The document provides strategies for improving reading comprehension. It discusses using reciprocal summarization where students take turns summarizing articles for each other. It also lists reading skills like predicting, questioning, evaluating, summarizing, visualizing, making connections, comparing, understanding directly stated information, and inferring suggested ideas. Finally, it outlines a morning program for reading strategies that includes before, during, and after reading strategies.
The student guide to writing better sentences in the english classroom samplejpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
The Student Guide To Writing Better Sentences In The English Classroom 2017 P...jpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
The student guide to writing better sentences in the english classroom samplejpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
The Student Guide To Writing Better Sentences In The English Classroom 2017 P...jpinnuck
'The Student Guide To Writing Better Sentences In The English Classroom' is a comprehensive and practical manual for students on how to write effective sentences for a variety of text types. The guide introduces students to grammar - different parts of speech - in the context of text response, poetry analysis, persuasive, creative, comparative and non-fiction writing.
In Agile Development, Testing is meant to be a part of the development process, right along with coding, but many “Agile Teams” are missing this vital component and experiencing degregated quality. In this presentation, we will discuss how to integrate Agile Testing in Kanban processes by discussing the following:
• Introduction to Agile and Lean
• How testers add value to cross-functional Agile Development Teams
• How testers participate in Agile ceremonies
• How to test in an Agile Environment
• The Four Environments (Dev, Test, Stage, Production)
• The types of testing that occurs in each environmen
KS3 Humanities Development - Geography Subject Conference 2009David Drake
KS3 Curriculum Development Presentation made by Dave Drake - Humanities AST, to the Wiltshire Geography Subject Conference at Melksham PDC on 16th June 2009
This activity has two purposes: First, you’ll start to become familiar with a very deliberate reading process that you’ll use throughout the Big History course. This will not only help you understand the readings for this course, but the skills you learn will also transfer to other classes. Second, you will become familiar with the idea of an origin story. Cultures around the world have their own origin stories, ways in which they believe and describe how the Universe came to be. It’s important that you understand that all origin stories should be respected, as they often relate to people’s cultures and beliefs. Big History is another one of these origin stories. Specifically, it is what many consider a modern, scientific origin story.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
While science is a natural home for project-based learning techniques, blending in the global competencies and other subjects can sometimes be more challenging. This session will focus on approaches to incorporating global competencies in science in both elementary and secondary settings. We will look at some concrete examples and have opportunities to collaborate with colleagues throughout the network. Please bring a computer to this session as we will be accessing online resources.
For thousands of years people have been telling stories about how our Universe and humans came into being.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
This is very much a work in progress! I also want to add images of the microscopic organisms (from Micro*scope) and characteristics of their respective habitats as well as video clips from 'extremophile hunters.'
What terms and concepts do you use to deliver your product experience? What organizational structures do you use to present those terms and concepts? To what degree is the meaning you intend through those choices clear to the person for which you intended it? These are the questions to ask yourself when attempting to make a product make sense to others.
Information Architecture is the practice of making sense of meaning through the consideration of ontology, taxonomy and choreography. In this three hour workshop we will discuss and work through what it means to think about affecting the information architecture of a product.
Similar to Reading presentation whole school 2016 (20)
The VM Literacy Handbook 2 is a workbook for students undertaking Units 3&4 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The VM Literacy Handbook 2 is a workbook for students undertaking Units 3&4 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The Student Guide To Writing Better Sentences In The English Classroom 2jpinnuck
Designed for Year levels 9 & 10, this is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 2 (2nd Ed.) shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
*Text response analysis (analytical and personal text response)
*Persuasive writing
*Poetry analysis
*Non fiction writing (features articles and explainers)
*Creative writing
*Reflective writing (including personal reflective essays)
*Analysis of persuasive writing
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 2 (2nd Ed.) equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The VM Literacy Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The Senior Literacy Writing Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy or VPC Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts, social media posts and online campaigns through to pamphlets and street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the texts through prior knowledge activities, note taking, writing, speaking and research activities. Students will also be scaffolded to develop their own ideas and create their own versions of texts they study throughout the workbook.
The Senior Literacy Writing Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts and social media posts through to street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the text through prior knowledge activities, note taking, writing, speaking and research activities.
The Senior Literacy Handbook 1_PREVIEW.pdfjpinnuck
The Senior Literacy Writing Handbook 1 is a workbook for students undertaking Units 1&2 VM Literacy. This workbook is filled with a huge range of every day texts with different purposes – from workplace texts and social media posts through to street side posters. Accompanying activities will guide students to explore, evaluate and respond to the different purposes, features and issues within the text through prior knowledge activities, note taking, writing, speaking and research activities.
The Senior English Writing Handbook (4th ed) - Full Previewjpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. This is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, The Senior English Writing 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.
The Senior English Writing Handbook (4th Edition)jpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. This is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, The Senior English Writing 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.
The Senior English Writing Handbook 4th Ed. (Updated Preview)jpinnuck
The Senior English Writing Handbook (4th Edition) has been written for the new VCE English study design. This is not just another textbook filled with endless descriptions and information about each area of the English and EAL study design. Instead, The Senior English Writing 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.
The Senior English Writing Handbook 4th Editionjpinnuck
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.
Smashing VCE: How To Study and Still Have A Life (2nd Ed)jpinnuck
Smashing VCE: How To Study And Still Have A Life (2nd Edition) offers an engaging, humorous and visual guide to senior Victorian students on how to balance school life and study with actual life. With lots of detailed examples from a range of VCE subjects and plenty of jokes, this book guides students through:
*What study is
*How to set effective study goals
*A whole range of practical study strategies for improving understanding and recall of concepts as well as practising skills
*How to organise both study and life
*Information about how theATAR is calculated
Included in Smashing VCE is a study planner formatted to help students plan for doing both homework and study.
Smashing VCE: How To Study and Still Have A Life (2nd. Edition)jpinnuck
'Smashing VCE: How To Study And Still Have A Life' is Ticking Mind’s refreshing new take on study skills which is designed as a resource for students and tool for teachers. The study guide takes students through the ins and outs of what study is, how to set specific study goals, and how to study effectively for each of their subjects in VCE. Written in an engaging tone, the book can be used as the basis for teaching students study skills in their form or tutorial groups sessions or to teach them study skills within specific subjects.
The Student Guide To Writing Better Sentences In The English Classroom 2jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. 'The Student Guide To Writing Better Sentences In The English Classroom 2' shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
*Text response analysis
*Persuasive writing
*Poetry analysis
*Comparative analysis
*Creative writing
*Reflective writing
*Analysis of persuasive writing
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. 'The Student Guide To Writing Better Sentences In The English Classroom 2' equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The Student Guide To Writing Better Sentences In The English Classroom 1jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. The Student Guide To Writing Better Sentences In The English Classroom 1 shows you how sentences are constructed using parts of speech, punctuation and different structures. Rather than looking at these complex ideas on their own, this book shows students how to use these grammatical ideas to create better sentences in the context of these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non-fiction writing
* Analysing images
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 1 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
The Student Guide To Writing Better Sentences In The English Classroom 2017 P...jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. Ideal for Year 9&10 students, The Student Guide To Writing Better Sentences In The English Classroom 2 looks at grammar in context by illustrating to students the parts of speech, punctuation and sentence structures which underpin these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Comparing and contrasting texts
* Reflective writing
* Analysing persuasive texts
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 2 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
4. Reciprocal summarisation
• Read through the article in front of you and underline 3-5 bits
of information which you think are important or interesting
• Your task is to turn to your partner and summarise what was
in your article. Before you do this, look over the pieces of
information you underlined and rehearse your summarisation
in your head.
• Summarise your article to your partner / listen to their
summarisation
• Identify at least two ways the articles are similar / two ways
they are different
6. • Division: Long division / short division
• Apostrophes: Possessive apostrophes /
apostrophes of contraction
• Rocks: Sedimentary rocks / conglomerate rocks
• Pyramids: One theory of how the pyramids were
built / another theory about how pyramids were
built
7. Reading skills
❏ Predicting what a text will
be about
❏ Questioning what a text is
about
❏ Evaluating/prioritising what
is important / not important
❏ Summarising information
❏ Visualising information
❏ Making personal
connections with the text
❏ Connecting this text with
other texts
❏ Comparing and
contrasting information within
the text or between texts
❏ Understanding information
that is directly stated
❏ Inferring ideas which are
suggested
8. This morning’s program
• Before reading strategies
• During reading strategies
• After reading strategies
13. A word in context
For almost 30 centuries—from 3100 B.C when the
first Pharaoh ruled all of Egypt to its conquest by
Alexander the Great in 332 B.C.—ancient Egypt
was the most outstanding civilization in the
Mediterranean world. The main sources of
information about ancient Egypt are the many
monuments, objects and artefacts that have been
recovered from archaeological sites, covered with
hieroglyphs that have only recently been
deciphered.
14. Working out words in
context
• Identify clue words: words before or after the unknown
word (in the same or different sentences) which you
definitely know and which provide a clue as to what the
unknown word means.
• Replace the unknown word with a word which would
make sense in the context. What does this mean the
unknown word might mean?
• Use what you already know. Is there part of the word you
already know? Do you have a clear picture in your head of
the information or situation which a word is referring to?
15. A word in context
For almost 30 centuries—from
3100 B.C when the first Pharaoh
ruled all of Egypt to its conquest
by Alexander the Great in 332
B.C.—ancient Egypt was the
most outstanding civilization in
the Mediterranean world. The
main sources of information
about ancient Egypt are the many
monuments, objects and
artefacts that have been
recovered from archaeological
sites, covered with hieroglyphs
that have only recently been
deciphered.
*Which words are
clue words?
*What could be a
substitute word?
*What knowledge
do you have of the
situation being
described?
16. Another example
Most Australians who
drink alcohol do so at
levels that have few
adverse effects.
However, any level of
drinking increases the
risk of ill-health and
injury.
*Which words are
clue words?
*What could be a
substitute word?
*What knowledge
do you have of the
situation being
described?
39. Name:
Cloze Activity:
Word Bank:
aftermath, ancient, bronze, chronology, civilization, civilizations, coalesced, concentrated, conquered,
conventional, foreign powers, globally, instability, invaded, occurred, pinnacle, prehistoric, province,
succession of, unification.
Instructions: Write the correct word in the blanks. Use the Word Bank for reference.
_________________ Egypt was a _________________ of _________________
Northeastern Africa, _________________ along the lower reaches of
the Nile River in what is now the modern country of Egypt. It is one
of six _________________s _________________ to arise independently.
Egyptian _________________ followed _________________ Egypt and
_________________ around 3150 BC (according to _________________
Egyptian _________________)[1] with the political _________________
of Upper and Lower Egypt under the first pharaoh Narmer (commonly
referred to as Menes).[2] The history of _________________ Egypt
_________________ in a series of stable Kingdoms, separated by
40. Name:
Matching: For each difficult word or phrase, write the number of the matching definition.
Difficult word or phrase Definition
_____conventional 1: very old
_____occurred 2: city/people
_____globally 3: (focused one's effort/increased/mainly studied)
_____province 4: cities/people
_____bronze 5: around the world
_____chronology 6: (happening before the time when humans wrote down history)
_____pinnacle 7: came together
_____instability 8: ordinary
_____foreign powers 9: history
_____prehistoric 10: bringing-together-as-one
_____civilizations 11: happened
_____aftermath 12: (quality that shows weakness because important things aren't steady or strong)
_____civilization 13: (brown metal that's copper and tin)
_____ancient 14: peak
_____succession of 15: (suddenly entered a place in an unwanted way)
_____coalesced 16: won (by force)
_____conquered 17: series of
_____unification 18: other countries
_____invaded 19: bad after-effects
_____concentrated 20: area of control/area of land
43. Reading instruction vs.
Assessment
Instruction Assessment
*Students are given instruction about
a reading strategy, participate in
guided practice before to applying a
strategy independently to some text.
*Students think about and discuss a
range of ways a reading strategy can
be applied to a text.
*Students read through some text
and then answer questions. This
tests their current reading skills.
*Students are given a reading task
which has one correct solution.
46. All living organisms on Earth
are divided into cells. The
main concept of cell theory is
that cells are the basic
structural unit for all
organisms. Cells are small
compartments that hold the
biological equipment
necessary to keep an
organism alive and
successful. Living things may
be single-celled or they may
be very complex such as a
human being.
Fact
Cells are…
Inference
Because cells are…
this also (could)
mean…
47. • This tells us the fact…
• This also probably means that…
48. This tells me the
fact that…
This also probably means
that…./Because of this I
can also work out that
probably…
Carbohydrate is an important nutrient found in many foods.
Carbohydrate containing foods include breads, breakfast cereal, rice,
pasta, noodles, fruit, potato and starchy vegetables, corn, dried
beans and lentils, sugar, milk and yoghurt.
Carbohydrate is an important source of energy for the body. Many
carbohydrate-containing foods are high in dietary fibre and are healthy food
choices. Try to eat carbohydrate-containing foods in every meal to provide
the body with energy throughout the day.
The rate at which carbohydrate-containing foods are digested varies greatly.
Carbohydrate containing foods that are digested slowly and therefore
provide a longer lasting release of energy are those with a low glycaemic
index or GI.A great deal of misleading information exists about carbohydrate.
Many fad diets suggest carbohydrate-containing foods be eliminated in order
to lose weight. This is far from the truth.
49. • What is the main message of this piece of
information?
• A) Carbs are in every food
• B) Carbs should be in our diet
• C) Carbs taste delicious
51. Questions:
So why, how, what?
Does this mean…?
Possible
answers
CARBOHYDRATE IS AN IMPORTANT NUTRIENT
FOUND IN MANY FOODS. CARBOHYDRATE
CONTAINING FOODS INCLUDE BREADS,
BREAKFAST CEREAL, RICE, PASTA, NOODLES,
FRUIT, POTATO AND STARCHY VEGETABLES, CORN,
DRIED BEANS AND LENTILS, SUGAR, MILK AND
YOGHURT.
Carbohydrate is an important source of energy for the
body. Many carbohydrate-containing foods are high in
dietary fibre and are healthy food choices. Try to eat
carbohydrate-containing foods in every meal to provide the
body with energy throughout the day.
The rate at which carbohydrate-containing foods are
digested varies greatly. Carbohydrate containing foods that
are digested slowly and therefore provide a longer lasting
release of energy are those with a low glycaemic index or
GI.A great deal of misleading information exists about
carbohydrate. Many fad diets suggest carbohydrate-
containing foods be eliminated in order to lose weight. This
is far from the truth.
56. Types of prior knowledge
General
topic prior
knowledge
What do you know about religion in general?
What do you know about any ancient religion?
Specific
topic prior
knowledge
What do you know about Ancient
Egyptian religion?
Topic
Ancient
Egypt
religion
57. K W L
What do I know?
What do I want to
know?
What have I learnt?
60. 1. The interesting/
strange/curious thing for
me is...
2. The simple fact is
that...
3. As I read this I
thought...
4. Like you I also think... 5. For me the question
really is....
6. I see what you’re
saying, but don’t you
think...?
7. I’m interested in what
you just said. Do you
think...?
8. I don’t believe/think
that...What I do think is
that...
9. Don’t you think it’s true
that...?
10. To be honest... 11. What you said
reminded me/made me
just think...
12. Perhaps the thing that
was most...about this
story/topic/information
was...
61. After reading strategies
• Picture recounts
• Visually representing information
• Before, now, after, because, like and unlike
• Summarisation
• Word grids
• Statement response
66. Summarisation
• Divide text into three sections
• Summarise each section with two sentences
• Reduce your six sentences to three sentences
67. Summarisation words
Start a sentence
Insert into a
sentence
Add onto a sentence
When
As
Along with
While
Despite
Although
Since
Because
Which
Who
That
By which, in which,
through which
Because of which
and
along with
because
since
such as, including
to, for, in, from, by,
with, of, through
leading to, resulting in,
showing (‘-ing’ words)
