It is some listening strategies for English learners. It tells what listening is; what different types of listening are; and what strategies we can adopt for improving listening skill in English Language.
This is a presentation I gave my students to introduce them to the cognitive reading strategy of making predictions.
Credits: Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldn’t be Silent by Michelle J. Kelley and Nicki Clausen-Grace
It is some listening strategies for English learners. It tells what listening is; what different types of listening are; and what strategies we can adopt for improving listening skill in English Language.
This is a presentation I gave my students to introduce them to the cognitive reading strategy of making predictions.
Credits: Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldn’t be Silent by Michelle J. Kelley and Nicki Clausen-Grace
Linear text refers to traditional text that needs to be read from beginning to the end while nonlinear text refers to text that does not need to be read from beginning to the end.
This is a power-point presentation of the module 6 lesson for fourth quarter for the grade 4 pupils. The reference of this file is from DEPED Region IX SLM.
This file is intended to be used by teacher to make a little bit easier to present their lesson.
Disclaimer: I am not the owner of the module.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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4. Good afternoon!
Welcome back to class!
T
oday'slesson
•
• identify linear and non-linear texts;
• differentiate linear from non-linear text;
• interpret data in non-linear texts
12. Concept and Definition
1. Based
statements
on the
provided in
the previous activities,
differentiate linear from
non-linear text.
2. In what ways can non-
linear texts be used?
3. How do we interpret
non-linear texts?
Concept and Definition Concept and Definition
13. Linear:
Printed Texts
One reading path which
is decided by the author
Traditional Texts
Novels, poems, letters,
textbooks, articles
14. • traditional text that needs to
be read from beginning to
end
• reader makes sense of the
text according to the
grammatical and syntactic
arrangement of the words
• the traditional method of
reading the way how
children are taught
• not always advantageous;
time consuming
What is Linear Text?
• also called linear reading
• most common type of
reading (traditional)
• Novels, poems, short stories,
letters, educational texts
16. Non-Linear:
Interpret data from
graphs, tables and
charts into words
Does not need to be
read from beginning to
end
Flowcharts, knowledge,
maps
Multiple reading paths
determined by the
readers
17. Non-Linear:
Summarize figures,
show trends,
comparisons,
relationships, clarity of
difficult concepts
Allows the readers to
find information more
efficiently
18. What is Non-Linear Text?
• opposite of linear text; non
sequential
• reader makes sense of the
text in many different paths
• includes texts with visuals or
graphs
• flowcharts, charts, and
graphs, graphical organizers
(knowledge maps and story
maps)
• any text that is read not
from beginning to end
• encyclopedia, telephone
directory
• follows skimming to obtain
specific information
21. vs
Linear Text
• refers to traditional text that needs to
be read from beginning to end
• there is only one reading path, which
is decided by the author
• typically includes printed texts
• it may take time to find the
information readers are searching for
• novels, poems, letters, textbooks,
newspaper articles
Non-Linear Texts
• refers to text that does not need to be
read from beginning to end
• there are multiple reading paths, they
are determined by the reader
• typically includes digital texts
• allows readers to find information
more efficiently
• flowcharts, knowledge maps, and
encyclopedias
Definition
Reading Path
Examples
Efficiency
Content
25. Enrichment Activity
cellphones were sold on
cellphones sold?
3. How many
Wednesday?
the minimum sales of
4. Which day had
cellphones?
5. How many more cellphones were sold on
Tuesday than on Monday?
John works as a salesman in an authorized cellphone shop. He
records the number of cellphone sold in five days (Monday-Friday) in
line graph.
1. How many cellphones were sold in 5 days?
2. On which day were the maximum number of
Monday Tuesday Wednesday Thursday Friday
26. Enrichment Activity
minimum sales of
cellphones sold?
3.How many
Wednesday?
4.Which day
cellphones?
Monday Tuesday Wednesday Thursday Friday
John works as a salesman in an authorized cellphone shop. He
records the number of cellphone sold in five days (Monday-Friday) in
line graph.
1. How many cellphones were sold in 5 days?
2. On which2d
+a
5y
+ 6
w+
e4
re
+ 9
th
=e
26maximum number of
cellphones werF
e
riday
sold on
had 6 the
5. How many moMreoncdeayllphones were sold on
Tuesday than on Monday?
5 - 2 = 3
28. Assessment 1
Answer the given questions
1. How many kids liked apples? _
2.Which fruit did the most kids like?
3.Which fruit did the kids like the least? _
4.How many kids liked bananas?
5.How many kids liked either pear or bananas?
_
6.How many kids liked either oranges or apples?
_
29. Assessment 1
Answer the given questions
1. How many kids liked apples?
2. Which fruit did the most kids like? _
3.Which fruit did the kids like the least?
4.How many kids liked bananas?
4
Orange
Banana
2
5.How many kids liked either pear or bananas?
6.How 5many kids liked either oranges or apples?
_
6 + 4 = 10
30. Assessment 2
1. Which item sold the most in Store B?
2. Which store sold the least number of toasters?
3.The number of grills sold by store A is twice of store B.
Is it correct?
4.What is the difference on sales of blenders between
Store A and Store B?
5. How many total appliances were sold by Store A?
Mr. Peters owns two kitchen appliance stores. He compares the sales of
two stores and recorded the information in a bar graph. Use the graph to
answer the questions.
31. Assessment 2
Mr. Peters owns two kitchen appliance stores. He compares the sales of
two stores and recorded the information in a bar graph. Use the graph to
answer the questions.
1. Which item sold the most in Store B?
Coffee Maker
2. Which store sold the least number of toasters?
3.The numbS
eto
rr
oe
fB
grills sold by store A is twice of store B.
Is it correct?
4.What is the difference on sales of blenYe
ds
ersbetween
Store A and Store B?
5. How many total appliances were sold b
4
y
0 –
St
3
o
0
r=
e1
A
0
?
20 + 15 + 30 + 30 + 45 = 140
32. Assignment
Use the line graph to answer the following
questions about the data.
1. How many cars were sold during May?
2. How many cars were sold in the first
3 months of the year?
3. How many more cars were sold in
July than May?
4. Which month had 26 car sales?
5.Answer TRUE, FALSE, or CAN’T TELL to each
of the statement below:
Here is a graph showing the sales of used cars
at the Salamander Autos.
33. Assignment
3 months of the year?
Here is a graph showing the sales of used cars
at the Salamander Autos.
Use the line graph to answer the following
questions about the data.
1. How many cars were sold during May?
20
2. How many cars were sold in the first
59
3. How many more cars were sold in
July than May? 6 _
4. Which month had 26 car sales?
5.An6swer TRUE, FALSE, or CAN’T TELL to each
of the statement below:
Yes
Yes
Yes
False
False
