Power Strategy Before Break
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The document discusses strategies for using a Textbook Activity Guide (TAG) to help students develop deeper understanding when reading textbooks. A TAG provides prompts to guide students as they read and focuses them on using strategies like predicting, questioning, note-taking. It highlights key content and leads students to relevant pages. The teacher's role is to assist students in managing the reading task by using tools like the TAG, graphic organizers, and encouraging questioning.
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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.
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The document provides descriptions and instructions for various reading comprehension strategies that can be used in the upper grades, including:
1) Learning walls which display essential words and concepts to help students make connections to new information.
2) Games like Wordo and Guess the Word that reinforce vocabulary from learning walls.
3) Sorting activities where students categorize words on index cards based on given criteria.
4) Reciprocal teaching where students take turns summarizing, asking questions, clarifying, and predicting about a text in small groups.
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2. The methodology involved surveying 100 English major students about their reading strategies, efficacy and interest using a Likert scale questionnaire. It then used independent t-tests to analyze differences between high/low proficiency students and males/females.
3. The literature review discussed how motivation, prior knowledge, memory, vocabulary, language skills and strategy use can impact comprehension, citing several studies on each topic. It aimed to understand how these factors differ between proficiency levels and gender.
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This document outlines reading strategies that can be used before, during, and after reading. Some strategies used before reading include anticipation guides to activate prior knowledge, think-alouds where teachers model comprehension monitoring, and think-pair-share to engage students in discussing the text. During reading, visual imagery helps students create mental pictures, and partner reading provides fluency modeling. After reading, exit slips assess understanding, summarizing helps students identify main ideas and details, and word walls support vocabulary development.
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This document discusses strategies to use before, during, and after reading to help improve student comprehension. Before reading strategies activate background knowledge, introduce vocabulary, and set a purpose for reading. During reading strategies have students monitor understanding through activities like text coding, note-taking, and think alouds. After reading strategies require students to reflect on and summarize the text through discussions, journals, and exit slips to consolidate learning. Examples are given for how these strategies could be applied to the story "Fires".
Reading strategies for efl learners 2018
This document discusses research-supported reading strategies for English language learners. It describes pre-reading, during-reading, and post-reading strategies that teachers can use. Some example pre-reading strategies include predicting, brainstorming, and connecting text to students' lives. Example during-reading strategies include predicting, peer summaries, and creating questions. Post-reading strategies help students master vocabulary, reinforce comprehension, and include summarizing, reviewing, and questioning. The document provides examples of specific strategies teachers can implement at each stage of the reading process.
Flip chart
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The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
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The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
Reading motivation strategies
The document provides several reading strategies and motivation techniques for teachers to use to engage students and improve reading skills, such as using graphic organizers, building on prior knowledge, focusing on student abilities rather than disabilities, incorporating mastery experiences, and strategies like read alouds, vocabulary instruction, prediction activities, and review games. The strategies are meant to build student self-efficacy and intrinsic motivation for reading.
Pml7
The document outlines an agenda for implementing a multiliteracies pedagogy, including activities such as a poetry slam where students will compose original poems to express their feelings about teaching. It discusses scaffolding such activities and making modifications for different learners. It also covers using graphic organizers like fishbones, FQR, PMI, and KWL charts to scaffold reading and discussion of an assigned article on curriculum theorizing for multiliteracies. Students are asked to read a chapter for next week on new literacies, technology, and learning in the English language arts classroom.
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This document discusses strategies for scaffolding reading and writing for students in an academic setting. It emphasizes explicitly teaching academic language, reading skills and strategies, and the structures and choices involved in different types of texts. Some key strategies mentioned include modeling, joint construction of texts with students, providing graphic organizers, teaching vocabulary in context, and using techniques like partner reading, outlining, rewriting and feedback to support students in developing their skills. The goal is to make the processes involved in reading and writing as transparent as possible for students.
Before, during, and after reading strategies
Before, during, and after reading strategies are used to help students comprehend texts. Before reading, teachers activate prior knowledge, pre-teach vocabulary, and set a purpose. During reading, teachers model metacognitive skills like predicting and questioning through reciprocal teaching. After reading, students review information through graphic organizers, discussions, summarizing and timelines to ensure understanding of main ideas. These strategies link the different comprehension stages to help students derive meaning from texts and develop problem solving abilities.
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Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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- 1. During Reading: Managing the Reading Task Help students develop a deeper understanding when reading their textbook.
- 2. โโฆ the clearest differentiator in reading between students who are college ready and students who are not is the ability to comprehend complex texts.โ ACT: Reading Between the Lines
- 4. ย
- 6. ย
- 7. ย
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