Making predictions
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The document discusses making predictions while reading stories by thinking about what might happen next based on clues and prior information. It encourages readers to use details from the story and their own knowledge to form logical predictions, and gives an example where predicting what a character will do next based on clues in the story.
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Making predictions presentation
1) A prediction is an estimate of what will happen in the future based on prior knowledge and information provided.
2) The document provides two examples of making predictions based on context clues. In the first, it is predicted that the mother will get angry at the children for tracking mud onto her clean carpet. In the second, it is predicted that the power will go out during a thunderstorm, but the characters will be prepared with candles and flashlights.
3) Making predictions involves using both background knowledge and details from the text.
Making inferences
Here are the inferences I drew from the passage:
1. Geoffrey is going to a business meeting or appointment. The passage mentions he is going to his "appointment" and is bringing extra pens and pencils. This implies it is a professional setting.
2. At his appointment there will likely be a speaker or presentation. Geoffrey bringing extra writing tools implies he expects to take notes on whatever is discussed.
3. The appointment does not seem to be for a medical reason or to fill out forms, as those scenarios are not mentioned or implied.
4. Therefore, the most logical inference is that Geoffrey needs the extra pens and pencils to take notes on the speaker, as stated in answer choice b.
Using conditional-in-expressing-arguments
This document provides information about using different types of conditionals to express arguments:
- Zero conditional uses present tense and refers to general truths and habits (e.g. "If you leave the object, it drops").
- First conditional uses present tense and simple future to refer to likely future situations (e.g. "If you don't hurry, you will be late").
- Second conditional uses past tense and "would" to talk about unlikely or improbable situations (e.g. "If I won the lottery, I would buy a house").
- Third conditional uses past perfect tense to describe actions that could have been different if past conditions were different (e.g. "If
Using Connectors
Here is a draft paragraph using connectors:
I recently decided to change my major from business to computer science. While I enjoyed my business courses, I realized that computer science interested me more. Furthermore, there are many job opportunities in the growing field of technology. Although changing majors will mean taking additional classes, I believe that computer science is a better fit for my skills and interests. Therefore, I met with my academic advisor to discuss switching my major, so that I can start taking computer science courses next semester.
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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
Sequence of events
The document provides examples and explanations of different types of chronological order and narrative techniques:
1. It defines chronological order as events presented in the actual sequence in which they occurred.
2. It explains "story-within-a-story" as a narrative technique where the story jumps from present events to the past through flashbacks to explain how the characters arrived at their current situation.
3. It demonstrates these concepts through examples of ordering events chronologically and using alternating scene formats to signify flashbacks in a story.
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Recommended
Making predictions presentation
1) A prediction is an estimate of what will happen in the future based on prior knowledge and information provided.
2) The document provides two examples of making predictions based on context clues. In the first, it is predicted that the mother will get angry at the children for tracking mud onto her clean carpet. In the second, it is predicted that the power will go out during a thunderstorm, but the characters will be prepared with candles and flashlights.
3) Making predictions involves using both background knowledge and details from the text.
Making inferences
Here are the inferences I drew from the passage:
1. Geoffrey is going to a business meeting or appointment. The passage mentions he is going to his "appointment" and is bringing extra pens and pencils. This implies it is a professional setting.
2. At his appointment there will likely be a speaker or presentation. Geoffrey bringing extra writing tools implies he expects to take notes on whatever is discussed.
3. The appointment does not seem to be for a medical reason or to fill out forms, as those scenarios are not mentioned or implied.
4. Therefore, the most logical inference is that Geoffrey needs the extra pens and pencils to take notes on the speaker, as stated in answer choice b.
Using conditional-in-expressing-arguments
This document provides information about using different types of conditionals to express arguments:
- Zero conditional uses present tense and refers to general truths and habits (e.g. "If you leave the object, it drops").
- First conditional uses present tense and simple future to refer to likely future situations (e.g. "If you don't hurry, you will be late").
- Second conditional uses past tense and "would" to talk about unlikely or improbable situations (e.g. "If I won the lottery, I would buy a house").
- Third conditional uses past perfect tense to describe actions that could have been different if past conditions were different (e.g. "If
Using Connectors
Here is a draft paragraph using connectors:
I recently decided to change my major from business to computer science. While I enjoyed my business courses, I realized that computer science interested me more. Furthermore, there are many job opportunities in the growing field of technology. Although changing majors will mean taking additional classes, I believe that computer science is a better fit for my skills and interests. Therefore, I met with my academic advisor to discuss switching my major, so that I can start taking computer science courses next semester.
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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
Sequence of events
The document provides examples and explanations of different types of chronological order and narrative techniques:
1. It defines chronological order as events presented in the actual sequence in which they occurred.
2. It explains "story-within-a-story" as a narrative technique where the story jumps from present events to the past through flashbacks to explain how the characters arrived at their current situation.
3. It demonstrates these concepts through examples of ordering events chronologically and using alternating scene formats to signify flashbacks in a story.
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Hello kaTeachers! Looking for a more creative, MELC-Based, and student-centered lesson plans, PowerPoint Presentations, and other educational staffs please visit my slideshare account. You may click the link below.
https://www.slideshare.net/JuhaniaMangansakan
Example 1 Student Example Professor C.N. Myers .docx
Example 1
Student Example
Professor C.N. Myers
English 1010-E01
5 May 2009
Don’t Ever Let Someone Tell You That You Can’t Do Something:
A Literacy Narrative
I will never forget learning how to read and write for the very first time. I used to closely
watch my sister do her work for college. Then, I would innocently sit by her and read a book to
mimic her. This memory immediately comes to my head when I think about how I learned to
read. I remember my sister getting me ready for a bath on one warm summer night before my
first day of kindergarten. I told her how excited I was for the next day and asked her, “Will I
learn how to read and count?” She replied with “Yes, you’re going to learn your ABCs and your
123s and everything else.” I went onto to ask her, “But what are ABCs?” She said, “You’ll find
out.” Then, I washed up quickly and continued to get ready for the next day.
Ever since that first day, I would annoyingly show my sister my books and worksheets
and ask her about every word I couldn’t pronounce. She would tell me to just sound them out
instead of telling me every one of them. So I did exactly that. I would patiently sit there every
day and analyze words that I couldn’t say. I broke them down word by word, never giving up. I
would divide the words up by their letters as if they were math problems. I built word upon word
every day. I was fascinated by books series such as Arthur and The Bernstein Bears. I loved
everything about them from the way they felt in my hand to the world that they took me into just
by reading. I also mimicked my brother when he did his reading for school. I loved being
around my siblings and doing everything they did, no matter what it was. So while they were
Example 2
reading to accomplish goals in school, my earliest recollections of reading and writing were
simply for the enjoyment of being closer to the people I loved the most.
As I went through elementary school, I always especially enjoyed reading books and
writing. I used to read books such as Dav Pilkey’s Captain Underpants and Jeff Kinney’s Diary
of a Wimpy Kid. I would read the books then rewrite my own version of a certain chapter
because I thought my version would be more interesting and whimsical. I had composition
books full of my imaginative writings. They also had different cartoon sketches I would make
up. Those books were amazingly colorful due to the fact that I wrote mostly with colored
pencils. I spent months upon months perfecting those composition notebooks that I called books.
Page by page, I would fill them up. I remember also asking my friends for help along the way.
They weren’t as interesting; in fact, they may have thought it was a little silly for me to actually
think my writings were real books. I remember days where I used to get in trouble for writing
those things in school without permission. Books that I read throug ...
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- Slang is variable depending on region, gender, and time period. While most slang disappears quickly, some terms do become standardized.
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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
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This document discusses the four main types of speeches based on delivery: extemporaneous, impromptu, manuscript, and memorized. It provides descriptions of each type along with examples of common speaking situations, potential advantages and disadvantages, and tips for delivering each type of speech effectively. Extemporaneous speeches involve limited preparation using notes, while impromptu speeches require speaking without advance preparation. Manuscript speeches involve reading directly from a prepared text, and memorized speeches require reciting a written message from memory.
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The document provides exercises to practice identifying and using reflexive and intensive pronouns. It begins with two exercises identifying these pronouns in sentences. It then defines intensive pronouns and distinguishes them from reflexive pronouns. Examples are given of sentences using intensive pronouns to add emphasis. Two additional exercises involve choosing the correct intensive pronoun for blanks and identifying pronouns as reflexive or intensive.
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The document discusses the past perfect tense and how it is used to describe actions that occurred before other past actions. Specifically, it notes that the past perfect expresses an action that took place before another action in the past. It provides examples of using time expressions like "before", "after", "by the time", and "as soon as" with the past perfect tense. It also explains that the structure of the past perfect tense involves using had plus the past participle of the main verb.
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The document provides examples of sentences to demonstrate correct pronunciation of the word "record" and stresses in English words and sentences. It includes:
1) Two sentences that can be completed by supplying the correct pronunciation of "record" to talk about a teacher recording scores and students' records being available online.
2) A section about stress in English words, including how stressed syllables are louder, longer, and higher in pitch than unstressed syllables.
3) Examples of words showing stressed and unstressed syllables.
4) An explanation of how sentence stress and intonation convey meaning and feeling in English.
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The document discusses the difference between facts and opinions. Facts are statements that can be proven true or false through evidence, while opinions are statements that represent a personal view and cannot be proven. The document provides examples of facts like statistical claims and opinions like statements about taste preferences. It then presents statements for the reader to identify as either facts or opinions, explaining the reasoning.
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This document discusses beliefs and convictions. It defines belief as the mental acceptance of something as true, shaped by factors like culture, religion, and individual experiences. Conviction is described as a firm, long-term belief that is difficult to change and is formed through thoroughly considering all available information from sources like statistics, observations, causal relationships, and experiences. The document provides examples of expressing beliefs using phrases like "I think" or "I believe" and examples of convictions being expressed as firm determinations or decisions. It also discusses the concept of false beliefs that are contrary to reality or what is good for a person.
Figures of Speech that shows Personification and Apostrophe
Figures of Speech that shows personification and Apostrophe
Hello kaTeachers! Looking for a more creative, MELC-Based, and student-centered lesson plans, PowerPoint Presentations, and other educational staffs please visit my slideshare account. You may click the link below.
https://www.slideshare.net/JuhaniaMangansakan
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Figures of Speech that shows Personification and Apostrophe
Figures of Speech that shows Personification and Apostrophe
Similar to Making predictions
Example 1 Student Example Professor C.N. Myers .docx
Example 1
Student Example
Professor C.N. Myers
English 1010-E01
5 May 2009
Don’t Ever Let Someone Tell You That You Can’t Do Something:
A Literacy Narrative
I will never forget learning how to read and write for the very first time. I used to closely
watch my sister do her work for college. Then, I would innocently sit by her and read a book to
mimic her. This memory immediately comes to my head when I think about how I learned to
read. I remember my sister getting me ready for a bath on one warm summer night before my
first day of kindergarten. I told her how excited I was for the next day and asked her, “Will I
learn how to read and count?” She replied with “Yes, you’re going to learn your ABCs and your
123s and everything else.” I went onto to ask her, “But what are ABCs?” She said, “You’ll find
out.” Then, I washed up quickly and continued to get ready for the next day.
Ever since that first day, I would annoyingly show my sister my books and worksheets
and ask her about every word I couldn’t pronounce. She would tell me to just sound them out
instead of telling me every one of them. So I did exactly that. I would patiently sit there every
day and analyze words that I couldn’t say. I broke them down word by word, never giving up. I
would divide the words up by their letters as if they were math problems. I built word upon word
every day. I was fascinated by books series such as Arthur and The Bernstein Bears. I loved
everything about them from the way they felt in my hand to the world that they took me into just
by reading. I also mimicked my brother when he did his reading for school. I loved being
around my siblings and doing everything they did, no matter what it was. So while they were
Example 2
reading to accomplish goals in school, my earliest recollections of reading and writing were
simply for the enjoyment of being closer to the people I loved the most.
As I went through elementary school, I always especially enjoyed reading books and
writing. I used to read books such as Dav Pilkey’s Captain Underpants and Jeff Kinney’s Diary
of a Wimpy Kid. I would read the books then rewrite my own version of a certain chapter
because I thought my version would be more interesting and whimsical. I had composition
books full of my imaginative writings. They also had different cartoon sketches I would make
up. Those books were amazingly colorful due to the fact that I wrote mostly with colored
pencils. I spent months upon months perfecting those composition notebooks that I called books.
Page by page, I would fill them up. I remember also asking my friends for help along the way.
They weren’t as interesting; in fact, they may have thought it was a little silly for me to actually
think my writings were real books. I remember days where I used to get in trouble for writing
those things in school without permission. Books that I read throug ...
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Grade 4, day 2, parta iii, iv, and v
The document outlines a lesson plan for independent reading practice and response writing. Students will practice independent reading using books of their choice and fill out reading logs to document their reading. They will then write responses to reading prompts in their journals, with examples given for writing about fiction versus nonfiction texts. The teacher models writing a response using a randomly selected prompt before students independently write responses to prompts about texts they read that day.
makingpredictionspresentation-100707080551-phpapp02.ppt
This document discusses how to make predictions about what will happen next in a story based on prior knowledge and information provided in the text. It provides examples where readers are asked to predict the outcomes of short passages. The document explains that to make a prediction, you should use what you already know about a topic as well as details from the story. Making predictions is presented as an easy and engaging reading comprehension strategy when you apply background knowledge and clues from the author.
What is Inferring?
This document provides a guide for teaching inference to English language learners. It defines inference as figuring out information that is not explicitly stated by using clues and prior knowledge. The document distinguishes inference from prediction, noting that inference concludes what is happening currently, while prediction considers what will happen next. It provides examples of how to infer emotions and situations. Teachers are encouraged to use thinking stems to scaffold the inference-making process for students and provide practice questions for students to draw conclusions based on clues and context.
Speech
1) The author wrote and illustrated a children's book for a senior project to teach elementary school students about how things are not always what they seem.
2) She worked with her facilitator and an elementary school teacher to have her book illustrated and read to a first grade class.
3) Through the process, the author bonded with the students and realized that while educating children through literature is worthwhile, writing children's books may not be the best career path for her.
drawing conclusion & predicting outcomes
This document discusses drawing conclusions and predicting outcomes when reading. It defines drawing conclusions as making inferences based on details from the text combined with prior knowledge. Predicting outcomes involves anticipating what may happen next based on clues and experience. The document provides steps for both processes, including thinking about details, prior knowledge, and experiences to infer conclusions or predictions. It gives examples of drawing conclusions and predicting outcomes when reading short passages.
Prediction and inference 4th grade
This document discusses the differences between predicting and inferring when reading. Predicting involves making an educated guess about what will happen in a story based on clues, while inferring uses clues to draw conclusions about elements like a character's feelings or actions that may not be directly stated. The document provides guidance on when to make predictions versus inferences during reading and questions readers can ask themselves to make predictions and inferences. It emphasizes that predicting focuses on future story events while inferring involves making judgments.
Digital Story Telling: Lessons for Effective Teaching
This digital story shows what I have learned about emergent and beginning literacy learners and how to help support them.
Making inference
This document defines inference and how to make inferences when reading. Inference is using clues from a text along with prior knowledge to determine what is implied but not directly stated. To make an inference, a reader analyzes story clues, facts and their own background knowledge. The document provides an example where readers can infer it is Mother's Day based on clues that children are making breakfast for their mother on a Sunday morning in a special way once a year. Inference differs from prediction in that inferences made may or may not be resolved by a story's end, while predictions will be proven.
The Polar Express Final Project.
The document discusses teaching students how to make inferences when reading. It explains that making inferences involves reading between the lines to understand what is not directly stated. Examples are given of how students already make inferences in their everyday lives. The document then proposes doing a Christmas-themed bingo game using details from the story "The Polar Express" to help students practice making inferences from passages.
READING ENHANCEMENT catch up fridays- WEEK 3.pptx
The document provides objectives and instructions for an activity to improve vocabulary. The objectives are to improve learners' vocabulary, develop reading skills, and increase understanding of materials. The activity involves students writing and passing words on paper around a circle until their original paper returns while reading the new words silently. A story is also provided about a girl who overthinks after seeing a mallet in her family's cellar.
We are special letter to parents
The class created a book during the month of September where each child was interviewed by their classmates about what they like to do. The children practiced descriptive writing by describing what their classmates look like and asking interview questions. Mrs. Billowits hopes that each child will have a chance to bring the class book home within the next 2 weeks to enjoy with their family.
Senior project speech
The document summarizes a student's senior project where they wrote and illustrated a children's book. Some key details:
1) The student chose to write a children's book to teach kids an important life lesson. With help from their facilitator Mr. Sapere, they decided on the theme that "not everything is as it appears" and created characters to exemplify this theme.
2) They worked with a local elementary class, reading drafts and having the students illustrate the final book. This helped bond with the students and get feedback.
3) Through the project, the student realized writing children's books may not be the best career path for them but they still wish to influence and educate
Y5-Guided-Reading-PPT-Cosmic.pdf
This document contains summaries of three guided reading sessions from January 5-7 that focus on predicting events, reading aloud with expression, and inferring character feelings from evidence in the text. The sessions are about a class novel involving the main character Liam being in a rocket. In the first session, students predicted what might happen in the story based on the cover and blurb. The second involved discussing initial predictions and reading the first chapter aloud. The third focused on using evidence from the text to infer Liam's feelings of uncertainty in the rocket and surprise that others were asleep.
Personal essay 4
Here is some information about imperatives and prepositions:
Imperatives:
- Imperatives are commands or requests expressed as statements without a subject. For example: "Sit down!", "Come here!", "Be quiet!"
- They are used to tell someone to do something. The subject (you) is implied but not stated.
- Imperatives help express directives, instructions, and requests in a direct but not demanding way.
- They are a very common way to communicate actions in everyday language.
Prepositions:
- Prepositions show relationships of time, place, direction, and other relationships within a sentence.
- Common prepositions in English include: of, at, on, in
Predictions and inferences differences
The document discusses the differences between prediction and inference when reading. Prediction involves guessing what will happen next based on clues, while inference uses clues to draw conclusions that may or may not be answered in the text, such as about characters' feelings. The document provides tips for when and how to make predictions before and during reading and how to make inferences during reading by asking questions.
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Making predictions
- 1. Making Predictions What will happen next?
- 2. Predictions A reader needs to think ahead to get a better understanding of the story. HOW? Think about what will happen next. Think about how an event may turn out. Do these while you are reading a story.
- 3. Let’s try it! The weather forecast is for rain. Which sentence best tells what would happen next? Winston will take an umbrella to school. Winston will leave his umbrella at home.
- 4. What is a prediction? A good reader might ask what will happen next or what is someone likely to do or feel. As you answer these questions, you are making a prediction. In other words, making predictions is like guessing what will happen next in the story.
- 5. Making Predictions Use information from the story. Use what you already know. Put the information together. Ask yourself if your prediction makes sense.
- 6. Kevin’s Book Kevin read a book he liked a lot. He was sorry when the story ended. He thought the author had done a great job. The next day Kevin took the book back to the library. What are the facts? What did Kevin think about the book? How did Kevin feel when he finished the book? What did Kevin think about the author?
- 7. Make a prediction about Kevin’s book What author might Kevin look for when he borrows another book? Why do you think so?
- 8. Now, try it on your own!