The document summarizes strategies for improving reading comprehension. It discusses connecting students to texts before, during, and after reading through building background knowledge, understanding text structure, establishing a purpose, and writing about or discussing what was read. It also addresses assessing whether students can comprehend textbook passages independently and providing support through pre-reading activities and simplified materials when needed. Formative assessment techniques are recommended to identify students struggling with reading speed, comprehension, or vocabulary.
A introduction to developing close reading instructional sequences using text-dependent questions in a highly structured way that parallels the organization of the CCSS Reading Anchor Standards.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
A introduction to developing close reading instructional sequences using text-dependent questions in a highly structured way that parallels the organization of the CCSS Reading Anchor Standards.
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
Extensive Reading (in a foreign language) can be a wonderful way to practice reading. It also increases vocabulary, grammar, and listening and speaking ability. And learners enjoy the experience while the make progress. This is a highly visual PPT introduction to ER,
2014 NACAC 2014: Make Your Stories Pop: Strategies to Help Students Share The...Rebecca Joseph
2014 NACAC: Make Your Stories Pop: Strategies to Help Students Share Their Own Unique Voices in College Application Essays: This is the presentation from Rebecca Joseph, Margit Dahl, Valerie Gregory, and Anya Good with tips towards the end of the ppt.
Extensive Reading (in a foreign language) can be a wonderful way to practice reading. It also increases vocabulary, grammar, and listening and speaking ability. And learners enjoy the experience while the make progress. This is a highly visual PPT introduction to ER,
2014 NACAC 2014: Make Your Stories Pop: Strategies to Help Students Share The...Rebecca Joseph
2014 NACAC: Make Your Stories Pop: Strategies to Help Students Share Their Own Unique Voices in College Application Essays: This is the presentation from Rebecca Joseph, Margit Dahl, Valerie Gregory, and Anya Good with tips towards the end of the ppt.
In this session, author Angela Peery shares writing strategies that can be used across the curriculum in order to heighten engagement, increase critical thinking, and refine craft.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
Critical Thinking – PHI 210
Student Course Guide
Prerequisite: None
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
INSTRUCTIONAL MATERIAL — Required
Kirby, G. R., & Goodpaster, J.R. (2007). Thinking: An interdisciplinary approach to critical and creative thought (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
INSTRUCTIONAL MATERIAL — Supporting
The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course.
Facione, P. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California
Academic Press.
Grossman, L. (2005, January 10). Jumping to conclusions. Time, p. 57.
Hurt, F. (1998). Achieving creativity: Four critical steps. Direct Marketing, 60, 40-44.
Useful critical thinking Websites:
· http://www.criticalthinking.org/
· http://www.criticalthinking.org/resources/articles/
· http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%20part%20of%20syllabus.htm
· http://austhink.com/critical/
COURSE DESCRIPTION
This course develops the ability to identify, analyze, and evaluate reasoning in everyday discourse. It examines the elements of good reasoning from both a formal and informal perspective and introduces some formal techniques of the basic concepts of deductive and inductive reasoning. It also promotes reasoning skills through examining arguments from literature, politics, business, and the media. This course enables students to identify common fallacies, to reflect on the use of language for the purpose of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the “Information Age.”
COURSE OUTCOMES
Upon the successful completion of this course, the student will be able to:
1. Define critical thinking.
2. Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
3. Develop skills for overcoming barriers which limit objective and productive critical thinking.
4. Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
5. Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
6. Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
7. Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
8. Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
9. Create written work utilizing the concepts of critical thinking.
10. Use.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
2. From Time to Act , a study commissioned by the Carnegie Foundation, 2009: Although U.S. students in grade 4 score among the ( highest, lowest ) in the world, those in grade 8 score much ( higher, lower ). By grade 10, U.S. students score among the ( highest, lowest ) in the world.
3. From Time to Act , a study commissioned by the Carnegie Foundation, 2009: Although U.S. students in grade 4 score among the highest in the world, those in grade 8 score much higher . By grade 10, U.S. students score among the highest in the world. Is it this?
4. From Time to Act , a study commissioned by the Carnegie Foundation, 2009: Although U.S. students in grade 4 score among the highest in the world, those in grade 8 score much lower . By grade 10, U.S. students score among the lowest in the world. No, it’s this: What’s your theory?
5.
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7. Elementary School Middle School High School volume: detail, description, vocabulary: technical and general academic terms sentence length reference to diagrams different kinds of punctuation objective (does not address the reader as “you”) less familiar imagery
10. Reader Orientation and Text Types: Organizational structures such as : 1. It describes the features or parts of one thing ( Outline ) 2. It lays out a sequence ( Story Arc ) 3. It explains a relationship between two things ( T-Chart )
11.
12. Text Types: Genres Narrative (Telling a story) Other literary text: poetry, drama, etc. Informational text (textbooks) Journalism (news articles, feature articles, editorials, critiques) Reports (findings from research) Procedures (step-by-step)
13. Getting Reading and Writing to Work Together: Writing-to-Learn Practices Consider: Column A: End-of-chapter questions Test-like questions Column B Reader-created outline Reader-created summary Reader-created paraphrase
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16. Outline: Elementary Boxes & Bullets Main idea Main idea Main idea Middle Sch I. A. B. C. II. A. B. C. III. A. B. C. High Sch I.________ A.______ 1._____ 2.______ a._____ b._____ c._____ B.__________ II.____________ A.__________ B.__________ 1._______ 2._______ 3._______ C.__________
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18. The Reading Process: Before During After 3C’s: B : Connect ! (4 connections) D: Concentrate ! (5 behaviors) A: Complete ! (3 choices) Or, 3F’s: B: Frontload D: Focus A: Finish
19. The Reading Process: Before: Connect ! 3 C’s Connection 1: Background knowledge (incl. key vocab) Connection 2: Text type (organizational structure) Connection 3: Establish a purpose for reading Connection 4: Overview
20. Before: Connect! 3 C’s “ What comes to mind when I say the word______?” “ What do/does ___________remind you of?” “ What do you see in your mind when I say ______?” “ What words are you seeing that you need to know more about?
21. Before: Connect! 3 C’s Building Background Knowledge: Pre-teach new vocab Present visuals Connect to personal experience
22. Before: Connect! Prepare for the genre How is it organized? 3 C’s Picture the structure. Set up a “mental closet” to contain the information. Think about what you expect in this structure.
23. Before: Connect! Have a focus for reading. 3 C’s Decide what you are looking for. (page 86)
24. Before: Connect! Get an Overview 3 C’s THIEVVES: Title Headings Introductory paragraph Every first sentence of every paragraph Visuals and Vocabulary End-of-chapter questions Summary
25. The Reading Process: During: Concentrate! 3 C’s Adjust the environment: eliminate all sensory distractions Visualize: Look for imagery in the text Visualize the organizational structure Monitor comprehension: Be prepared to reread and/or seek outside help Be an active reader: Anticipate, react, predict, question connect
27. Cooperative Learning Protocol for Improving Reading Comprehension 4-Roles in the Group 1. I’m the summarizer. 2. I’m the question asker. 3. I’m the word clarifier: 4. I’m the predictor:
28. Let’s summarize: The ABOUT, AND technique: 1 . It’s about…….. (one or two words) 2 . and…. It’s about geckos It’s about birds and how they stick to vertical surfaces.
29. Text I: It’s about the Industrial Revolution and how it changed family life. Text II: It’s about Eos and Tithonius and how their ill-fated love story played out. Text III: It’s about England and why it is to be treasured. Text IV: It’s about the different kinds of taxes and what they are used for. Summary Starters:
30. Cooperative Learning Protocol for Improving Reading Comprehension 3 Kinds of questions: 1. “Right there”: The answer is stated directly I. Yes/No II. Who/what/when/where/why/how 2. “Put it together”: The answer is implied in the text 3. “Beyond the Text”: The answer is not given; the text evokes the question QAR: Question-Answer Response
31. Where do I need help? Understanding the vocabulary Making connections: Text-to-text Text-to-self Text-to-world Visualizing Answering the questions Summarizing Remembering what I read Taking notes K-W-L Chart Concentrating
32. Five Gears of Reading: Skim it: Scan it: Sample it: Read it: (optional) Study it: Glance over it; (30 secs per page); get the gist; be able to state what it is about in a complete sentence Look it over with an eagle’s eye , scanning for specific information, such as information that has key words to answer questions Now that you’ve let the text wash over you, read it thoroughly: every word, every sentence, every graphic. Go back, as necessary, getting a more useful and permanent understanding. This may involve working with a partner, taking notes, creating graphic organizers, and other meaning-making activities. www.amybenjamin.com Find a segment that is most interesting to you and read it carefully.
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34. Time Interdisciplinary connections strengthen learning Simultaneous use of instructional time: Teach skills that allow students to process information independently
35. Can my students read the textbook independently? Preparation: Read one page, timing yourself. Compose 5 basic comprehension questions Assess the vocabulary: How many words on the page will be problematical for the students? Are there sufficient context clues for readers to determine meaning of unfamiliar words?
36. Can my students read the textbook independently? Formative Assessment : : Ask students to read the targeted page in class and time themselves. Note the students who took significantly more time. Ask students to answer the 5 basic comprehension questions. Note the students who have more than 2 wrong. Ask students to identify the words that they don’t understand after reading the passage. Note the students who identify more than five words.
37. Can my students read the textbook independently? How to help: Intensify the “Before” reading strategies that connect reader to text. Provide pictures Provide simplified versions