General and specific statement
General Statements are usually the topic sentence or the main idea of the paragraph while Specific Statements are the supporting information for the topic sentence or main idea.
Example:
General Statement: Birds are Insect Controllers.
Specific Statement:
A 3-ounce baby bird will eat 5 ½ ounces of insects.
Birds eat almost twice their own weight.
(for more info: visit Antonio Senado Ramelo The Secret Passage on Facebook.)
and click the link for a sample lesson plan of General and Specific Statement: https://www.slideshare.net/rameloantonio/general-and-specific-statement-daily-lesson-log
Teaching reading
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
Paraphrasing - EAPP
This document discusses paraphrasing as a strategy for understanding text. It defines paraphrasing as restating text in one's own words to avoid plagiarism. The key steps are: 1) read the original passage, 2) understand the meaning by looking up unfamiliar words, 3) write a paraphrased version in your own words, and 4) review and rewrite the paraphrase. A good paraphrase stays near or longer than the original, explains difficult concepts, and conveys the original meaning without copying. Examples demonstrate paraphrasing short quotes while maintaining the essence.
Detailed Lesson Plan in Fact and Opinion
1) The document provides a detailed lesson plan for a Grade 10 English class focusing on distinguishing facts from opinions through analytical listening.
2) Key learning activities include defining facts and opinions, presenting examples, discussing guidelines for analytical listening, and having students practice identifying facts and opinions in statements.
3) Students are evaluated on their ability to accurately identify facts and opinions in statements based on a passage about Rizal Park in the Philippines.
Reading comprehension
Reading comprehension involves understanding written text by processing it and relating it to what is already known. The purpose of reading is to gain meaning, and instruction aims to help students develop skills and knowledge to become proficient readers. Strategies like skimming, scanning, and focusing answers on passage content rather than outside knowledge can help with comprehension assessments. Common errors include incomplete or unmarked answers, inefficient reading, and improper formatting.
Reading as a process
Reading involves physiological, cognitive, and psycho-social processes. Physiologically, reading requires the eyes to focus on words while the brain interprets symbols. Cognitively, reading is a two-step process where the brain recognizes words and derives meaning. Higher comprehension involves skills like self-awareness and predicting. Psycho-socially, reading is a social and professional activity that connects people through communication.
Critical reading as reasoning
This document discusses developing reasoning and evaluative skills through group activities. It describes an activity where students are split into groups and each group must convince a judge of a position on different topics within a limited time. Examples of topics include the best movie genre for a family and whether fruits or chocolate is better for someone craving sweets. The document also provides guidance on formulating evaluative statements by making assertions about a text's content and properties and considering counterclaims with hedging language to soften criticisms.
Listening
The document discusses four models of listening in language learning: listening and repeating, listening and answering comprehension questions, task listening, and interactive listening. It also outlines principles for developing listening comprehension activities, including making materials relevant, transferable to real life, and task-oriented. Finally, it discusses developing listening skills through language use tasks and language analysis tasks to build students' content and operational experiences.
Speech rubric
This rubric is used to evaluate student speeches. It assesses eye contact, volume, rate/pacing, use of visuals, and organization. For each criteria, students can earn between 1-4 points based on how well they meet the standards. The total possible score is 20 points.
Reading comprehension
1. The document discusses comprehension, which is defined as a passage used to test students' ability to understand content and infer meanings.
2. It describes three levels of comprehension: literal, interpretive, and applied. Literal involves facts and details, interpretive involves inferences and reading between lines, and applied involves analysis and synthesis.
3. The document emphasizes the importance of comprehension for academic and professional success, as it allows students to construct meaning from text, master complex concepts, and accurately interpret written information.
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptx
The document contains a prayer asking God for guidance, protection, and wisdom as the speaker listens and learns. It then outlines the objectives and topics of an English lesson, including determining important ideas from a listened text, the differences between hearing and listening, and an activity identifying discourse markers. The lesson concludes with an assignment to create an idea bulb based on what was learned.
Context
The document provides an overview of different contexts that can influence the production and reception of a text. It defines context as the environment in which a text was produced, set, or read, including social, political, historical, and physical factors. It then discusses several specific types of context - personal reception, sociocultural, production, author, and historical context. The document emphasizes that considering these various contexts is important for determining the meanings and interpretations that can be made from a text. It encourages engaging with different sources and perspectives to better understand context.
Strategies - reading
This document discusses the reading strategies of predicting and inferring. It defines predicting as making an educated guess about what will happen based on clues, while inferring uses clues to draw conclusions that may or may not be directly answered in the text. The key differences are that predictions will be proven or disproven by the end of the text, while inferences may or may not be resolved. The document provides questions readers can ask themselves to make predictions before and during reading, and to make inferences during reading to check their comprehension.
Week4e pptslides in text citation-synthesizing 2
The document discusses synthesizing as an academic writing skill that involves combining ideas from multiple sources to present common ideas or arguments. It is similar to summarizing and paraphrasing in that it rewords others' ideas, but differs in that it draws together and cites ideas from more than one text or source. The document provides guidance on how to synthesize, including reading multiple sources, identifying common ideas, highlighting similarities, writing the ideas in your own words, and giving credit to the authors.
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Paragraph Development by Classification
This document discusses methods of paragraph development through classification. It provides examples of how to develop a classification paragraph by grouping items into categories according to a certain principle. Useful expressions for classification paragraphs are also outlined, such as "be divided into" and "falls under". An example classification paragraph divides plants into four general types: edible, ornamental, raw-material, and shade.
First quarter exam tos in english 7 10
The document contains tables of specifications for English examinations for grades 7, 8, 9, and 10 at Dolores Integrated School in the Philippines. The tables list language competencies, question levels, question types, and number of items for each examination. Competencies include identifying features of writing, using reading strategies, grammar and punctuation rules. Question types include multiple choice, identification, composition, cloze test and enumeration. The tables were prepared by the English subject teacher and noted by the school principal.
Research paper lesson plan
This lesson plan outlines activities over four days to teach students research skills and writing a research paper. On the first day, students learn about credible sources and citation, and practice reading comprehension techniques like quoting, summarizing, and paraphrasing. The second day reviews these concepts and has students practice the skills. On the third day, more articles are read as students continue practicing comprehension techniques and Cornell note taking. The fourth day reviews outlining and includes more independent practice of skills like quoting and summarizing sources.
Part 1 unit 1 lesson 3 techniques in selecting and organizing information
The document discusses techniques for organizing information, including brainstorming and different types of graphic organizers. It provides details on the basic steps of brainstorming according to Ralph Keeney: 1) Lay out the problem to solve, 2) Identify objectives of a possible solution, 3) Generate solutions individually, and 4) Work as a group when objectives and solutions are clear. Additionally, it describes topic and sentence outlines and some common graphic organizers like the clock diagram, decision making diagram, KWHL chart, Y-chart, cycle diagram, fishbone diagram, Frayer model, star diagram, and chain diagram.
Metacognitive Reading Strategies
This document discusses metacognitive reading strategies to improve comprehension. Metacognition refers to awareness of one's own thought processes and level of knowledge. Greater metacognition leads to more effective learning strategies and academic success through increased confidence, motivation, and critical thinking. The document recommends initial steps like contextualizing readings, asking pre-reading questions, and predicting; and ongoing strategies like annotating texts, discussing readings, and summarizing information to engage in metacognitive conversations that build knowledge.
Speech acts
Here are the main types of communicative strategies with examples:
1. Assertive strategies - Directly stating your needs, thoughts, and feelings without violating others' rights. For example, using "I" statements like "I feel upset when you're late without letting me know."
2. Passive strategies - Not clearly stating your needs and allowing others to ignore or deny your rights. For example, hinting you're upset rather than directly communicating it.
3. Aggressive strategies - Attacking others or violating their rights to get your needs met. For example, yelling at someone for being late instead of having a respectful discussion.
4. Passive-aggressive strategies - Expressing negative feelings indirectly rather
Linear and nonlinear text
The document discusses the differences between linear and non-linear texts. Linear texts must be read from beginning to end, include printed materials like novels and poems, and have a single reading path. In contrast, non-linear texts do not require sequential reading, can include digital materials like graphs and maps, and provide multiple reading paths determined by the reader.
Reading Strategies
This document provides strategies for effective reading of non-fiction texts. It recommends preparing for reading by previewing the text, activating prior knowledge on the topic, writing questions, and setting an appropriate reading speed. The document then describes different reading speeds: first gear for slow, thoughtful reading; second gear for relaxed reading; third gear for skimming; and fourth gear for scanning. It emphasizes using strategies like visualizing and predicting while reading to aid comprehension.
General and specific statement
General Statements are usually the topic sentence or the main idea of the paragraph while Specific Statements are the supporting information for the topic sentence or main idea.
Example:
General Statement: Birds are Insect Controllers.
Specific Statement:
A 3-ounce baby bird will eat 5 ½ ounces of insects.
Birds eat almost twice their own weight.
(for more info: visit Antonio Senado Ramelo The Secret Passage on Facebook.)
and click the link for a sample lesson plan of General and Specific Statement: https://www.slideshare.net/rameloantonio/general-and-specific-statement-daily-lesson-log
Teaching reading
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
Paraphrasing - EAPP
This document discusses paraphrasing as a strategy for understanding text. It defines paraphrasing as restating text in one's own words to avoid plagiarism. The key steps are: 1) read the original passage, 2) understand the meaning by looking up unfamiliar words, 3) write a paraphrased version in your own words, and 4) review and rewrite the paraphrase. A good paraphrase stays near or longer than the original, explains difficult concepts, and conveys the original meaning without copying. Examples demonstrate paraphrasing short quotes while maintaining the essence.
Detailed Lesson Plan in Fact and Opinion
1) The document provides a detailed lesson plan for a Grade 10 English class focusing on distinguishing facts from opinions through analytical listening.
2) Key learning activities include defining facts and opinions, presenting examples, discussing guidelines for analytical listening, and having students practice identifying facts and opinions in statements.
3) Students are evaluated on their ability to accurately identify facts and opinions in statements based on a passage about Rizal Park in the Philippines.
Reading comprehension
Reading comprehension involves understanding written text by processing it and relating it to what is already known. The purpose of reading is to gain meaning, and instruction aims to help students develop skills and knowledge to become proficient readers. Strategies like skimming, scanning, and focusing answers on passage content rather than outside knowledge can help with comprehension assessments. Common errors include incomplete or unmarked answers, inefficient reading, and improper formatting.
Reading as a process
Reading involves physiological, cognitive, and psycho-social processes. Physiologically, reading requires the eyes to focus on words while the brain interprets symbols. Cognitively, reading is a two-step process where the brain recognizes words and derives meaning. Higher comprehension involves skills like self-awareness and predicting. Psycho-socially, reading is a social and professional activity that connects people through communication.
Critical reading as reasoning
This document discusses developing reasoning and evaluative skills through group activities. It describes an activity where students are split into groups and each group must convince a judge of a position on different topics within a limited time. Examples of topics include the best movie genre for a family and whether fruits or chocolate is better for someone craving sweets. The document also provides guidance on formulating evaluative statements by making assertions about a text's content and properties and considering counterclaims with hedging language to soften criticisms.
Listening
The document discusses four models of listening in language learning: listening and repeating, listening and answering comprehension questions, task listening, and interactive listening. It also outlines principles for developing listening comprehension activities, including making materials relevant, transferable to real life, and task-oriented. Finally, it discusses developing listening skills through language use tasks and language analysis tasks to build students' content and operational experiences.
Speech rubric
This rubric is used to evaluate student speeches. It assesses eye contact, volume, rate/pacing, use of visuals, and organization. For each criteria, students can earn between 1-4 points based on how well they meet the standards. The total possible score is 20 points.
Reading comprehension
1. The document discusses comprehension, which is defined as a passage used to test students' ability to understand content and infer meanings.
2. It describes three levels of comprehension: literal, interpretive, and applied. Literal involves facts and details, interpretive involves inferences and reading between lines, and applied involves analysis and synthesis.
3. The document emphasizes the importance of comprehension for academic and professional success, as it allows students to construct meaning from text, master complex concepts, and accurately interpret written information.
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptx
The document contains a prayer asking God for guidance, protection, and wisdom as the speaker listens and learns. It then outlines the objectives and topics of an English lesson, including determining important ideas from a listened text, the differences between hearing and listening, and an activity identifying discourse markers. The lesson concludes with an assignment to create an idea bulb based on what was learned.
Context
The document provides an overview of different contexts that can influence the production and reception of a text. It defines context as the environment in which a text was produced, set, or read, including social, political, historical, and physical factors. It then discusses several specific types of context - personal reception, sociocultural, production, author, and historical context. The document emphasizes that considering these various contexts is important for determining the meanings and interpretations that can be made from a text. It encourages engaging with different sources and perspectives to better understand context.
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Part 1 unit 1 lesson 3 techniques in selecting and organizing information
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DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptx
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This document discusses the reading strategies of predicting and inferring. It defines predicting as making an educated guess about what will happen based on clues, while inferring uses clues to draw conclusions that may or may not be directly answered in the text. The key differences are that predictions will be proven or disproven by the end of the text, while inferences may or may not be resolved. The document provides questions readers can ask themselves to make predictions before and during reading, and to make inferences during reading to check their comprehension.
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Analyzing skill
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Critical reading skills
PhD training workshop material on critical reading skills for Edinburgh Napier University research students.
A Critical Reading
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Reading_Lesson 6 Critical Reading as Looking for Ways of Thinking
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3) Applied comprehension involves analyzing, synthesizing, and applying concepts or ideas from the text to new situations.
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standardized-tools.ppt
This document summarizes a presentation on standardized tools given by Kantekar Seema. The presentation covered intelligence, aptitude, personality, and achievement tests. It discussed objectives of various tests, definitions and theories of intelligence, how intelligence is measured, special abilities, interests and personality assessment. Test characteristics, uses, and limitations were also reviewed. Different types of achievement tests like essay, short answer, and objective tests were described along with their advantages and disadvantages.
Chapter 11: Effective Instructional Techniques
This document discusses various techniques for effective teaching and classroom management. It begins by outlining the objectives of the chapter, which are related to motivation, questioning strategies, discussion, and handling student responses. It then provides details on motivation, discussion, effective questioning using Bloom's Taxonomy, valuing student perspectives, and handling responses. Specific question word types for different levels of thinking are identified. The document concludes with some general classroom instructional techniques like scaffolding, communication, routines, and formative assessment.
comprehension and levels of comprehension
Comprehension involves fully understanding written text. It has several levels from lowest to highest:
1. Literal level involves understanding facts and details directly stated.
2. Interpretive level involves drawing inferences and understanding implied meanings.
3. Applied level involves extending ideas to new situations.
Factors like motivation, background knowledge or schema, and metacognition affect a reader's ability to comprehend. Readers must understand words, ideas, sequences, causes and effects, and think critically about texts.
Comprehension.pptx
The document discusses three levels of comprehension in reading: literal, inferential, and applied. Literal comprehension involves understanding explicitly stated ideas. Inferential comprehension requires reading between the lines to make inferences and draw conclusions. Applied comprehension is the deepest level, where the reader links the text to their own knowledge and experiences to evaluate and apply the information in different contexts. Each level is defined and examples are provided of question types that assess comprehension at that level.
FPEEC.pptx
The document defines knowledge and outlines various theories and types of knowledge. It defines knowledge as familiarity or understanding gained through experience or education. Knowledge is categorized as:
1) Apriori vs Aposteriori knowledge - knowledge derived from reasoning vs experience
2) Explicit vs Tacit knowledge - formal communicated knowledge vs implicit knowledge
3) Propositional vs Non-Propositional knowledge - descriptive knowledge vs applied knowledge
Theories of knowledge discussed include Empiricism, Idealism, and Rationalism. Facets of knowledge include knowledge as participation, content, and relation. The document also differentiates between data, information, knowledge, and wisdom.
Reflective learning & critical thinking
This document discusses reflective learning, critical thinking, and their importance for nursing education and practice. It defines reflective learning as a deliberate process of focusing on one's performance to learn from experiences. Critical thinking involves skills like evaluating information, recognizing assumptions, and drawing valid conclusions. The document also discusses different types of clinical reasoning - procedural, interactive, and conditional - which therapists use to understand clients and their problems. Overall it emphasizes that reflective learning and critical thinking are essential for nurses to provide quality care and make ethical clinical decisions.
Methods of Philosophy
The document discusses four methods of philosophizing: logic, existentialism, analytic tradition, and phenomenology. It provides details on each method:
- Logic uses premises and inferences to build arguments and draw conclusions. It teaches correct thinking.
- Existentialism asserts individual freedom and responsibility over one's choices and future.
- Analytic philosophy validates truths through scientific processes and experimentation rather than perception alone.
- Phenomenology seeks the essential meaning of things by examining different perspectives on them.
The document advocates using these philosophy methods, especially logic, to develop critical thinking skills and make reasoned judgments.
Reading as a Process
Reading involves physiological, cognitive, communication, and psycho-social processes. Physiologically, reading involves the eyes seeing printed words and transmitting signals to the brain for interpretation. Cognitively, reading is a two-step process of recognizing symbols and constructing meaning from stimuli. As a communication process, reading involves understanding language codes and symbols according to their clarity, simplicity, adaptation to the reader, forcefulness, and vividness. Psycho-socially, reading connects people to official communications, media, and interactive information as a social and professional activity.
Teaching To Find Main Idea and Inference
This document discusses strategies for teaching students to identify main ideas and make inferences when reading. It begins by defining main ideas, supporting details, and topics. It explains that main ideas are often stated at the beginning or end of paragraphs, and sometimes must be inferred. Guidelines for determining main ideas include summarizing, looking for repetition, and identifying when the main idea is stated or implied. The document also discusses drawing inferences using prediction, monitoring comprehension, and identifying text structures. It provides examples of reading strategies like predicting, during-reading, and after-reading techniques. Finally, it discusses approaches for teaching comprehension like directed reading lessons, roles for cooperative learning, and developing academic texts to enhance inference skills.
Setting a Purpose for Reading - LUSD Staff Development Day Grades3-5
This document outlines a 7-step process for setting a purpose for reading a text:
1. Select an appropriate text based on complexity factors
2. Analyze the text to determine learning objectives
3. Develop necessary background knowledge
4. Divide the text into meaningful chunks
5. Set a purpose for reading each chunk
6. Generate text-dependent questions
7. Include step asides to explain vocabulary or concepts
The goal is to engage students through a close reading of the text to fully comprehend what it says, how it works, and what it means.
Essential questions
The document provides guidance on how to write an essential question. It explains that an essential question should provoke critical thinking rather than have a predetermined answer. It should require students to synthesize, analyze, and evaluate information from multiple sources. The document also discusses Bloom's Taxonomy and Webb's Depth of Knowledge model, noting that essential questions are found at the higher levels of these frameworks. It provides examples of effective essential question wording and distinguishes essential questions from traditional fact-based questions.
Test construction (LACsession)
This document provides guidance on constructing effective multiple choice test items. It outlines 20 rules of thumb for writing MC questions, such as keeping stems concise and avoiding double negatives. The document also discusses test structure, including writing clear stems, plausible distractors, and ensuring only one correct answer. Test writers are advised to make all options grammatically consistent and avoid clues, assumptions, or patterns that may enable guessing the right answer.
EFFECTIVE QUESTIONING
The document discusses effective questioning techniques for eliciting student responses and engagement. It covers:
- The importance of questioning in the learning process.
- Types of questions including low-level recall questions, high-level thinking questions, convergent vs divergent questions.
- Bloom's Taxonomy of questioning which progresses from lower to higher order thinking.
- Examples are provided of different levels of questions.
Data and assessment powerpoint presentation 2015
Data comes in multiple forms. Learn abut important ways to collect data in your classroom and how to best asses your students
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Intro to Reading Comprehension.pptx
- Reading comprehension involves constructing meaning from text and understanding the author's message. It is influenced by a reader's ability to make inferences.
- There are three levels of reading comprehension: literal, interpretive, and applied. The literal level focuses on important facts and details. The interpretive level requires making inferences and reading between the lines. The applied level involves critical analysis and applying understanding to new situations.
- Questioning techniques like closed and open questions, wait time, retelling prompts, and positive reinforcement can be used to develop comprehension at each level.
Methods of Philosophizing
This document discusses four methods of philosophizing: phenomenology, existentialism, analytic tradition, and logic. Phenomenology studies how reality is perceived, existentialism examines how humans define meaning in life, the analytic tradition uses ordinary language to analyze concepts, and logic increases ability to reason correctly through deductive and inductive reasoning. The document provides examples of each method and explains how logic can help remove bias and think critically about determining what is probable versus what is true.
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Levels of comprehension
- 2. The three levels of comprehension, or sophistication of thinking, are presented in the following hierarchy from the least to the most sophisticated level of reading. •Least = surface, simple reading •Most = in-depth, complex reading
- 3. Level One LITERAL - what is actually stated. •Facts and details •Rote learning and memorization •Surface understanding only •TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions. •Common questions used to illicit this type of thinking are who, what, when, and where questions.
- 4. Level Two • INTERPRETIVE - what is implied or meant, rather than what is actually stated. • Drawing inferences • Tapping into prior knowledge / experience • Attaching new learning to old information • Making logical leaps and educated guesses • Reading between the lines to determine what is meant by what is stated. • TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how.
- 5. Level Three APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation. •Analyzing •Synthesizing •Applying In this level we are analyzing or synthesizing information and applying it to other information.
- 6. Level Three APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation. •Analyzing •Synthesizing •Applying In this level we are analyzing or synthesizing information and applying it to other information.