Questions to ask before reading
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The document provides guidance for effectively reading texts by suggesting strategies to use before, during, and after reading. It recommends making predictions about the text before reading based on visual clues and one's purpose. While reading, it advises regularly checking predictions against the actual text and discussing comprehension with a partner. It also offers questions to consider about characters, setting, understanding, and unknown words or sentences. Finally, it prompts imagining how a character might feel at different points in the story based on what is happening.
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How to write a paragraph?
Writing is an important skill that is used in many professions. There are specific techniques that make writing more effective. To be a good writer, you must read widely to improve your knowledge on various topics. When writing, you should choose a topic, research it thoroughly, and create an outline or draft. Asking questions about the topic helps provide clarity and anticipate questions readers may have. The answers to these questions form the thesis which should be strong and clear. Supporting details and evidence are also important to make arguments persuasive. Writers must connect their ideas to the reader's understanding. Reviewing and editing the writing is important to refine it. Following these steps can help someone become a good writer.
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This document provides information on writing paragraphs and essays. It discusses the writing process, which includes prewriting, planning, drafting, revising, and editing. Understanding purpose and audience is also important, as writers must consider why they are writing and who will read it. A paragraph is a group of sentences that make a point, and it should have a topic sentence, supporting body, and concluding sentence. Similarly, an essay is made up of an introduction with a thesis, body paragraphs with support, and a conclusion. The parts of paragraphs and essays are related, with essays comprising multiple paragraphs addressing the same overall topic.
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This document outlines the stages of the writing process: prewriting, drafting, revising, and editing. It describes various prewriting techniques like freewriting, clustering, tagmemics, topoi, and outlining to generate ideas. Drafting is the initial organization of information. Revising refines content, structure, and thesis. Editing eliminates grammatical errors. The goal is to move from idea generation to polished writing through these iterative stages.
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The document provides guidelines for writing a book review in 3-9 sentences. It begins by stating a book review should describe, analyze, and evaluate a book's quality, meaning and significance rather than summarize the plot. It then lists standard procedures for writing a review such as stating book details, the author's purpose, theme and thesis, evaluation methods used, and providing an analysis and conclusion. The document also provides considerations for reviewing specific genres like fiction, biography, and non-fiction.
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This document provides 4 strategies to help readers feel less overwhelmed and increase comprehension of texts:
1. Number paragraphs to easily cite and refer back to specific parts of the text.
2. "Chunk" the text into smaller sections by drawing lines between changes in topic and briefly summarizing each chunk in the margin.
3. Underline and circle key words and ideas, considering what the author wants the reader to understand depending on text type.
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This document outlines the stages of the writing process: prewriting, drafting, revising, and editing. It describes various prewriting techniques like freewriting, clustering, tagmemics, topoi, and outlining to generate ideas. Drafting is the initial organization of information. Revising refines content, structure, and thesis. Editing eliminates grammatical errors. The goal is to move from idea generation to polished writing through these iterative stages.
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This document provides 4 strategies to help readers feel less overwhelmed and increase comprehension of texts:
1. Number paragraphs to easily cite and refer back to specific parts of the text.
2. "Chunk" the text into smaller sections by drawing lines between changes in topic and briefly summarizing each chunk in the margin.
3. Underline and circle key words and ideas, considering what the author wants the reader to understand depending on text type.
4. Take notes in the right margin such as describing the author's actions, asking questions, or making comments to dig deeper into the text.
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The document provides guidelines for writing a critique in 5 steps:
1) Thoroughly read and re-read the document, taking notes on patterns, tone, etc.
2) Identify sources of evidence like publication details and author's strategies. Determine if the strategies are successful.
3) Examine underlying assumptions and gaps in reasoning. Consider emotional appeals and imagery.
4) Organize analysis paragraphs around themes. A clear thesis should emerge from this.
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3. Analyze deeper elements like assumptions, gaps, and rhetorical appeals.
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The document discusses the importance of reading in improving writing skills. It notes that reading provides ideas, vocabulary, knowledge of grammar and mechanics to incorporate into writing. Reading what is written allows writers to discover new ideas, directions, and ways to express themselves. Both reading and writing are thinking processes that involve constructing meaning, and sharing reading and writing can help people better process texts and improve writing. The key point is that reading and writing reinforce each other, so students should read while writing and write while reading to become stronger in both skills.
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This document provides guidance on how to write an effective book review in 4 paragraphs. The first paragraph introduces the book's genre and intended audience. The second paragraph shares the reviewer's personal opinions and how the book relates to their life. The third paragraph is a descriptive summary of the book in 3 phases without spoilers. The fourth paragraph discusses the author, purpose, awards, additional information, and provides a conclusion. Overall, the document outlines the key components of a successful book review.
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The document provides guidelines for writing a critique in 5 steps:
1) Thoroughly read and re-read the document, taking notes on patterns, tone, etc.
2) Identify sources of evidence like publication details and author's strategies. Determine if the strategies are successful.
3) Examine underlying assumptions and gaps in reasoning. Consider emotional appeals and imagery.
4) Organize analysis paragraphs around themes. A clear thesis should emerge from this.
5) Write and revise the critique, focusing on rhetorical analysis rather than summary and using present tense and author's last names. The critique should follow general organization guidelines.
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This document provides guidance for a lesson to teach 4th grade students how to identify key details and summarize a story. The lesson uses the story "My Breaking In" to model finding important events and writing a summary. Students will first preview the story's genre and discuss predictions. The teacher will then read paragraphs 1-3 aloud and model annotating by taking notes on key events and writing a short summary. Next, students will complete a guided practice by reading paragraphs 4-6, annotating, and summarizing that section. Finally, students will reread paragraphs 3-4 and write their own paragraph summarizing Black Beauty's perspective on being "broken in."
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The document provides guidance on writing a book review. It discusses that a book review aims to analyze and evaluate a book persuasively, rather than just inform about its content. When preparing to write a review, notes should be made on the author's background, writing style, purpose, and the book's format, content, and structure. The review should introduce the book and author, provide a brief summary, evaluate how clearly the book is written and if its goals were achieved, and conclude with a recommendation of whether the book should be read. Reviews balance summarizing the main ideas with evaluating the book's value.
Guidelinesforwritingacritique
The document provides guidelines for writing a critique in 5 steps:
1. Read the document thoroughly multiple times and take notes.
2. Gather evidence to analyze, such as where it was published and the author's strategies.
3. Analyze deeper elements like assumptions, gaps, and rhetorical appeals.
4. Organize the critique by themes identified in reading.
5. Write the critique, revising it and including an introduction, summary, analysis of strategies and elements, personal response, and conclusion. The critique should use the present tense and refer to the author by last name.
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This document provides guidance on writing an autobiography. It recommends focusing on key events and people from one's past, using vivid details to engage readers. Writers should understand the significance of their experiences and convey meaning through careful word choices. While revealing aspects of oneself, one should choose a topic they are comfortable sharing publicly and avoid unwanted self-disclosures. The process of writing and revisiting memories can provide insight into how writers portray themselves. Models in textbooks can be used to empower writing skills, and words should be taken seriously as they can set things in motion.
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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.
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This document provides instructions for how to write a critique. It explains that a critique evaluates a work to increase understanding and expresses an opinion. It should describe, analyze, interpret and assess the parts and value of the work. The steps include thoroughly reading the work multiple times, taking notes, researching context, investigating assumptions, organizing with an outline, and writing the critique.
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The document provides instructions for a unit where students will read and analyze five narratives about how characters respond to challenges. Students will develop their own narrative by incorporating techniques from the texts. Their narrative will include well-developed characters, dialogue, sensory details, consistent tense, and subject-verb agreement. Students are given a checklist and homework assignment to brainstorm potential challenges for their narrative. The document also defines different types of characterization.
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The document discusses the importance of reading in improving writing skills. It notes that reading provides ideas, vocabulary, knowledge of grammar and mechanics to incorporate into writing. Reading what is written allows writers to discover new ideas, directions, and ways to express themselves. Both reading and writing are thinking processes that involve constructing meaning, and sharing reading and writing can help people better process texts and improve writing. The key point is that reading and writing reinforce each other, so students should read while writing and write while reading to become stronger in both skills.
Reading_Lesson 6 Critical Reading as Looking for Ways of Thinking
Critical reading involves analyzing a text to understand its meaning and purpose beyond just comprehending the literal words. It requires reflecting on what the text says and does by making judgments about logical ideas and connections. Simple reading aims to understand the basic definition and central idea of a text, while critical reading has the additional goals of understanding an author's purpose, tone, biases, and inferring deeper meaning. Critical thinking builds on critical reading by applying complex thought processes like identifying main ideas, drawing conclusions, comparing/contrasting, and determining facts versus opinions to make reasoned judgments and solve problems effectively.
A Critical Reading
Critical reading involves analyzing a text to understand not just what is explicitly stated but also how the author conveys their message and any potential biases. There are three types of analysis: restatement is simply restating what a text says, description is stating what a text does, and inference uses clues to deduce what a text implies beyond just the words. Making inferences requires considering what details and implications can reasonably be extrapolated from the information provided, rather than just memorizing the surface level statements. Critical readers must learn to analyze texts to understand both what is being said and meant.
Survey presentation SQ3R
The document outlines the SQ3R study method, which stands for Survey, Question, Read, Recite, Review. It describes each step: Survey involves scanning the text for key details without reading thoroughly. Question means turning headings into questions to focus reading. Read finds answers to the questions. Recite puts the information in your own words. Review checks notes and re-reads material. The purpose is to improve comprehension, take ownership of learning, and remember information through an active reading strategy.
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This document provides guidance for a grade 4 mini-lesson on identifying an author's point of view and evidence in informational texts. Students will re-read a passage and analyze the author's evidence using different colored highlighters. They will identify evidence signal phrases and discuss whether quotes are a kind of evidence. Finally, students will discuss a counter-example to the point that government is the only source of help during disasters and will write a paragraph using evidence from the text to support how government can influence how people live.
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This document provides instructions for writing an autobiography. It begins by defining an autobiography and explaining that students will be assessed on their ability to plan and write their own autobiography. Key details about autobiographies are discussed, including that the word is derived from Greek roots meaning "self" and "life story." Examples of famous autobiographies are provided. The document outlines the research, timeline, and planning activities students should undertake to successfully write their autobiography.
Critical Literacy
Teaching students to analyze, evaluate, and take a critical stance and readers and information consumers is not easy feat. These lessons are designed to help facilitate these conversations.
Writing A Literary Analysis Essay
The document outlines the process for writing a literary analysis, including generating ideas, determining an interpretation, and developing a thesis sentence. It discusses analyzing different elements of a character and choosing a focus. The analysis should include interpretations supported by evidence from the text. It provides guidance on incorporating quotes, citations, and a works cited page in the analysis.
Review writing
This document provides information on how to write an effective review. It notes that a review should include an introduction that summarizes the key background information, as well as two paragraphs discussing the plot without revealing the ending. It also recommends including a conclusion with an overall assessment and recommendation. Additional tips include knowing your subject and audience, having a strong opinion, and providing context without using first-person language. The goal is to concisely analyze the content and suggest if others would appreciate it.
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Reading_Lesson 6 Critical Reading as Looking for Ways of Thinking
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This document provides strategies for reading comprehension before, during, and after reading a text. It recommends previewing a text by looking at visual elements like the cover and pictures to set a purpose for reading. While reading, the document suggests activating prior knowledge, making predictions, connecting to personal experiences or other texts, visualizing descriptions, monitoring comprehension, inferring unstated information, summarizing, asking questions, and responding to the content. The goal is to help the reader fully understand and engage with a text.
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The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. It is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, this Handbook shows students how to write successfully for each area of study in the new English and EAL study design. Each chapter focuses on a different area of study, guiding students through its aim and purpose and showing them how to develop their vocabulary and write purposeful, meaningful and sophisticated sentences and paragraphs. By providing students with a range of annotated exemplars and step by step instructions for how to write, the Handbook helps every VCE English and EAL student achieve success.
5.ilma evaluation
This document provides information about evaluating text through reading logs and grand conversations. It defines evaluation as a judgment of how good or successful something is. Readers can evaluate a text by expressing their opinions, making inferences, and measuring their comprehension. When evaluating, readers consider if the text was engaging, informative, and if they understood it. They can ask questions about what they liked and disliked or what they learned. Readers document their evaluations in reading logs and discuss them in grand conversations. Reading logs contain a reader's thoughts and reactions to a text. Grand conversations allow students to explore ideas and reflect on their feelings about what they read.
Literature Circles roles
The document provides guidance for students taking on different roles to collaboratively discuss and understand a text. It outlines the roles of Summariser, Vocabulary Extender, Artful Artist, Clever Connector, Discussion Director, and Character Captain. For each role, it describes the key tasks and provides criteria for success, as well as suggestions to go beyond the basic requirements.
Picture book literature circles
This document provides materials for students to engage in literature circles to discuss a picture book. It includes roles for students, guidelines for discussion, and various worksheets and pages for students to complete as they read the book and prepare for discussion. The worksheets guide students to analyze elements like characters, setting, point of view, themes and more. They are also given optional extension activities they can complete about the book.
Reading Circle
This document outlines the roles and responsibilities of group members for literature circle discussions. It describes the jobs of Connector, Discussion Director, Illustrator, Word Finder, Correspondent, and ways to have a good discussion. Students are also instructed to reflect on their participation and how they can improve. The roles involve sharing connections, creating and discussing questions, drawing artwork from the reading, highlighting interesting words, summarizing sections, and ensuring all students contribute to the conversation.
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This document provides an overview of 5 lessons on patterns involving different types of fictional insects called Pedes. The lessons involve continuing numerical and shape patterns, generalizing the patterns, and answering questions to demonstrate understanding of the patterns. Students are asked to create PowerPoint slides to represent patterns involving Humped-Back Pedes, Spotted Pedes, and Big-Headed Pedes. They are to record their observations and generalizations about the patterns. The goal is for students to learn to continue simple patterns, generalize patterns, and show they have understood the patterns through their responses.
Explanation thinking process
This document provides guidance on writing an explanation. It discusses researching the topic thoroughly, understanding the information found, and planning the explanation. The key points are:
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The document discusses choosing words to represent respect and asks what respect means, it also mentions aroha and creating a script to display courage, all in 3 sentences or less.
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This document tests the reader's ability to quickly say the number after a given number by providing a series of random numbers and asking the reader to say the next number in sequence. It challenges the reader's speed and mental math skills by presenting the numbers rapidly without breaks between each one.
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This document tests the reader's speed at saying numbers in sequence by providing a list of random numbers from 1 to 10 and challenging the reader to say the number before each as quickly as possible. It aims to gauge the reader's reaction time and verbal skills under time pressure.
How fast can you recall your groupings of
This document appears to be testing someone's ability to recall groupings of 10 random numbers. It provides 20 groupings of 10 random single-digit numbers each without categories or explanations between them, simply testing recall and memory of the random number sequences.
Word map
This document discusses different meanings for a focus word and provides examples of related words and words from the same family as the focus word. However, the document does not provide the actual focus word or any examples, so a concise 3 sentence summary cannot fully capture the essential information.
Writing banners wharekura
The document defines and provides examples of various literary devices and language concepts, including adverbs, onomatopoeia, similes, personification, tenses, alliteration, prepositions, conjunctions, metaphors, hyperbole, irony, and rhyme. It also includes examples of sentences demonstrating some of these concepts.
Recount thinking process
The document provides guidance on writing a recount about attending a fireworks show. It discusses including details about who attended, where and when the event took place. It emphasizes building up to the main event by describing what happened before, like calling friends and meeting at a wharf. For the main event, it suggests writing about watching the fireworks explode in the night sky using language resources like onomatopoeia and similes. It also recommends rounding out the recount by describing the event through different senses. Finally, it prompts considering how the event could be improved in the future.
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The document provides an editing checklist for students to review before showing their writing to a teacher. The checklist includes checking for proper punctuation and capitalization, re-reading work aloud, attempting spellings of unknown words and using references to check, substituting synonyms, using appropriate language resources, and words from a word wall. It asks students what else could be added to the checklist to help with editing and improving writing.
Additive strategies
Students are learning strategies for solving addition and subtraction problems by counting objects or using their knowledge of numbers. As they progress, they learn to count on or back, use place value to partition and recombine numbers, and derive answers from known facts. The next steps involve learning multiplication and division facts, and increasing their range of strategies like using compensation or place value partitioning to solve whole number and decimal problems. Questions are used to help students focus on their next learning steps.
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Questions to ask before reading
- 1. Before reading: Look at the title, blurb and pictures. What type of text is it? What is the author’s purpose for writing the text? Predict what might happen in the text. Predict words and phrases you might find in the text. Predict questions it might answer.
- 2. While reading the text: Stop and review your predictions. Do you need to change them? Tell a partner what has happened so far. Tell a partner what you think might happen next.
- 3. Questions to ask when reading a text: What have I learnt about the characters? What have I learnt about the setting? Have I understood what is happening? Do I need to re-read? Are there any words I don’t understand? Are there any sentences I don’t understand? Why did the characters do what they did?
- 4. Imagine you are a character in the text: How do you feel at different times in the story? Why do you feel that way? (Think about what is happening in the story that might make you feel like that.)