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Main Idea
The document discusses finding the main idea in paragraphs and longer texts. It explains that the main idea is the most important point the author wishes to make about the subject. To find the main idea, identify the subject and then determine what the author says about the subject. The main idea may be explicitly stated or implied. Details in the text support and explain the main idea.
Distinguish between fact and opinion
This document distinguishes between facts and opinions. It states that facts are verifiable statements about events or information that are supported by evidence, while opinions are subjective judgments that cannot be proven true or false and are influenced by personal views. The key differences outlined are that facts rely on evidence and research, represent objective reality, and are universal, whereas opinions are subjective, vary between individuals, and are open to debate.
Inference
INFERENCE
English language learners: This is an eighteen-slide presentation to help you better understand inference, so you can become a stronger reader and writer. (Created by Rita Zuba Prokopetz / G&R Languages – September, 2013).
T6 Writing Articles Powerpoint
This document provides guidance on writing a short article about a place visited. It recommends including a title, sub-headings to divide the article into paragraphs, interesting vocabulary, and linking words to connect ideas. The document also emphasizes answering the specific question, checking for errors, and planning before writing.
Essay-writing
This document provides an overview of essay writing. It defines what an essay is and lists its key characteristics as unity, order, brevity, style, and personal touch. Essays are classified into narrative, descriptive, expository, reflective, and imaginative. The document outlines the typical parts of an essay, including the introduction with a hook, thesis, and transition sentence; body paragraphs with a topic sentence, details and examples, and concluding sentence; and conclusion with a summary and clincher. It also discusses revision to improve clarity, unity, and coherence, as well as proofreading for errors in grammar, spelling, and punctuation.
Types of text
This document provides information on different types of texts and reading strategies. It discusses descriptive, narrative, expository, argumentative, and vocative texts. For each type of text, it outlines the purpose, features, examples, and language. It also provides general reading comprehension strategies like reading actively and making your own table of contents. Strategies for reading academic articles include asking questions before and during reading and taking notes. The document concludes with strategies for analyzing a reading like annotating, outlining structure, and identifying audience and purpose.
Paragraph structure
Here are some key resources on writing paragraphs that may help you with your essay:
- The first link provides a helpful overview of the components of a paragraph (topic sentence, details, conclusion) and examples of well-written paragraphs. This is a good place to review the basic structure.
- The second link focuses specifically on writing effective topic sentences. Having a clear topic sentence to establish the main point is crucial.
- The third link provides a step-by-step process for paragraph planning and construction. It emphasizes mapping out the key points before writing.
Some main things to keep in mind:
- Each paragraph should have a clear topic sentence up front stating the main idea.
- Use relevant facts
Creating an argument
This is a PowerPoint that explains how to create an argument. Students should use this to help them create their Panel Presentations.
Recommended
Main Idea
The document discusses finding the main idea in paragraphs and longer texts. It explains that the main idea is the most important point the author wishes to make about the subject. To find the main idea, identify the subject and then determine what the author says about the subject. The main idea may be explicitly stated or implied. Details in the text support and explain the main idea.
Distinguish between fact and opinion
This document distinguishes between facts and opinions. It states that facts are verifiable statements about events or information that are supported by evidence, while opinions are subjective judgments that cannot be proven true or false and are influenced by personal views. The key differences outlined are that facts rely on evidence and research, represent objective reality, and are universal, whereas opinions are subjective, vary between individuals, and are open to debate.
Inference
INFERENCE
English language learners: This is an eighteen-slide presentation to help you better understand inference, so you can become a stronger reader and writer. (Created by Rita Zuba Prokopetz / G&R Languages – September, 2013).
T6 Writing Articles Powerpoint
This document provides guidance on writing a short article about a place visited. It recommends including a title, sub-headings to divide the article into paragraphs, interesting vocabulary, and linking words to connect ideas. The document also emphasizes answering the specific question, checking for errors, and planning before writing.
Essay-writing
This document provides an overview of essay writing. It defines what an essay is and lists its key characteristics as unity, order, brevity, style, and personal touch. Essays are classified into narrative, descriptive, expository, reflective, and imaginative. The document outlines the typical parts of an essay, including the introduction with a hook, thesis, and transition sentence; body paragraphs with a topic sentence, details and examples, and concluding sentence; and conclusion with a summary and clincher. It also discusses revision to improve clarity, unity, and coherence, as well as proofreading for errors in grammar, spelling, and punctuation.
Types of text
This document provides information on different types of texts and reading strategies. It discusses descriptive, narrative, expository, argumentative, and vocative texts. For each type of text, it outlines the purpose, features, examples, and language. It also provides general reading comprehension strategies like reading actively and making your own table of contents. Strategies for reading academic articles include asking questions before and during reading and taking notes. The document concludes with strategies for analyzing a reading like annotating, outlining structure, and identifying audience and purpose.
Paragraph structure
Here are some key resources on writing paragraphs that may help you with your essay:
- The first link provides a helpful overview of the components of a paragraph (topic sentence, details, conclusion) and examples of well-written paragraphs. This is a good place to review the basic structure.
- The second link focuses specifically on writing effective topic sentences. Having a clear topic sentence to establish the main point is crucial.
- The third link provides a step-by-step process for paragraph planning and construction. It emphasizes mapping out the key points before writing.
Some main things to keep in mind:
- Each paragraph should have a clear topic sentence up front stating the main idea.
- Use relevant facts
Creating an argument
This is a PowerPoint that explains how to create an argument. Students should use this to help them create their Panel Presentations.
Synonyms power point
The document discusses finding synonyms for words. It explains that a synonym is a word with a similar or the same meaning. It uses the word "evening" as an example, looking it up in the dictionary and then a thesaurus to find synonyms like "dusk". Students are then asked to find synonyms for other words in their journals to practice.
Reading comprehension
Reading comprehension involves understanding written text by processing it and relating it to what is already known. The purpose of reading is to gain meaning, and instruction aims to help students develop skills and knowledge to become proficient readers. Strategies like skimming, scanning, and focusing answers on passage content rather than outside knowledge can help with comprehension assessments. Common errors include incomplete or unmarked answers, inefficient reading, and improper formatting.
Diifferent reading techniques
The document discusses different reading strategies including previewing, scanning, skimming, intensive reading, and extensive reading. Previewing involves surveying a text quickly to get an overview before reading carefully. Scanning is quickly reading to find specific information. Skimming focuses on main ideas by reading topic sentences and conclusions. Intensive reading aims for deeper understanding through evaluating details. Extensive reading involves reading various easy texts for pleasure and knowledge without exercises.
68773175 kids-box-1-flashcards
The document discusses the history and development of a new technology called blockchain. Blockchain was originally developed for the digital currency Bitcoin in 2008 as a way to record transactions in a secure, decentralized manner without the need for a central authority. Since then, blockchain has expanded beyond cryptocurrencies and is now being applied to other areas like supply chain management, digital identity, and smart contracts due to its ability to securely and immutably store data and track the exchange of assets across a distributed network.
Summary Writing
The document provides guidance on how to write an effective summary. It explains that a summary is a brief statement or account of the main points of a text that demonstrates reading comprehension and writing ability. The document outlines a 8-step process for writing a summary: read the text, identify the main idea, take notes while rereading, organize notes, write a thesis statement, draft a short paragraph summary, review the summary, and revise as needed. It emphasizes that a summary should be concise and objective, communicating only the essential facts of the original text in the writer's own words.
Reading skills skimming and scanning
This document discusses reading skills and strategies. It notes that reading is the most important language skill for acquiring a new language as it involves decoding symbols to derive meaning. Reasons for reading include obtaining information, verifying knowledge, pleasure, and enhancing one's knowledge. The types of materials that can be read include books, newspapers, magazines, articles, notices, correspondence, and multimedia. Reading content includes fiction, non-fiction, academic works, and more. The document emphasizes that reading is important across all subjects and in daily life. It provides tips on skimming to identify main ideas quickly, scanning to locate specific information, and comprehending and critically analyzing texts. Research discussed found a link between early reading skills and later intellectual abilities.
Argumentative Essay Structure
This document outlines the structure of an effective argumentative essay, noting it should be organized like a sandwich with an introduction, body, and conclusion. The introduction should catch the reader's attention and state the thesis. The body should have multiple paragraphs, each with a topic sentence supporting the thesis and specific examples. The conclusion restates the thesis and calls the reader to action.
Summary writing by (fatmah khan) (1)
what is summary writing
it's objectives
techniques
steps in writing a summary
main idea
paraphrasing
supporting details
and some of the examples :
Luke goes to bat
The document contains a list of words related to various actions and positions including practice, hurried, position, roared, extra, curb, cheered, and final. The words describe activities like practicing acrobatics, hurrying to work, getting into position for a dance, a crowd roaring for a sports goal, extra players waiting on the bench, walking on a curb, an audience cheering for a team, and a final sports score.
Introduction to Narrative Essays
The document provides an overview of what defines a narrative essay and guidelines for writing one. A narrative essay relates a series of events in an organized way to make a point. It conveys action through details, dialogue, and description. It presents a conflict and creates tension as the story unfolds. The essay should have an introduction that sets up the conflict, a body that builds tension through events, and a conclusion that makes a final observation. When writing a narrative essay, students should gather key details of events and characters, develop a thesis, and revise the essay by analyzing its effectiveness.
Direct And Indirect Speech
This document discusses direct and indirect speech. It explains that direct speech uses quotation marks to report the exact words said, while indirect speech does not use quotation marks and does not have to be word for word. It provides examples of changing direct speech to indirect speech for statements, exclamatory sentences, imperative sentences, and questions. It also discusses changing verbs and other elements like time and place adverbs when changing to indirect speech.
Fact or opinion
This document defines facts and opinions and provides examples to distinguish between them. A fact is something that can be proven true or false, such as snakes being reptiles. An opinion is a belief that might not be proven, like whether a dog is cute. The document then gives examples asking the reader to identify facts and opinions, such as the first US president being a fact and a girl's hair being beautiful is an opinion. It concludes by providing a website for readers to practice distinguishing facts from opinions.
Using the Dictionary
The document discusses the importance of using a dictionary to improve vocabulary and language skills. It notes that a dictionary can help with spelling, pronunciation, identifying parts of speech, and understanding a word's origin and multiple meanings. The document also outlines some key parts of a dictionary entry, such as the headword providing correct spelling, syllabication guidance, use of the International Phonetic Alphabet for pronunciation, abbreviations indicating parts of speech, etymology in brackets, and definitions of possible meanings.
Making Inferences
The document discusses making inferences by drawing conclusions based on evidence and reasoning. It provides examples of inferences about characters' personalities, themes of stories, and symbols. Readers can infer character development, themes, symbols, and plot details by analyzing clues in the text and using their own thinking. Making inferences involves reading between the lines and using evidence from what is observed or read to draw conclusions. Activities are suggested for students to practice making inferences based on images, short films, and notes.
Monitor And Clarify
Monitor and clarify is a reading strategy that involves stopping during and after reading to ensure understanding. Clarify means using strategies to determine the meaning of unclear text, while monitor focuses on making sure the reader comprehends. Readers can monitor and clarify by asking themselves questions, re-reading, looking at pictures, reading on for context clues, or asking others. The strategy encourages readers to monitor their understanding by considering what is happening and whether the text makes sense.
Narrative writing
This document provides an overview of the key elements of narrative writing, including plot structure, characters, setting, style, conflict, theme, and point of view. It discusses the basic components of a narrative, such as the introduction, rising action, climax, falling action, and resolution of a story's plot. It also defines different types of literary devices commonly used in narratives, such as similes, metaphors, personification, hyperbole, alliteration, and onomatopoeia. The document serves as a reference for understanding what makes up a strong, well-written narrative.
Introduction to descriptive writing
The document provides guidance on descriptive writing by appealing to the five senses. It emphasizes creating vivid word pictures through sensory details about sights, sounds, smells, tastes and textures. Descriptive details should consider colors, shapes, sizes, textures for objects, and physical appearance, facial expressions, attire, and gestures for people. When describing places, one should consider features of the natural world like trees, animals, weather as well as man-made structures. The document stresses showing rather than telling to bring descriptions to life through vivid language rather than just stating what is happening.
Supporting details
The document provides guidance on developing supporting details for a topic sentence. It discusses including primary and secondary support points that show, explain, or prove the main point. Examples of primary support could include attendance, experience, and being hardworking. Secondary details further explain the primary supports, such as never being late or having longevity at a job. The document encourages preparing a flowchart to organize ideas and developing a paragraph with complete sentences, specific details, and transitional phrases. Strategies are offered for generating supporting details, such as circling important words, freewriting, and selecting the clearest details that back up the topic sentence.
Paragraph Structure
The document outlines how to write an effective paragraph. It defines a paragraph as a piece of writing consisting of one or more sentences, sometimes with an indented first line. An effective paragraph contains three parts - a topic sentence, supporting details sentences, and a concluding sentence. It provides an example paragraph and identifies the topic sentence in red, supporting details in blue, and conclusion in brown. Finally, it lists the five step process to write a paragraph: brainstorming, organizing ideas, writing a first draft, editing, and final work.
Understanding verbs- English grammar
Easy to understand and learn English grammar. this presentation is a brief understanding of sentence for all age group, students, learners, executives, speakers, presenters, teachers.
Reading Strategies Flip Chart CA1
RED4348 Critical Assignment 1. This assignment consists of a total of 15 strategies. Five for each category of BEFORE, DURING, and AFTER READING.
Reciprocal Teaching
Reciprocal teaching is a strategy used to help students better understand texts through interactive dialogue between the teacher and students. It involves students taking turns in designated roles such as leader, questioner, clarifier, predictor, and summarizer to guide discussion of what was read. The roles encourage students to ask and answer questions, clarify confusing parts, make and discuss predictions, and summarize the key ideas in their own words.
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Synonyms power point
The document discusses finding synonyms for words. It explains that a synonym is a word with a similar or the same meaning. It uses the word "evening" as an example, looking it up in the dictionary and then a thesaurus to find synonyms like "dusk". Students are then asked to find synonyms for other words in their journals to practice.
Reading comprehension
Reading comprehension involves understanding written text by processing it and relating it to what is already known. The purpose of reading is to gain meaning, and instruction aims to help students develop skills and knowledge to become proficient readers. Strategies like skimming, scanning, and focusing answers on passage content rather than outside knowledge can help with comprehension assessments. Common errors include incomplete or unmarked answers, inefficient reading, and improper formatting.
Diifferent reading techniques
The document discusses different reading strategies including previewing, scanning, skimming, intensive reading, and extensive reading. Previewing involves surveying a text quickly to get an overview before reading carefully. Scanning is quickly reading to find specific information. Skimming focuses on main ideas by reading topic sentences and conclusions. Intensive reading aims for deeper understanding through evaluating details. Extensive reading involves reading various easy texts for pleasure and knowledge without exercises.
68773175 kids-box-1-flashcards
The document discusses the history and development of a new technology called blockchain. Blockchain was originally developed for the digital currency Bitcoin in 2008 as a way to record transactions in a secure, decentralized manner without the need for a central authority. Since then, blockchain has expanded beyond cryptocurrencies and is now being applied to other areas like supply chain management, digital identity, and smart contracts due to its ability to securely and immutably store data and track the exchange of assets across a distributed network.
Summary Writing
The document provides guidance on how to write an effective summary. It explains that a summary is a brief statement or account of the main points of a text that demonstrates reading comprehension and writing ability. The document outlines a 8-step process for writing a summary: read the text, identify the main idea, take notes while rereading, organize notes, write a thesis statement, draft a short paragraph summary, review the summary, and revise as needed. It emphasizes that a summary should be concise and objective, communicating only the essential facts of the original text in the writer's own words.
Reading skills skimming and scanning
This document discusses reading skills and strategies. It notes that reading is the most important language skill for acquiring a new language as it involves decoding symbols to derive meaning. Reasons for reading include obtaining information, verifying knowledge, pleasure, and enhancing one's knowledge. The types of materials that can be read include books, newspapers, magazines, articles, notices, correspondence, and multimedia. Reading content includes fiction, non-fiction, academic works, and more. The document emphasizes that reading is important across all subjects and in daily life. It provides tips on skimming to identify main ideas quickly, scanning to locate specific information, and comprehending and critically analyzing texts. Research discussed found a link between early reading skills and later intellectual abilities.
Argumentative Essay Structure
This document outlines the structure of an effective argumentative essay, noting it should be organized like a sandwich with an introduction, body, and conclusion. The introduction should catch the reader's attention and state the thesis. The body should have multiple paragraphs, each with a topic sentence supporting the thesis and specific examples. The conclusion restates the thesis and calls the reader to action.
Summary writing by (fatmah khan) (1)
what is summary writing
it's objectives
techniques
steps in writing a summary
main idea
paraphrasing
supporting details
and some of the examples :
Luke goes to bat
The document contains a list of words related to various actions and positions including practice, hurried, position, roared, extra, curb, cheered, and final. The words describe activities like practicing acrobatics, hurrying to work, getting into position for a dance, a crowd roaring for a sports goal, extra players waiting on the bench, walking on a curb, an audience cheering for a team, and a final sports score.
Introduction to Narrative Essays
The document provides an overview of what defines a narrative essay and guidelines for writing one. A narrative essay relates a series of events in an organized way to make a point. It conveys action through details, dialogue, and description. It presents a conflict and creates tension as the story unfolds. The essay should have an introduction that sets up the conflict, a body that builds tension through events, and a conclusion that makes a final observation. When writing a narrative essay, students should gather key details of events and characters, develop a thesis, and revise the essay by analyzing its effectiveness.
Direct And Indirect Speech
This document discusses direct and indirect speech. It explains that direct speech uses quotation marks to report the exact words said, while indirect speech does not use quotation marks and does not have to be word for word. It provides examples of changing direct speech to indirect speech for statements, exclamatory sentences, imperative sentences, and questions. It also discusses changing verbs and other elements like time and place adverbs when changing to indirect speech.
Fact or opinion
This document defines facts and opinions and provides examples to distinguish between them. A fact is something that can be proven true or false, such as snakes being reptiles. An opinion is a belief that might not be proven, like whether a dog is cute. The document then gives examples asking the reader to identify facts and opinions, such as the first US president being a fact and a girl's hair being beautiful is an opinion. It concludes by providing a website for readers to practice distinguishing facts from opinions.
Using the Dictionary
The document discusses the importance of using a dictionary to improve vocabulary and language skills. It notes that a dictionary can help with spelling, pronunciation, identifying parts of speech, and understanding a word's origin and multiple meanings. The document also outlines some key parts of a dictionary entry, such as the headword providing correct spelling, syllabication guidance, use of the International Phonetic Alphabet for pronunciation, abbreviations indicating parts of speech, etymology in brackets, and definitions of possible meanings.
Making Inferences
The document discusses making inferences by drawing conclusions based on evidence and reasoning. It provides examples of inferences about characters' personalities, themes of stories, and symbols. Readers can infer character development, themes, symbols, and plot details by analyzing clues in the text and using their own thinking. Making inferences involves reading between the lines and using evidence from what is observed or read to draw conclusions. Activities are suggested for students to practice making inferences based on images, short films, and notes.
Monitor And Clarify
Monitor and clarify is a reading strategy that involves stopping during and after reading to ensure understanding. Clarify means using strategies to determine the meaning of unclear text, while monitor focuses on making sure the reader comprehends. Readers can monitor and clarify by asking themselves questions, re-reading, looking at pictures, reading on for context clues, or asking others. The strategy encourages readers to monitor their understanding by considering what is happening and whether the text makes sense.
Narrative writing
This document provides an overview of the key elements of narrative writing, including plot structure, characters, setting, style, conflict, theme, and point of view. It discusses the basic components of a narrative, such as the introduction, rising action, climax, falling action, and resolution of a story's plot. It also defines different types of literary devices commonly used in narratives, such as similes, metaphors, personification, hyperbole, alliteration, and onomatopoeia. The document serves as a reference for understanding what makes up a strong, well-written narrative.
Introduction to descriptive writing
The document provides guidance on descriptive writing by appealing to the five senses. It emphasizes creating vivid word pictures through sensory details about sights, sounds, smells, tastes and textures. Descriptive details should consider colors, shapes, sizes, textures for objects, and physical appearance, facial expressions, attire, and gestures for people. When describing places, one should consider features of the natural world like trees, animals, weather as well as man-made structures. The document stresses showing rather than telling to bring descriptions to life through vivid language rather than just stating what is happening.
Supporting details
The document provides guidance on developing supporting details for a topic sentence. It discusses including primary and secondary support points that show, explain, or prove the main point. Examples of primary support could include attendance, experience, and being hardworking. Secondary details further explain the primary supports, such as never being late or having longevity at a job. The document encourages preparing a flowchart to organize ideas and developing a paragraph with complete sentences, specific details, and transitional phrases. Strategies are offered for generating supporting details, such as circling important words, freewriting, and selecting the clearest details that back up the topic sentence.
Paragraph Structure
The document outlines how to write an effective paragraph. It defines a paragraph as a piece of writing consisting of one or more sentences, sometimes with an indented first line. An effective paragraph contains three parts - a topic sentence, supporting details sentences, and a concluding sentence. It provides an example paragraph and identifies the topic sentence in red, supporting details in blue, and conclusion in brown. Finally, it lists the five step process to write a paragraph: brainstorming, organizing ideas, writing a first draft, editing, and final work.
Understanding verbs- English grammar
Easy to understand and learn English grammar. this presentation is a brief understanding of sentence for all age group, students, learners, executives, speakers, presenters, teachers.
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Nonfiction Applicable Reading Strategies
Teaches sixth grade students how to use before, during, and after reading strategies when reading non-fiction.
Reciprocal teaching conferring log rubric
This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
Reciprocal Teaching Instructions
These slides were used to provide instruction on the various roles students play when using the reciprocal teaching model.
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This document discusses using student data and assessment to drive instructional practices and decision making. It presents a model that connects goals for student learning, professional learning, and organizational learning. Student measures, professional measures, and organizational measures are aligned with these respective goals and practices. The document emphasizes measuring what is valued and valuing what is measured. It also discusses using formative and summative assessments appropriately to both improve student learning and create accountability.
Lesson Plan - Reading
This lesson plan aims to teach 8th grade students about reading for gist and reading for specific information. The lesson will begin with a pre-reading activity where students listen to a song and look at a picture to make predictions about the topic. Students will then read a text about John Lennon in 2 minutes to get the main idea. They will then read it again more carefully to find specific details like dates and the order of events in his life. The lesson is estimated to take 45 minutes total.
Reciprocal Teaching
This document outlines the key components of reciprocal teaching, a reading comprehension strategy. It discusses the four main strategies used: questioning, clarifying, summarizing, and predicting. It then provides examples and images to illustrate each strategy. The document was presented by Jennifer Jones and Dawn Reynolds at the 2011 North Carolina Reading Conference to provide information on implementing reciprocal teaching.
Cornell notes
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Annotating Text: A Powerful Reading Tool
This document discusses ways for students to actively engage with texts as readers. It introduces several strategies for annotation, including marking text with symbols to note characters, settings, unfamiliar words and important information. Students are encouraged to write comments in margins to summarize, make predictions, form opinions and ask questions. The purpose of annotation is to help readers think metacognitively about what they are reading in order to better understand and analyze texts. Examples of annotating a short story are provided to demonstrate the process.
Reciprocal Teaching: A Comprehension Strategy
The document summarizes the key techniques of reciprocal teaching, which is an instructional method for improving reading comprehension. It discusses setting up students with a complex text, diving into the text to question and think critically about it, clarifying understanding by discussing questions, and summarizing the key points. Visual aids are provided alongside each section to illustrate the techniques. The overall purpose is to teach students strategies for independently comprehending what they read.
Before, During, and After reading strategies
This document discusses various reading strategies that can be used before, during, and after reading. Before reading strategies activate background knowledge and prepare students for the text, such as using anticipation guides, KWL charts, word splashes, and previewing vocabulary. During reading strategies support comprehension, like double entry journals, marking the text, think alouds, and reading guides. After reading strategies assess understanding and have students reflect on what they learned, including exit slips, graphic organizers, summarizing, QAR, and whip.
How to annotate
A guide on how to annotate a text and why we annotate in English class. Created in 2007,so some of the graphics may not be correctly visible unless you download it.
How to annotate non fiction text
This file is a mash up of two ppts taken from this site. Thank you to the authors who did the original work. I just needed something a little simpler for my special education students and I thought this version might be useful to others.
Before, During, and After Reading Strategies
This document discusses various reading strategies that can be used before, during, and after reading. Some strategies used before reading include previewing vocabulary, word splash, and anticipation guides to build background knowledge and make predictions. During reading, students can take margin notes, participate in table talks and think alouds, ask 5Ws questions, and complete double entry journals. After reading, exit slips, QAR, carousals, and whips can be used to assess comprehension, while RAFT allows students to demonstrate understanding through different writing formats.
Annotation processing in android
This document discusses annotation processing in Android, including libraries that use annotation processors like AndroidAnnotations and ButterKnife. It covers annotation targets and retentions, how to write a basic annotation processor that gathers annotations and generates source files, and how to generate code using the Filer API or JavaPoet. It also discusses testing processors and passing parameters to processors from the Gradle build file.
Reading Strategies
This document provides strategies for effective reading of non-fiction texts. It recommends preparing for reading by previewing the text, activating prior knowledge on the topic, writing questions, and setting an appropriate reading speed. The document then describes different reading speeds: first gear for slow, thoughtful reading; second gear for relaxed reading; third gear for skimming; and fourth gear for scanning. It emphasizes using strategies like visualizing and predicting while reading to aid comprehension.
Before, During And After Reading Strategies
Before, during, and after reading strategies are provided to help students engage with texts. Some strategies to use before reading include ABC brainstorming, admit slips, anticipation guides, back to back activities, and graphic organizers like KWL charts. During reading, teachers can have students use double entry journals, ask comprehension questions, or discuss sections of text. Strategies after reading may involve word splashes, possible sentences, having students revisit predictions, or recapping discussions.
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This document provides an overview of content area literacy strategies for teachers. It discusses the importance of literacy in various content areas and defines basic, intermediate, and discipline-specific literacy. Several instructional strategies are presented, such as teaching word origins and using multiple representations in math. The document emphasizes that students need support to develop advanced literacy skills in high school. It also lists learning targets for a professional development session, which are to identify and implement effective cross-curricular literacy strategies.
Our assessment journey teachers edition
This document discusses formative and summative assessment strategies. It begins with an introduction to assessment for, as, and of learning. It then explores the distinctions between formative and summative assessment. Formative assessment involves collecting information about student learning to inform instruction, while summative assessment evaluates student learning at the end of a period of instruction. The document emphasizes that formative assessment, when implemented well, can significantly improve student learning outcomes. It provides examples of formative assessment activities and discusses using assessment data to guide instructional decisions. The goal is to shift the balance more towards formative assessment practices.
Guided reading the romance and the reality (2012)
1. Guided reading has become an essential element of literacy education in many classrooms around the world. It focuses on observing individual student strengths and providing instruction to help students meet the challenges of increasingly difficult texts over time.
2. Key aspects of guided reading that have been embraced include differentiating instruction through small groups, using leveled books to ensure students are reading at an appropriate level, conducting benchmark assessments to determine reading levels, and using running records to assess reading progress.
3. Implementing guided reading well requires continuous professional development to refine teaching practice and ensure this approach remains powerful in helping all students become proficient readers.
Our assessment journey feb 26
This document discusses assessment in education. It defines assessment as being systematically conducted to contribute to an overall picture of each student's achievement. There are three types of assessment discussed: formative assessment which informs practice and provides feedback for improvement, summative assessment which evaluates student mastery of outcomes, and assessment as/for learning which involves student self-assessment. The document provides examples of formative assessment activities and notes assessment evidence can come from observations, conversations, and student products. The purpose of assessment is to understand what students have learned and still need to learn in order to improve instruction.
Educational Leadership November 2011 Grading
The passage discusses the importance of summarization in an age of information overload. It notes that with the massive amounts of data available online, being able to quickly understand the key points of lengthy documents, articles, or reports is crucial. The ability to produce clear, concise summaries helps people save time by getting the gist of new information without having to read entire lengthy sources.
GSSD Literacy Model
The document outlines the key areas of learning and cross-curricular competencies in the curriculum, including developing thinking, identity, literacies, and social responsibility. It also describes an outcome-based curriculum focused on what students need to know and do in each subject. Finally, it provides the contexts and goals for English Language Arts, which are comprehending and responding to material, composing and creating works, and assessing and reflecting on the learning process.
Gssd fountas and pinnell targets recalibrated 2012
This document outlines target instructional reading levels for students in different grades according to the Fountas and Pinnell reading assessment system. It provides levels from A to Z that students should meet in the fall and spring for pre-reading through 8th grade to determine if they are not yet meeting expectations, approaching expectations, meeting expectations, or exceeding expectations based on grade level.
Class act
The Good Spirit School Division employs three full-time Literacy Coaches - Andrea Hnatiuk, Janine Neufeld-Ruetz, and Nicole Piercey. The Coaches provide a variety of support roles to teachers including assisting with curriculum implementation, improving classroom instruction, aligning instruction with student data, and expanding teachers' resource knowledge. They work collaboratively with teachers at designated schools to help achieve the division's literacy goals and ensure student growth in reading comprehension.
Sk curriculum my writing
Students engage in writing as a process that involves pre-writing, drafting, revising, and finalizing. During pre-writing, students generate ideas and develop initial plans by considering purpose, audience, point of view, and format. In drafting, students focus on content over mechanics as they compose rough versions. Through revising, students refine their writing by reorganizing ideas, adding or removing content, and providing feedback to peers. Finally, students produce polished drafts and decide whether to share or publish their work. The writing process is recursive, and teachers support students by modeling strategies, creating a collaborative environment, and maintaining resources to facilitate writing development.
6 + 1 traits info
The document discusses the 6+1 Traits model for writing assessment and instruction. The 6+1 Traits include ideas, organization, word choice, sentence fluency, conventions, presentation, and voice. Using this common language and framework, teachers can provide specific feedback to help students improve their writing. The traits are divided into revision traits like ideas and organization, and editing/publishing traits like conventions. Teachers should embed the traits into teaching the full writing process from the beginning stages of developing content to the final stages of editing.
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Teachers enactment of content area literacy in strategies in secondary scienc...
Teachers enactment of content area literacy in strategies in secondary scienc...
Gssd fountas and pinnell targets recalibrated 2012
Gssd fountas and pinnell targets recalibrated 2012