This is a presentation created for my students on using the cognitive strategy of making connections to improve reading comprehension.
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 Clusen-Grace
It is a powerpoint presentation that discusses about the lesson or topic: Making Connections. It also talks about the definition and different characteristics and types about Making Connections.
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Fact and Opinion in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
It is a powerpoint presentation that discusses about the lesson or topic: Making Connections. It also talks about the definition and different characteristics and types about Making Connections.
Semi-Detailed Lesson Plan - Fact and Opinion (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Fact and Opinion in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
An easy way of understanding the difference between General and Specific Statements. Thanks to https://study.com/academy/lesson/how-to-identify-relationships-between-general-and-specific-ideas.html
This is a MELC-based lesson utilizing Quarter 1 Module 4 in English Grade 6 module distributed in the Department of Education Region X, particularly in Misamis Oriental.
Difference between fiction and non-fiction
Forms of Fiction and Non-Fiction
Genres of Fiction and Non-Fiction
Elements of Fiction
Features of Non-Fiction
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
Teach students how to identify an author's purpose with this interactive presentation. Designed specifically for intermediate and middle school students.
An easy way of understanding the difference between General and Specific Statements. Thanks to https://study.com/academy/lesson/how-to-identify-relationships-between-general-and-specific-ideas.html
This is a MELC-based lesson utilizing Quarter 1 Module 4 in English Grade 6 module distributed in the Department of Education Region X, particularly in Misamis Oriental.
Difference between fiction and non-fiction
Forms of Fiction and Non-Fiction
Genres of Fiction and Non-Fiction
Elements of Fiction
Features of Non-Fiction
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
PPT shown to upper elementary students in 2010. Was used in a blog post discussing good visual design to show bad habits in previous work. Please note that it does not credit authors of images and so is not recommended for use, only as an example of what NOT to do when creating PPTs.
This presentation can help the readers to deepen their understanding by building connections. A variety of strategies along with activities will ensure a better result and development of strategic readers.
The idea is the heart of your story. Knowing it keeps you on target to complete the book and succeed. Idea is not story. Being able to state your idea in one sentence is key. We often spend an entire day at our writing workshop getting the four attendees to pin this one sentence down, but that's how important it is!
If reading aloud to a child is a pill, every child would be given a prescription. This presentation by Parcsen will help you understand the benefits of reading aloud to young child and how to navigate the Wild, Wild West of Apps.
It was great to meet and talk with TN librarians! Thanks for this invitation and opportunity to share CCSS tactics for reading, research and making connections for Millennial learners. Remember it's all about the kids...the Millennial, self-centered, want-to-own their own learning, kids.
Glesne, C. (2016). Becoming qualitative researchers An introductiMerrileeDelvalle969
Glesne, C. (2016). Becoming qualitative researchers: An introduction (5th ed.). Pearson.
CH 8
Chapter 8 Crafting Your Story: Writing Up Qualitative Data
One hopes that one’s case will touch others. But how to connect? Not by calculation, I think, not by the assumption that in the pain of my toothache, or my father’s, or Harry Crosby’s, I have discovered a “universal condition of consciousness.” One may merely know that no one is alone and hope that a singular story, as every true story is singular, will in the magic way of some things apply, connect, resonate, touch a major chord.
(Pachter, 1981, p. 72)
Why do we write? The report is, of course, an expected part of what is in store when you sign on as a researcher. Some of you may write because you have to do so, but I suspect that most of you have larger intentions. Writing is not easy. Hours turn into days and days turn into months and months, sometimes into years, and you are still working on the same manuscript. Why would you invest so much time reading, researching, writing, and rewriting? At a basic level, you have observations, insights, and experiences you want to share. But why do you want to share them? What about those nagging voices of self-doubt that mutter, “It’s all been said before; nothing you say is really new. Who are you to think you have anything to say?” But when you quiet those voices and get down to writing, you know that underneath it all you want to connect with others, get them to think about something in a different way and, perhaps, act in a different way. In short, as Mary Pipher (2007) titles her book, you may be Writing to Change the World. If that be the case, then your writing needs to be read. For it to be read, it needs to engage. Fortunately, different people are engaged by different styles of writing, but no matter the style, writing that is read is writing in which the author is careful and deliberate in the use of words. Good writing gives shape to ideas and kindles imagination and visions of the possible.
In qualitative inquiry, writing ultimately gives form to the researcher’s clumps of carefully organized and analyzed data. It links together thoughts that developed throughout the research process and were jotted in journals. The act of writing inspires new thoughts and connections. Writing constructs the housing for the meaning that you and others make of the research endeavor. As writer, you engage in a sustained act of construction, which includes selecting a particular “story” to tell from the data you have analyzed, and creating the literary form that you believe best conveys your account. It perhaps matters to some—but needs no resolution—whether the researcher’s construction is more like that of an architect, proceeding from a vision embodied in a plan, or like that of a painter, whose vision emerges over time from intuition, sense, and feeling. For many, constructing a text is possibly some combination of both plan and intuition. This cha ...
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. You Use This Strategy ...
As Curtis looks at the
newspaper, he sees an article on
his old elementary school and
its basketball team.
Automatically, Curtis returns in
his mind to third grade when he
had to guard “The Giant—,” a
boy who towered over him at 5’
5”.
2
3. You Make Connections
All of the Time..
Curtis really CAN’T stop himself.
The brain is wired to connect
new information with the old
knowledge that is in the brain.
It’s a way of making sense of the
environment.
3
4. Brain Research Tells Us That. .
.
Connecting the text to your own
experience allows you to
understand more.
When you ask yourself, “What
does this remind me of?” you
have “opened” a mental file in
your brain where new
information can go.
4
5. Did you know that…?
“To every text, a reader brings
his/her personality, present
mood, and memories, making
each person’s experience of text
almost as unique as a
fingerprint.”
- Laura Robb
5
6. Strategic readers . . .
Connect rapidly with the
text without thinking about
it.
Stick new information in
their short and long term
memory by hooking old
information with the new.
6
7. With this strategy, you can . . .
relate to characters
visualize -- have a clearer picture in
your head
avoid boredom
pay attention
listen to others. What are their
stories?
read actively
remember what you’ve read
ask questions
7
8. Three Ways to
“Hook Up”
with the Text…
Text to Self
Text to Text
Text to World
8
9. When Do You Use the Strategy of
Making Connections?
Before Reading
During Reading
After Reading
9
10. You can connect . . .
to the characters
to the plot
to the setting or place
to visualize, taste, smell, feel, or
hear the text
to predict or infer what will
happen in the text
to what you know about a topic or
word
to help feel emotions related to
the text
to what you know about the text
organization and text structure
10
11. Before You Start to Read…
You can activate your background
knowledge.
Ask yourself: What do I already know
about this subject?
Think about what you know about
they type of text you’ll be reading.
11
12. Stop Isolating Information!
Realize that your background
knowledge is a storehouse of
information with memories,
experiences, and facts. It sees a
larger picture.
12
13. Open Your Brain
You have something in common
with the text!
Take all of your life experiences--
even those outside of the
classroom-- and bring it into the
text in front of you.
13
14. Text to Self
What does this text remind me of?
Did I have a similar experience in
any way?
What did I see and hear?
How did I feel?
Am I bringing meaning to the
words to help me read better?
14
15. Text to Self –You try it!
Read this text:
“My brother and I were playing
around, when things got out of
hand. As we were wrestling
around on the floor, my foot
kicked the glass coffee table and
smashed it into pieces!”
15
16. That Reminds Me….
Did I ever fight with a relative?
Did we ever break an object?
What was it?
How did it happen?
How did an adult react?
16
17. Stay Focused!
You might want to say, “I have a
brother,” and end your
connection with that statement.
BUT…
Be more specific and relate
your experience of fighting
with your brother and also
breaking something.
17
18. Be a Thoughtful Reader
Remember, some connections
are more relevant or helpful
than others.
Ask yourself, “Does this
connection help me understand
the text?”
18
19. Text to Text
What connections can you make
with a book, article, picture or
movie that you have read or
seen?
Is the information similar or
different from what you would
expect?
How does this connection help
you understand the new material
you are reading?
19
20. You Already Know So Much!
In a fiction story:
What literary elements would
you expect to find? Examples:
setting, characters, conflict
What dialogue would you
expect?
What problems would be likely?
20
21. You Already Know So Much!
In a nonfiction story:
What text forms would it have?
Example: table of contents,
glossary, bold-faced words,
graphs, tables, chapter summary
What terms would you expect to
find?
How could the information be
organized? Time-order? Cause-
effect?
21
22. Connect with this …
What story does this lion remind you
of?
Did you think of the movies The Lion
King or The Lion, the Witch, and the
Wardrobe?
Did you think of Kipling’s The Jungle
Book?
Is that lion similar or different to the main
character of your book? 22
23. Text to Text
Think of books you’ve read as you read
the following text…
The wizard looked up
at the stars. Surely, the
lunar eclipse was a bad
omen! He knew he had to
tell the king quickly
before the marriage
ceremony started.
23
24. Text to Text - You try it!
Is this fiction or nonfiction?
What type of story (genre) is this
likely to be?
What events are likely to happen?
What other texts does this remind
you of?
Have you read a book about a wizard
and astronomy? 24
25. Comparisons Are Natural
Use Venn diagrams to see how
the stories are similar and
different from what you know.
Different
Similar
25
26. Text to World
What specific facts
do you know about
the subject?
Make a web.
Begin a KWL+ chart.
26
27. Text to World
You may have read about the
topic or heard about it in a class,
at home, in a newspaper on
television, or on the Internet.
27
28. Connect with this …
“Unlike Iraq, which most experts
agreed was five to seven years
away from developing its own
nuclear weapons, there is broad
agreement that North Korea is only
months away.”
- Klurfield-Newsday
28
29. What Do You Know?
President Bush was concerned
about weapons of mass
destruction in Iraq.
North Korea became a security
threat when it announced its
intention to to do nuclear
testing.
United States dropped nuclear
bombs in Japan in World War II.
29
30. Dig Deeper…
The dictator Kim Jong IIl threatened
to turn old fuel rods into weapons-
grade plutonium.
The world realizes that the risk of
more nuclear weapons affects
everyone.
If North Korea has nuclear devices, it
could sell the weapons to terrorists.
30
31. As You Read….
Don’t be shy!
Connect with the text.
Copy quotes and make notes.
“This reminds me of ….”
31
32. Strategy #1
Text to Self
Text to Text
Text to World
Be a strategic reader!!! 32